December 11, 2013 Dr. Leslie Bruce California State University, Fullerton Dr.

Bruce, The purpose of this letter is to address that I have successfully completed the six student learning outcomes (SLO) of English 360 course syllabus by presenting documents satisfying each. My main document is a memo addressed to the Office of Student Life. Additionally there will be an excerpt from the instruction manual assignment. My documents will be arranged in order of document progress. The memo tab will start with the final document and trace back its steps from its draft with instructor comments, to peer review, to the pre-writing phase. I feel my portfolio is successful in showing my mastery in the six student learning outcomes because all requirements of each SLO are met. Student learning outcomes will be listed in order along with how the document satisfies the requirements. I have analyzed the six student learning objectives and how I think my portfolio documents this achievement. The first student learning outcome is to show proficiency in writing formally and informally, in-class and out-of-class, for a variety of audiences and purposes (Bruce 1). The memo document satisfies the formal, in and out-of-class requirement. The audience addressed here is Dr. Esiquio Uballe, Dean of Student Life, for the purpose of persuasion. The additional audience I am addressing is an English professor through this cover letter for the purpose to inform which satisfies the variety of audiences and purposes category. The informal writing portion can be found in the pre-writing tab of the memo by demonstrating group member dialogues regarding the memo. The second SLO is to find, evaluate, select, synthesize, organize, ethically cite, and present information from a variety of sources appropriate to their disciplines (Bruce 1). This memo also satisfies SLO number 2 because information was found from sources, selected and organized in a persuasive manner, and synthesized and cited in MLA format. Demographic, pricing, and aesthetic information were selected from sources and organized. Information from these sources is cited in MLA format which is appropriate for the English Discipline. Additionally, to show a variety of information presented from sources appropriate to their discipline, I have included a paragraph from the instruction manual assignment cited in IEEE which is appropriate to the science disciplines. The third SLO is to organize ones thoughts and communicate them clearly and persuasively to address a rhetorical situation which is clearly achieved by the inherent characteristic of the memo assignment (Bruce 1). The paragraphs of the memo are clearly organized with subheadings and the content is looking to persuade the Dean to subscribe to Time magazine. The rhetorical situation of the memo is to recommend a magazine to the Office of Student Life.

The fourth SLO is to recognize, evaluate, and employ the features and contexts of language and design that express and influence meaning and that demonstrate sensitivity to gender and cultural differences (Bruce 1). In the memo this is achieved by using gender neutral and culturally sensitive language. In the demographics comparison and conclusion paragraph of the document, gender sensitivity is addressed by not focusing in on one of the other, but by simply stating facts. Considering Cal State Fullertons racial diversity, there is also no racial demographic included. This addresses the cultural sensitivity because I believed race was an irrelevant determining factor. The structure of the memo influences meaning because the progression of the final memo builds arguments concluding to a final magazine recommendation.

The fifth and sixth SLOs suggest to improving ones own and others writing skills through the assessment and critique of written works along with employing a robust, recursive writing process, including pre-writing, drafting, and revision (Bruce 1). Through acquiring feedback and revising my work I have improved my own writing skills, this can be seen by comparing the draft with the final draft of the memo. Through providing other students with feedback and critique of their sections of the memo I have helped improve their writing, this can be seen in the Additional Works tab in the iFixit peer review document. Following processes of critique and assessment are demonstrated in the pre-writing, draft, and final revision of the memo. This portfolio captures a moment in time of my college education. It acts as the foundation for even greater documents I will produce in my future career, and suggests that I keep practicing the elements of all learning outcomes to further develop my skills.

Sincerely, Priyankaa Cid

Works Cited Bruce, Leslie. English 360: Technical Writing. Fullerton: California State University, Fullerton, Department of English, Comparative Literature, and Linguistics, 2013. N. pag. Print.