December 11, 2014

Dr. Leslie Bruce

Department of English, Comparative Literature, and Linguistics
California State University, Fullerton
800 N. State College Blvd.
Fullerton, CA 93834-9480
Dr. Bruce,
The purpose of this letter is to demonstrate that I have effectively proven that I
fully understand the Student Learning Objectives (SLOs) stated in the English 360
syllabus. I will demonstrate this by displaying examples of documents that appease each
SLO. The major document that I have chosen is the resume applying for the leader
position of the iFixit Project team. This document only satisfies four out of the six SLOs.
With that being said, I will also present a peer reviews and the results section of my
recommendation report. These peer reviews include another classmates document that I
have reviewed as well as a document of my own that has been reviewed by another
classmate. At the top of this portfolio you will see three tabs; the first being this cover
letter, the second being my resume document, and the third being additional documents.
The resume tab will show my original document that was submitted in September, with
also showing the instructors comments, accompanied by the newly, revised version. In
the optional documents tab, you will discover the results section of my recommendation
report and a peer review revised by me. I believe my portfolio demonstrates the hard
work and effort that I have carried out in these documents to appease each of the six
SLOs. The following Student Learning Outcomes will be listed in order according to the
syllabus along with how the chosen document satisfies the requisite.
The six Student Learning objectives can be distinctly portrayed throughout this
portfolio. By reviewing these documents I have determined how these documents
correctly represent the SLOs. The first SLO is Rhetorical Focus: Write formally and
informally, in-class and out-of-class, for a variety of audiences and purposes (Bruce,
2014). This resume satisfies the first Student Learning Objective because it is addressing
you, Dr. Bruce, in hopes to obtain the position of leader for the iFixit project team. Since
the resume is only directed to a singular audience, I have included the peer review of my
resume in the Resume tab. The peer review exhibits that I have the ability to write
informally to a variety of audiences and purposes.
The second SLO is Ethical Research: Using the appropriate majors customary
citation style, ethically cite and communicate information from a variety of disciplineappropriate sources (Bruce, 2014). The results section of my recommendation report
demonstrates proper citation style in APA format. I gathered information from sources,
inlayed them into my report, and used correct in-text citations according to APA format.
APA format was chosen because it is the obligatory citation style for the health science
department. Information was taken from appropriate sources such as the California State
University, Fullerton course catalog, the University of North Carolina at Chapel Hill
writing center, and the National Institutes of Health (NIH). You can find this document

located in the Optional Documents tab above along with their corresponding reference
page citations.
The third SLO is Persuasive Arguments: Compare, evaluate, synthesize, and
communicate carefully, objectively, and persuasively the relative merits of alternative or
opposing arguments, assumptions, and cultural values. Integrate this evaluative work
into ones own persuasive arguments (Bruce, 2014). This resume clearly reflects a
persuasive argument and presents it effectively. This resume was written by myself, a
potential leader on the iFixit project team, in hopes to obtain the job position. This
resume represents the qualities that I possess in order to prove that I am qualified for the
job.
The fourth SLO is Organization and Focus: Organize, focus, and communicate
ones thoughts clearly and coherently to address a rhetorical situation (Bruce, 2014). In
this resume organization is a key element, which allows all of my information to be
clearly and concisely stated. The resume is not filled with a surplus of words, yet the
essential idea still remains in tact. It clearly states my name and contact information at the
top, includes headings that are bolded, and follows the guidelines for correct font style
and size. The resumes appearance demonstrates attractiveness without going overboard.
The fifth SLO is Academic Language and Design: 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,
2014). This resume indicates that I have effectively used academic language and design.
In this formal document, slang is not used and the design reflects my organizational
abilities. The design of the resume allows my future employer to grasp a general idea of
who I am. The headings and subheadings allow for quick access to what the employer
needs to know. The language that encompasses this resume gets the point across to my
future employer in a clear and concise way.
The sixth SLO is Collaboration: Improve ones own and others writing skills
through the assessment and critique of written works (Bruce, 2014). To exhibit this SLO
I have put together some of my past peer reviews. These peer reviews show work that has
been revised and commented on by myself, along with my personal documents that have
be reviewed by peers. I have included the peer review of my resume to show the ability
of my peers to improve my writing as well as a peer review of classmates
recommendation report to demonstrate my ability to critique ones written works. You
can discover my resume peer review in the Resume tab and my recommendation report
peer review in the Optional Documents tab.
This portfolio exhibits the progress that I have made from the beginning of this
semester until now. By acknowledging these Student Learning Objectives and using my
skills in the future, it will aid in my writing for years to come.

Sincerely,
Lauren Freels
References
Bruce, Leslie. English 360: Technical Writing. Fullerton: California State University,
Fullerton, Department of English, Comparative Literature, and Linguistics, 2014.
Print.