13 December 2012

Dr. Leslie Bruce

Department of English, Comparative Literature, and Linguistics
California State University, Fullerton
P.O. Box 34080
Fullerton, CA 92834-9480
Dear Dr. Bruce,
This letters purpose is to propose a portfolio containing documents that portray I have
successfully learned the six student learning outcomes (SLOs) suggested in the course syllabus. The
main document is the progress report I wrote for the iFixit Project, which was addressed to the
iFixit Team. I will also include in my portfolio a peer review wrote for another group and an excerpt
from the recommendation report. This document will be arranged in order of how the document
was completed. The main document tab will be arranged from the final document and then iFixits
feedback, peer review, draft, and pre-writing. I believe my portfolio will showcase how I have
mastered the six student learning outcomes. The six student learning outcomes will be listed in
order and a brief description will explain how I feel my document reached the requirements.
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
progress report satisfies the formal, in and out-of-class aspect. The document was addressed to the
iFixit Team and Dr. Bruce to inform them about our projects progress. The informal writing aspect
is satisfied with the peer review we wrote for another groups document.
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). The second SLO is
met through the results section in the recommendation report. Information was gathered from
other sources to support my recommendation.
The third SLO is to compare, evaluate, synthesize, and communicate carefully, objectively,
and persuasively the relative merits of alternative or opposing arguments, assumptions, and
cultural values (Bruce 1). The cover letter meets the third SLO because this document is used to
persuade Dr. Bruce that I have met all six SLO by the end of this course.
The fourth SLO is to organize ones thoughts and communicate them clearly and
persuasively to address a rhetorical situation (Bruce 1). The progress report satisfies the fourth
SLO because the document was organized in a specific order to help deliver the message to the
audience. There are titles for each section to help readers find the information quickly.
The fifth 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). The progress report is address to the iFixit Team and Dr. Bruce, so
gender is not specified because more then one gender would be reading the document. Also the

progress report was written in memo format to show formality and purpose to inform the
audience.
The sixth SLO is to improve ones own and others writing skills through the assessment
and critique of written works (Bruce 1). Under the tab peer review and iFixits Feedback shows
how the group and I made changes to our draft to improve the progress report based on others
comments. Also as a group we peer reviewed another groups document and provide feedback and
changes that they can make to improve their progress report. Dr. Bruce provided feedback that was
very helpful in revising our progress report.
This portfolio will display my writing improvements while in college. It shows what I have
learned and how I can apply it to my future education and career. As I move on in my life I will
continue to apply what I have learned to further my skills and grow as a writer.
Sincerely,
Cindy Nguyen