Part A: Reflective Essay on Student Learning Outcomes

Introduction: In English 120, I used many different writing styles to grow as a writer
and become open to multiple audiences and different ways of writing. My English 120 class
focused on creating agile writers that can flexibly adapt to multiple varieties of writing with an
emphasis on academic writing. This course enabled me to apply my knowledge from what I
learned in English 110 and incorporate that into new approaches we were exposed to in English
120. Throughout English 120, I was given multiple opportunities to analyze my writing in order
to grow as a writer, as I focused on three low stakes assignments (LSA) and three major writing
assignments (MWA). For each assignment, I had peer reviews with my classmates, which
allowed me to meet new peers and incorporate different ideas and expand on them. My instructor
also graded every assignment and provided feedback for reflection that further encouraged my
growth as a writer. This year, I also created a cover letter for all of my writing assignments,
which allowed me to reflect on my writing and elicit assistance with specific aspects that I
identified as areas of concern. By explaining my reasoning and decision-making, I was able to
reflect deeply on my work. By further incorporating student learning outcomes (SLOs), I learned
about myself as a writer and used various genres to improve my application of writing as a
process.
SLO A: SLO A is gathering information and evidence about a rhetorical situation in order
to set the style and tone of the work. It is about being able to clearly and effectively exemplify
your work and communicate your ideas by conscientiously choosing language that articulates
your message in varying forms of writing. Therefore, SLO A is truly about gathering enough
information to understand the rhetorical situation and be able to effectively communicate your
knowledge in writing. Throughout this semester, I used SLO A in every piece of work I created.

In sequence one, I created a proposal for a student committee audience informing them about an
advertisement pertaining to my intended field of pharmacy. I considered the tone and rhetorical
situation by providing ample evidence noting facts, statistics, and evidentiary-based criteria
writing in a formal and factual manner. For example, I noted how the ad highlighted the fact that
the program is "only 21-weeks long and has an eighty-five percent certification for job
placement" rate. My peer review group also encouraged me to push myself when researching and
writing because they questioned my claims and evidence. In sequence two, I wrote a position
paper on an issue in order to apply for a job with a Non-Profit Organization as a blogger. In my
position paper for the legalization of marijuana, I incorporated SLO A by choosing a debatable
issue that was enticing to the reader with both supporting and conflicting views in order to appeal
to both audiences. I progressed in SLO A by providing ample evidence and credible resources
from journals, articles, and books that would support the rhetorical situation and my argument.
Considering the audience, I reflected on my writing style and considered that different people of
different backgrounds, cultures, and social classes would be reading my work. Aware of style and
tone, I wrote formally and provided facts and statistics about marijuana that supported my
viewpoint and made me sound credible and knowledgeable. In sequence three, I applied SLO A
as I researched an issue facing the greater Albuquerque area and developed a proposal to define
and solve the problem with a group. I first researched on my own and then learned how to work
in a group using different styles and approaches. I applied SLO A by researching and providing
specific examples of how this issue could be improved. I reflected more deeply on this issue as I
worked collaboratively with my peers, as we unified our work to better our rhetorical situation.
We considered the actions and outcomes of our work and considered the group of people this
proposal would reach. I further gathered information from classmates during peer reviews to

better my work as I incorporated their differing opinions, styles, and tones. Overall, SLO A has
taught me the importance of considering varying types and aspects of rhetorical writing. This
will be valuable in my future as I work collaboratively with others in professional settings. By
learning how to compose and reflect on academic work, I will be better prepared to support my
claims verbally and in writing.
SLO F: SLO F can be described as reflecting on my writing and showing how I
improved as a writer through various works I created that will help me communicate in situations
more effectively in future endeavors. SLO F improved my writing as I reflected on my writing
and identified and analyzed my strengths and weaknesses and how I can apply my writing to
multiple genres and mediums using different types of technologies. In sequence one, I used SLO
F to consider how I could improve my proposal by critically reflecting on my writing and
incorporating evidence and facts about pharmacy. I also learned how to use another piece of
work to support my writing as I examined and identified my own interests. By applying SLO F, I
learned how to improve my writing based on suggestions from my peers. For example, I
shortened my conclusion after a peer noted that it was lengthy. I also progressed in SLO F as I
learned how to write for different audiences as I reflected on the importance of considering both
sides to an issue. In sequence two, for my marijuana position paper, I found that SLO F was very
beneficial. At first I had strictly researched medicinal marijuana but I found that if I incorporated
recreational marijuana it would only make my paper stronger. I learned that I then had much
more information to back up my position, which helped my writing appeal to a wider audience.
For example, I communicated my claims more effectively as I noted that "marijuana is one such
weed" that has been debated on how to control it, how to prevent it, and how it should be used.
Evaluating my development as a writer, I further learned how to write formally to allow my

readers to view my work as factual, appropriate, and objective. Applying SLO F also helped me
to use various mediums and technologies as I created a brochure about marijuana as my creative
revision piece. In sequence three, I used SLO F to reflect on how to write a proposal for an issue
that affects our city. When writing a proposal for the reintegration of homeless people into
society, I wrote in a inviting and factual manner. I highlighted a serious issue but wrote in a way
that elicited hope by suggesting a solution for the problem. By evaluating my weakness in this
piece, I was unsure how to provide a historical context for the issue and, therefore, only focused
on statistical data. For example, I noted that "According to the U.S. Census Bureau, New Mexico
ranks fiftieth out of the fifty states in poverty." Therefore, SLO A enabled me to focus on my
strengths in this particular piece but even went beyond my written work. After this assignment, I
continued to reflect on this issue at a greater level and considered how society should put more
efforts into organizing and creating opportunities for homeless citizens to empower themselves.
SLO F caused me to consider the importance of reflection and how I can apply my findings to
new standards and goals as a way for continuous future improvement.
SLO H: SLO H is described as the process of combining your work with the work of others in a
collaborative process to produce various types of writing. SLO H was the SLO that I made the
most progress in because throughout English 120, I wrote proposals that consisted of me
incorporating my opinions with the opinions of others. In sequence one, I used SLO H
effectively by creating a proposal that was trying to lure my peers to consider a career in
pharmacy. I used SLO H by looking up facts, pictures, and opinions of others. At first, I felt like I
struggled with sequence one but I learned that the peer review helped me improve my writing.
When my peers gave me constructive criticism, I was able to incorporate their opinions with
mine to make my work better and more effective. In sequence two, for my position paper, I used

SLO H when considering the opinions of others who opposed my stance. I progressed in SLO H
as I presented both sides of an issue without offending either side to provide a more holistic
picture, yet, still trying to persuade the reader to my view. I further effectively used SLO H in the
issue and group proposal. I did this by working with others in my group to create a strong paper
with strong ideas and influences contributed by everyone. Although the group paper was the
strongest of all, it was definitely the hardest to create because it was extremely difficult to
effectively combine all of our works with different voices and tones into one cohesive paper with
one writing style. Yet, SLO H is relevant to my future as it is important to be able to work with
others to develop and carry out projects because this is what we will be doing in our careers.
Nobody works in total isolation and learning how to work with other perspectives in varying
contexts is critical. SLO H allowed me to see others' positions both in thought and in writing.
SLO G: SLO G is using research to discover your personal beliefs and perspectives
about a particular piece of work through different ideas, questions, and mediums. It is about
researching a topic in order to strengthen or change your opinion on the topic. In sequence one, I
used my interest in pharmacy to examine my beliefs about pursuing a career in that particular
field. Although I had a preexisting understanding of pharmacy school, after doing research I
developed a stronger idea of the expectations and commitment required in this field. I also
learned that SLO G was important when writing about ethos, logos, and pathos as these elicit
powerful emotions in an audience. In sequence two, I examined my personal beliefs, as well as
opposing beliefs, about legalizing marijuana. However, after doing the research, I now believe
that both recreational and medicinal marijuana should be legalized as it is "less harmful then
alcohol and tobacco." This position paper allowed me to express my personal beliefs on the
legalization of marijuana and effectively encouraged the opposition to question why they oppose

the legalization of marijuana. In sequence three, I progressed in SLO G as I examined my beliefs

on a problem in Albuquerque that I am exposed to daily on my commute to school. I also used
multiple perspectives to explore the thesis that although there continue to be "efforts made to
help the homeless," not many provide the "necessary means and skills to get them back on their
feet and self-sufficient." Furthermore, when working with my group, we all expressed our ideas
and opinions of how we could effectively reintegrate the homeless back into society. Working
with the group allowed me to question my personal beliefs and even the beliefs of my group so
that we could figure out how to effectively create the best possible proposal. SLO G will help me
in my personal life as I continue to build and examine my personal beliefs in wider contexts on a
grander scale, as I continue to develop a sense of self in school and in my profession.
Conclusion: Throughout the course of the semester, I have truly improved my writing by
applying and developing a better understanding of each SLO. However, reflecting on my growth,
SLOs A, F, H, and G were pivotal in my development as a writer this year. By applying these
SLOs, I was able to effectively express my style and tone to various audiences in different
rhetorical situations. I learned how to exploit research and use this to convince the audience of
my beliefs and credibility through argumentative and academic writing, such as in the position
paper and the issues paper. I have also blossomed as a writer because I can more confidently
incorporate my opinion into my works instead of strictly writing with facts. I have also applied
the SLOs in all of my other written work in college. The opportunity to reflect on my work had a
big impact because I used to write only to get it done and meet the requirements of the
assignments and now I write intentionally with a purpose and meaning. Writing with an opinion,
as in MWA 2 and 3, proved influential in my writing as it allowed for my writing to become not
only more personal to me but more personal to others, too.