1546 Elm Street

Fullerton, CA 92834
December 9, 2016
800 N. State College Boulevard
Fullerton, CA 92834
Dear Dr. Bruce,
Throughout the course, the primary goal has been to learn to create documents, projects, and
files based on the 6 SLOs. Employing the presence of my audience and applying rhetorical purpose by
providing several different styles and techniques of writing has improved my written communication
profoundly. It is essential for a writer to keep the reader, audience, and context in mind when writing, but
the need to inform and persuade while maintaining ethics and credibility compounds the task in business
or professional writing. The files offered as proofs of the SLOs include the following: the project proposal,
charter, writers notebook, and e-portfolio website.
The project proposal served to educate and persuade (SLO #3) targeted audience in creating a
well-organized, simple step-by-step guide in replacing several components of a troubled device. For
instance, providing the background, purpose, and methodology targets the intended audience through
structural organization (SLO #4). When researching the proposal materials, the writers focused on the
student reader or users first, then modified the writing to meet the expectations of the administrators, in
this case: IFIXIT. The proposal offers tone, vocabulary and general diction (SLO #5) that focus on the
readers viewpoint.
The Writers Notebook is an informal written document (SLO#1). For an example, the rhetorical
triangle entry helped visualize important elements such as including instructional images or videos and
concise text for our repair guides. Organization (SLO #4) and format of images, videos and text is
essential when providing instructions to engage the audience. The project tested my abilities in these
areas, which made me more conscious of the various writing audiences.
The charter uses a friendly, but professional tone and diction that sets the foundation of my
credibility and ethics (SLO #2). It was essential to maintain the professionalism and expectations toward
the students of the guide and the administrators (SLO #1). For instance, I have learned that consistency
and concise language, while informing users, satisfies users desires. Approaching a problem and solving
it required classmate collaboration (SLO #6). For example, Individual group members critiqued several
sections of this document.
The website created for our e-portfolio consists of simplicity, focus, and structural organization
(SLO#4) by including tabs and visual elements for easier navigation throughout the site which begins from
the home page. This was an informal website targeted towards a specific audience (SLO#1). This website
is intended to provide a variety of works throughout the class that demonstrates my improvement as a
writer, while maintaining ethical research (SLO #2) and rhetorical focus.
This portfolio serves as an opportunity for me to reflect on what I have learned. The writings
contained in this portfolio mirror my understanding and ability to focus on the reader by applying the
aforementioned 6 SLOs. I hope that in reviewing the files in this e-portfolio, you recognize the efforts
made to improve my professional writing throughout various contexts.

Sincerely,
Omar Muneeb