Student Learning Outcomes

In English 120, student learning outcomes are a vital part of all of our writing
assignments. In this class I had to step out of my comfort zone. The usual essay structure
was left in behind and replaced with new methods of writing. Through out the three
sequences of the class and the portfolio the student learning outcomes, or SLOs, were of
much benefit to my writing. Each SLO played a big part in each of the assignments.
SLO A
Student Learning Outcome A requires us to analyze different genres and be able to
affectively apply them to our rhetorical situation. This SLO was the most effective and
useful in the third sequence of the class. During this sequence we wrote both a memo and
proposal. The topic of both of these assignments was the issue of public safety on UNM
campus. For this assignment we were to analyze different ways to prove that the issue we
had picked was a real issue. This is where SLO A came into play. For the major writing
assignment of this sequence we were divided into groups to create a proposal. To
effectively prove this idea, I researched articles where our issue might have been brought
up. Using SLO A I analyzed on of the articles I found and utilized its content to more
effectively prove our point.
SLO C
Student Learning Outcome C refers to the use of different step-by-step skill in
order to create strong compositions. We can use this SLO to create more professional and
worthy assignments. I specifically used SLO C in the progress of writing my second
writing assignment during the second sequence of the course. My assignment was to

create a position paper about an issue that I was concerned about. I chose to write about
the canal being constructed in Nicaragua. To be able to write this step there was a stepby-step process, just like the one SLO C suggests. The LSA 2 helped me organize my
topic and determine what I was going to write about. After having this done, my time
went into a lot of research about the topic to be able to find evidence that would coincide
with my position. After these steps I was ready to write my position paper. After
receiving feedback from my classmates, my paper changed. I had mistakes that I had not
noticed but my peer-reviewers did. This is of much benefit because it helped me clear up
awkward sentences that made sense to me but would not to the reader. SLO C is the most
beneficial to obtain a well thought out and revised paper.
SLO F
Letter F of the Student Learning outcomes directs the improvement as a writer
that has occurred throughout the semester. This SLO can sum up the progress that all the
other SLOs have accomplished in my writing skills. This semester I have learned many
new technics that will make me a better writer. In sequence one I learned how to
efficiently analyze an advertisement and through the use of logos, ethos, and pathos, be
able to distinguish what sense each advertisement appeals to. This technic can be useful
in life to have better understanding of what different advertisement are trying to persuade
me to do and if or not I should listen. In the second sequence of the course I acquired new
methods of how to write position paper and persuade the reader to be on my side and
believe what I believe. In sequence three I learned how to work in groups with a major
writing assignment and how to create a memo and a professional proposal. These
strategies that I have obtained this semester will help me in the future. I can easily utilize

one of these strategies in my future work environment to prove point and be able to back
it up with sufficient evidence.
SLO H
Student Learning Outcome H indicates the use of the work of others to prove
ideas in the process of writing. This SLO was of specific benefit during the writing
process of my second major writing assignment. This is because the SLO calls for the use
of ideas or words of others as evidence for your own. For this writing assignment I wrote
about the Nicaragua canal and how I thought its construction was a bad idea. I proved
this idea with quotes from professional articles that were related to my topic. Of course,
SLO H also points out how this literary strategy should be used in a professional way.
This means that every idea and quote that I retrieved from these articles had to be
correctly cited, this way giving credit to those who wrote it. Besides citing the quotes,
these also had to smoothly flow and integrate into the sentences I used. SLO H was of
good use to be able to prove my point to others and persuade them of my ideas.
All the Student Learning Outcomes introduced in English 120 are very useful but
I found this four the most useful. I believe that through these four SLOs my writing skills
improved drastically. I learned how to utilize these literary strategies for my own benefit.
These student learning outcomes are the building blocks for a good paper no matter what
medium or technology is used. When intertwined these tools can help create a very
positive outcome. I think of SLOs as the atoms of English writing. Their importance is
viral and sometimes we do not even realize they are being used.