Rebecca Martinez

Humanities Room 526

800 N. State College Boulevard

Fullerton, CA 92831

Dear Dr. Bruce,

During this semester, I improved my writing ability through my

knowledge of organization, language, and prewriting techniques that

shape sentence structure. My writing ability was also enhanced

through applying the six student learning outcomes (SLOs). As proof of

this claim, I present a revised Annotated Bibliography, my first

conference homework sheet, and a peer review sheet.

I included my Annotated Bibliography because it articulates my

ability to present rhetorical focus and ethical citation (SLOs 1 and 2).

Evidence of rhetorical focus could be seen in the four article

paragraphs, where I express each of the articles worth and general

placement within the paper. Evidence for proficiency in ethical citation

could be seen in the four article citations, as they are all correctly

formatted per the guidelines for MLA format. In addition, the Annotated

Bibliography also represents my ability to produce persuasive

arguments and organization skills (SLOs 3 and 4). I demonstrate my

ability to provide persuasive arguments (SLO #3) within the article

paragraphs, as I defend and state what each article could do to

enhance the group paper and why the information is important. I

express my ability to organize information (SLO #4) throughout the

structure of the Annotated Bibliography paper, where I provide enough

white space between different entries and where I organize the

paragraphs information on its usefulness and where it can be placed in

the paper.

I provided my groups conference homework, because I believe it

provides evidence of my abilities to write informally, to organize

information, to write in a nonjudgmental way, and how I can work

collaboratively (SLOs 1, 4, 5 and 6). Evidence for informal rhetorical

writing (SLO 1) could be seen through my suggestions for which

information should be used, such as my suggestion to include the

information on Clostridium dificile. The evidence for my organization

skills (SLO 4) where we separate the main topic from its subheadings,

such as where we have the main topic of antibiotic-resistant bacterias

effects and underneath it there are subheadings for structure, function,

and their ability to effect on another. Throughout the rough plan

outline, the bullet points and indented lines also provide a way for my

group to stay organized. The language (SLO 5) is also kept strictly

professional, as the reflection paragraph shows the groups ability to

merge writing styles into one that was thoughtful and didnt diminish
the work of others. Lastly, the evidence for collaboration (SLO 6) is

shown through the Google docs chat box, where everyone was able to

critique anothers information and improve each others writing skills

through their assessment.

This course has helped me improve my writing skills through the

application of the student learning outcomes and allowed me to view

my writing style objectively. I hope that I have provided the necessary

evidence to express my proficiency in all areas of the student learning

outcome requirements.

Sincerely,

Rebecca Martinez