Dr.

Leslie Bruce
University Hall room 435
800 N. State College Boulevard
Fullerton, CA 92831

Dear Dr. Bruce,

My purpose was to explain the improvements in my writing on scientific and other
genres. You focused on assignments and activities that relate to the six student learning
outcomes (SLOs). Throughout the semester, I utilized my knowledge of the SLOs to my writing
by applying the techniques in each assignment. In the portfolio, I presented three assignments
that I believe illustrate my understanding to the six SLOs.
The definition essay illustrated my analysis on glaucophytes by defining its meaning,
describing how its characteristics relate to the Archaeplastida, and pointing out the researchers’
hypothesis lack evidence to prove glaucophytes contain characteristics in plant structure that is
common in other plant species. The definition is a good example to show my understand of
ethical research (SLO 2). I looked at peer-reviewed sources for evidence that supports my
classification on glaucophytes. For instance, I described the researchers’ failure to have evidence
that conclude their hypothesis on whether the origin of glaucophytes is similar to red algae and
viridiplants. The scientific definition essay is compatible to organization and focus (SLO 4). I
selected certain sources to point out the characteristics of glaucophytes. For example, I illustrated
six glaucocystis species with an illustration by explaining why four types of the cell wall shape
do not connect with other cells while the remaining two types do stick with other cells.
The first minor assignment, the group’s communication on the project, pointed out each
member communicates with the group on their progress, assigning dates for meetings and
concerns of the project. The group messages relate to collaboration (SLO 6). For instance, the
group wanted to have a meeting outside of class because each member desired to figure out and
collaborate for ideas that explains rhinosinusitis as a whole.
The second minor assignment, the cover letter, describes which documents are evidence
to student learning outcomes. The cover letter utilized to rhetorical focus (SLO 1). I focused my
purpose of the cover letter on describing the definition essay and two minor documents as
evidence to the student learning outcomes. It was written to a specific audience, who will look at
my work. Moreover, letter utilized persuasive arguments (SLO 3). I concentrated on making
letter persuasive by using some examples from three assignments. I synthesized the examples
with the student learning outcomes to illustrate my understanding of the course. In comparison,
the letter focused on academic language and design (SLO 5). I applied language to the cover
letter by introducing my purpose to explain the improvements of my writing through my
experience of the course. It was designed to introduce the selected documents that will be
included in my portfolio.
 In my experience with the course, I mastered the student learning outcomes through the
assignments and activities. I felt content in learning new techniques that help me improve my
writing. Thank you for your time in reading my cover letter that shows my understanding of the
student learning outcomes.
Sincerely,
Elizabeth Nguyen
 Works Cited

Gaite Jose L, Michael Kawamoto,​ Elizabeth, Nguyen, Michelle Tam. “The Group’s

Communication on Facebook”​. ​2018. California State University Fullerton, Fullerton.

Nguyen, Elizabeth. Glaucophytes​. ​2018. California State University Fullerton, Fullerton.

Nguyen, Elizabeth. Cover Letter.​ ​2018. California State University Fullerton, Fullerton.