Dear Dr.

Bruce,

My proficiency in written communication has significantly improved due to the

development and application of the six student learning outcomes (SLOs), that I have
practiced during the progress of this class. The skills and techniques of rhetoric, diction,
sentence structure, forms of writing, and many other writing principals have generated an
increase in my expertise and competence in the area of technical writing. This portfolio will
showcase my mastery of each of the SLOs and my overall ability in written communication.
The assembled documents that this portfolio is comprised of are: a first draft and a final
revision of a resume, an evaluation memo, and an entry from my writer’s notebook.

The resume is included in this portfolio because of the multitude of SLOs that it
illustrates. As a formal document, the resume follows a more structured format with an
emphasis on formal language. More specifically, the resume demonstrates rhetorical focus
(SLO1), a persuasive argument (SLO3), organization (SLO4), and language and design
(SLO5). The resume is created with headings, subheadings, and topics under which the
information is organized to best create an eye-catching and pleasing design while still
maintaining the significance and importance of the information.

The evaluation memo encompasses several of the learning outcomes as well, such as
rhetorical focus, organization, and language/design. However, it is an exemplary example of
the learning outcomes of persuasion (SLO3), language (SLO5), and collaboration (SLO6)
specifically. The memo that my iFix-it group and I created was written to persuade our
audience that our team worked together and contributed to the overall product. This was
done in an unbiased language that included and referenced all group members while also
stating facts of what each member did and providing persuading evidence for each.

The last document that is included in the portfolio is my scholar’s notebook entry which
addresses how my writing has improved from the beginning of the semester as compared to
now. I chose this document for a multitude of reasons, one of which is because it
exemplifies ethical citations (SLO2) and persuasion (SLO3). Furthermore, the notebook
entry has a varying rhetorical focus (SLO1) from the resume and memorandum, which are
more formal documents. The scholar’s notebook entry is an informal summary and
reflection of what I have learned in the technical writing class. It includes examples of my
employment of ethical citations to integrate previously set guidelines and knowledge to
expand and establish how I have developed my own abilities in technical writing.

Overall, my participation in this technical writing course has advanced my knowledge

and skill in the field of writing formally and informal for a variety of purposes. The practice
and implementation of ideas from the class have encouraged me to expand my writing
process and I will continue to add new ideas and practices to my process that will allow me
to develop it further. However, for now, I intend for this portfolio to demonstrate the skills I
have learned throughout the course of the semester and my chosen documents will clearly
illustrate my expertise with each of the course’s student learning outcomes.
Sincerely,

Sheena Polen