Dr.

Leslie Bruce

800 N. State College Boulevard

Fullerton, CA 92831

Dear Dr. Bruce,

During the course of this semester, I have improved my written communication skills by

following the six student learning outcomes (SLOs) provided for the class at the beginning of the

semester. By following the SLOs, I have improved not only as a writer, but I have improved as a

student as well. While I have tried to apply the SLOs to all of my assignments, the following

portfolio includes pieces that I believe best reflect my overall knowledge and understanding of

the six SLOs provided at the beginning of this class.

I included the revised annotated bibliography because I believe this assignment is the best

example of my understanding of the student learning objectives. The working thesis provides

example of rhetorical focus and ethical research (SLOs 1 and 2). This section demonstrates

rhetorical focus by discussing the matter of the distribution of inaccurate information in regards

to news. It demonstrates ethical research by addressing the issues the communications field is

facing in regards to inaccurate news. The introduction provides examples of the application of

persuasive arguments and organization and focus (SLOs 3 and 4). Persuasive arguments are

provided throughout the introduction, specifically the beginning where facts of inaccurate news

were provided and then followed by the argument of why inaccurate news is not good for

society. The annotated bibliography as a whole is an example of organization and focus because
of the layout of the paragraphs and the headers on each section followed by concise information

regarding each topic below the headers. In addition to the student learning objectives, this

annotated bibliography also demonstrates academic language and design, SLO 5. The entire

work uses proper language and design for the intended audience, which is comprised of general

readers.

In addition to the revised annotated bibliography, I believe my response to the Lesson Activity

from week six also demonstrates my knowledge of the six student learning objectives. In this

response, I demonstrated collaboration and persuasive arguments (SLOs 3 and 6). I demonstrated

collaboration by assessing and critiquing work done by previous students to improve my own

skills for the annotated bibliography. This response also demonstrates persuasive arguments

because it gives examples of why one work was better than the other through the use of quotes

and comparisons of each students work.

I believe by using the student learning outcomes as a guideline for my work in not only this

class, but also my other classes, I have improved my skills and overall knowledge as a writer.

These SLOs were very helpful with all of my classes this semester and will continue to be a good

reference for future work.

Respectfully,

Sarah Fenton