Student Learning Outcome Reflection

Dear Breanne,
The following reflection is a summary of the student learning outcomes from both of my
projects, including what I feel I have learned from each.
Analyze Rhetorical Situation:
For both projects one and two, it was important to identify a specific audience to address our
information to. For our first project, we researched the correlation between birth order and
addiction. The audience we addressed was the Department of Human Services Behavioral
Health Division. Our purpose was to determine what, if any, relationship exists between the
birth order of an individual and their tendency for addictive behaviors.
For project two, I wrote a proposal aimed at encouraging more retailers to include a disability
specific shopping cart in their stores. I chose Costco, as they are a leading warehouse store and
cater to families. I felt that Costcos well-renowned customer loyalty and top-notch customer
service made them the perfect choice to champion for my cause, and I prepared a proposal that I
felt would be acceptable to them both in cause and in cost.
Determining the audience and genre was more difficult with the first project, as I was unclear as
to exactly who I needed to approach. However, by the second project it was easier to identify
exactly who to address the proposal to, and how to tailor it to that audience. Listening to the
other student presentations helped to clarify which audience to choose, and why it is necessary.
Doing so definitely helps direct the research, as it narrows down the field, and helps set the tone
of the paper.
Find and Evaluate Information:
For our first project, we gathered both primary and secondary research. I learned how to
formulate a survey on Google, as well as how to compile the collected data. We were able to
demonstrate our results visually via charts, graphs and a slide presentation; each of these
methods were new to me, and definitely a milestone in my education. In addition, I learned how
to access peer reviewed journals at the UNM library. I also utilized a search engine to gather
information on birth order characteristics, addiction statistics, and recommendations for how to
help prevent addiction.
Compose Documents:
The specifics of how to organize our documents in a logical, structured format was one that we
paid special attention to in class. For project one we began with a cover letter, which served as a
preface to the research we were presenting in our paper. We followed with a brief introduction
explaining we had researched the correlation between birth order and addiction. We then moved
to a methods section, whereby we detailed the survey we sent out regarding addiction to collect
our primary research, and we gave a brief recap of each peer reviewed journal we consulted on
birth order characteristics and addiction for our secondary research.

We followed the methods section by first presenting our primary research findings via charts and
graphs. We included clear explanations of each result, showing that there were definite links
between birth order and addiction rates. We then transitioned into our secondary research,
outlining the research conducted by theorist Alfred Adler, as well as the evidence we gathered in
our peer reviewed journals.
We concluded our paper by summarizing our results and formulating recommendations for
preventing addiction. Learning how to organize such a document so that it flowed easily was a
challenge. It was a little confusing trying to decide what information to include in each specific
area, since quite a bit of it overlapped. In our first submission, we included references to our
research in our introduction, which was not needed. We learned that we needed to move that to
the methods section. We also found that we presented some of our research as though it were
conclusions we ourselves came to, instead of clearly depicting it as the findings of our theorist.
By carefully considering the feedback we received in these areas, we were able to restructure
both our wording and our format so that the paper read much more cohesively.
Present Documents:
This outcome, I feel, overlaps with the previous one. The feedback I received from you on my
projects assisted me in determining where in my paper I needed to present particular information.
For example, I needed to move my reference to my primary and secondary research from my
introduction to my methods section. I needed to clearly indicate who reached the conclusions
regarding birth order and addiction that were stated in the secondary research. We received
feedback on our first slideshow presentation, stating that we needed to make more individual,
less cluttered slides. I was able to carry this over to my second proposal, preparing simple, bold
and specific slides demonstrating the need for a disability cart. I also learned that it is important
to make your presentation genre-specific. In my case, I was appealing to a store that caters to
families with children, so the majority of my slides included little children with disabilities using
the cart. I also made a conscious effort to include a range of age, sex and race in my portrayal of
this cart. By doing so, I was able to reach different individuals who may be viewing my proposal
on a more personal level.
Compose in Various Modes:
Again, this outcome ties in nicely with the previous one. I learned just how effective the use of a
multimodal presentation can be. Previously I have only prepared written documents, shying
away from anything I considered artistic or creative. I realize now that people respond positively
to visual aids, in a way a written document cannot always accomplish. The weekly assignment
we did where we had to use a visual aid only to present a topic was a great lesson. It surprised
me to see just how much information one picture can convey; from a picture of a glass of dirty
water, to a photo of a child acting out in front of a violent video game, a visual image can have
tremendous impact. Even something as simple as a chart or graph can help a reader recognize the
significance of what you are communicating.
I can truly say I left this class as much better communicator in both my written and verbal skills.
I have always been more of a logical than emotional person, and the methods of writing in this

class appealed to me much more than any creative writing class I have taken. I find the structure
and definition very relatable to the way my thinking works, and was actually quite enthusiastic
when it came to approaching the writing assignments in this class.
Although I most definitely need further education and training in this area, technical writing is
something I can easily visualize myself doing in the future. I will most certainly transfer the
skills I have acquired in this class to my career as a teacher. Since I will be focused on special
education, I will be required to prepare individualized education plans, student goal plans, and
daily behavior assessments. I will need to be objective, professional and specific in all of my
documents, and I feel I certainly have a hand up in this area after taking this class.

Thank you for everything, and best wishes as you pursue your dreams!

Patricia