TREVOR ROBERTS

949-207-8483 | trevor14@csu.fullerton.edu

9 May 2 019

Professor Brody
English 301 Professor
California State University, Fullerton
800 N State College Blvd,
Fullerton, CA 92831

Dear P rofessor Brod y :

As a kinesiology student, I have to learn advanced writing skills through the completion of
your English 301 course. To display this process, I developed a portfolio to demonstrate how I
met your six learning objectives (SLOs). The home page consists of two segments where I
provide a quick summary about myself, and I explain the purpose of my portfolio, along with
directional info, for those who stumble upon it in the future. The four tabs at the top right
corner will direct you to the literature that I chose to exhibit my achievements of the six SLOs. I
divided each tab based off the assignment, because some assignments had more than one
SLO. Thus, these are the documents which demonstrated how I’ve met the six SLOs: cover
letter, proposal, peer reviews, and professional email.

The SLOs that I achieved in this cover letter were rhetorical focus and organization. I maintain
rhetorical focus by writing in a formal manner, which is meant for a cover letter. In addition, I
properly wrote this to a direct audience (you) for the purpose of persuading you that I
mastered the SLOs. It is also organized well into introduction, body, and conclusion
paragraphs. The body paragraphs are based off each writing assignment.

Next, my proposal is a great representation of my ability to ethically cite and persuade. In my

original paper, I already displayed my ability to ethically cite, because I only made one minor
mistake, which I fixed in the revised paper, of not block quoting a quote that was over three
lines. Besides that, all of the sources I implemented were appropriately cited and listed on my
MLA formatted works cited. In my revised paper, I demonstrated strong persuasion skills within
two paragraphs (pgs. 3-4) where I persuaded my audience for the need of more/better
physical education in public schools. I objectively denounced an alternative argument’s
merit with peer-reviewed statistics. This showed how I can effectively compare and analyze a
counterargument to improve my persuasive claim.

Continuing, I revealed my collaboration skills through the feedback I gave my fellow students
in their causal analysis and refutation peer reviews. I improved my peers’ writing skills by
providing an in-depth assessment of two strengths and two opportunities for improvement for
their papers. I made sure to state specific claims behind my reasoning. To illustrate, I would
start off by stating the following strength or opportunity for improvement, then I followed that
up by showing them where I formed that idea within their paper (i.e. paragraph 3 on page 2).

Lastly, my professional email sent to you showed how I could use appropriate language and
design. I followed the language and design that was established in the article which
described how to formulate a professional email. For example, I used the following things
within the email: clear subject line, standard grammar, signature etc.

This portfolio suggests that I have possessed and learned many skills that are essential for
writing. It showed how well I could demonstrate all of the SLOs in a variety of literary
assignments. The major strengths exhibited in this portfolio were rhetorical focus, organization,
and language and design. There are a few minor tweaks I can make in order to have fully
refined writing skills: follow all MLA format rules and reduce large paragraphs. All in all, this
portfolio suggests that I’m ready to move on to the next path in my career, since I’ve
mastered the skills of writing.

Sincerely,

T revor Robert s