800 N State College Blvd, Fullerton, CA 92831

English 307-21632
7 May 2020
Dr. Leslie Bruce

Dear Dr. Bruce,

After searching through my completed documents from this Advanced College Writing
course, I believe I have completed the six student learning outcomes. My five portfolio
documents not only reflect this accomplishment, but also my overall growth as a writer.
Previously, I struggled with creating effective sentences and persuasive content due to my
inability to break away from an academic voice. Through the process of editing, I became aware
of my errors and quickly transitioned to a more conversational tone through simplified language,
reconnections of main points, and elaborating on my summaries. In order to effectively display
this, the completion of each SLO along with an explanation are listed below.

In regards of SLO#1 and #6, the Group Charter for Definition Assignment displays the
most features of these two outcomes. Right at the beginning, myself along with my other group
members maintained open communication through several chats and Google Documents in and
out of the classroom. Each of us made sure to effectively critique all of our sources while also
allowing for the incorporation of very unique perspectives, that in turn, positively benefitted our
Wikipedia-like page for the definition of “anachronism.”

Following these two, SLO #2 is fulfilled by my Scholar’s Notebook entry from March
11th, 2020. While writing this specific entry, I ethically researched and cited various quotations
from the book Brown Girl Dreaming by Jacqueline Woodson. Later on, I applied these into three
variations of embedding styles. This elevated my utilization of the MLA citation style and
allowed me to ethically communicate what the quote was about.

Involving SLO#3, my Summarizing and Synthesizing Activity permits the expression of

my persuasion skills developed during this class. Within the construction of my working thesis
for the Final Blog Post, I broke down areas of the postcolonial criticism text in the back of Mary
Shelley’s Frankenstein. Once completing the evaluation, I transferred the knowledge into a
paragraph of synthesis that persuasively and objectively communicated my main argument.

My Scholar’s Notebook entry on February 3rd, 2020 qualifies for the fulfillment of
SLO#4. During this specific entry’s creation, myself and the rest of my table mates analyzed
texts from JTC’s “Analyzing a Genre” article. This permitted the opportunity for the group to
communicate our analysis of JTC’s five points as well as identify similarities amongst types of
text for the rhetorical situation presented.

Finally, for SLO#5, my Critical Approaches Flyer fulfills the qualifications. For this
specific assignment, my JTC activity team and I worked together to formulate a flyer involving
the Postcolonial criticism of Shelley’s Frankenstein. While everyone researched sections of
writing for supplemental quotes, I focused my efforts on analyzing and organizing their
discoveries into a bulleted list to maintain a gender and culturally safe expression of post
colonialism.

This experience of formulating my portfolio put a lot of things into perspective for me
and my view of my writing style. I hope that in the future, I can look back upon the previous
mistakes and see them as necessary stepping stones instead of academic burdens.

Sincerely,

Ashley Roach