Karla Gutirrez

California State University, Fullerton

Fullerton, CA 92834-9480
10 December 2015
Dr. Leslie Bruce
Department of English, Comparative Literature, and Linguistics
California State University, Fullerton
P.O. Box 34080
Fullerton, CA 92834-9480
Dear Dr. Bruce,
The purpose of this letter is to demonstrate that your English 301 class has helped me
improve as a writer in areas outside, as well as within, my discipline. My portfolio
includes the following documents: 1) profile brainstorm and design, 2) editorial rhetorical
triangle, 3), original editorial, 4), editorial peer review, 5) revised editorial, and 6) this
cover letter. These pieces will be arranged in chronological order to showcase an
increasing level of difficulty. I will attempt to analyze my work and explain which of the
six student learning objectives (SLO) each is an example of.
The profile brainstorm and design satisfies SLO 1 rhetorical focus since it is an
informally written, in-class text with the purpose to map out our group profile. By
working together, fulfilling SLO 6 collaboration, a general organization of headings
and images were selected to support each individuals contribution. Additionally, this
piece meets SLO 4 organization and focus. In question one, I provided a description of
the profiles focus by presenting the controversial topic of orca captivity as documented
in the film Blackfish. Question 2 sets the relative order and addresses the type of images
that best highlight the main points of orca captivity and trainer related incidents. Prior to
this lesson, I had difficulty formatting my ideas into an assignment; using this
organization technique, I was able to make my own profile design using Microsoft Word
in the format of a thumbnail sketch.
Before this class, I had a simple understanding of rhetorical triangles. I now feel
confident enough to use this technique when writing under any rhetorical situation. The
editorial triangle is a perfect example of SLO 1 rhetorical focus and SLO 3 persuasive
arguments. Here the message, context, audience, communicator, and purpose of the
editorial assignment are clearly identified. The analysis of these components illustrates
that the editorials content was planned and more importantly ensures that the editorial
served its purpose of persuasion. I argue that shoreline homes are dangerous and coastal
cities should act in order to protect homeowners and the environment. I make the clear
statement that counter arguments will be addressed in the communicator section, which
enhances my credibility as a writer.
The peer review of my editorial serves as proof that I have accomplished the SLO 6

component of improving my own work with the feedback of my peers. It was pointed out
to that I needed to elaborate on definitions and improve transitions between major ideas
and paragraphs. After evaluating these critiques, I expanded my previous definitions and
provided supplementary examples. For instance, to describe how pollutants can lead to
oxygen-poor habitats, and what type of preventive measures cities have taken after
hurricanes. In order to implement a cohesive flow, the revised editorial was divided into
three subheadings to address separate subjects: environment, natural disasters, and
prevention.
The original and revised editorials illustrate that I have met SLO 2 ethical research.
This assignment allowed me to extensively research a topic that I was unfamiliar with.
The processes lead to various forms of sources - governmental institutions, private
organizations, scientific articles, and online newspaper articles that allowed me to
provide information that supports and counters the presented argument. Additionally, I
learned to avoid the repetition of citations in the original editorial by using alternative
forms of attributing multiple pieces of information to one or two authors. Lastly, the
revised editorial demonstrates that I have corrected my APA citations by altering the
bibliography format to the correct form according to the Purdue Online Writing Lab.
The portfolio as a whole is an example of SLO 5 academic language and design, it
demonstrates my ability to categorize and present information in an interconnected
manner. For instance, the home page provides a brief purpose and description of the
portfolio and presents you, the reader, with an easy and convenient link to continue with
the cover letter and contents. The portfolio is also divided into three pages that produce a
user-friendly page that is inclusive of a general audience. Creating this portfolio has
increased my writing confidence level and has taught me the valuable lesson of creating a
personalized website. Being more comfortable with research will help me with my future
career in marine biology, an area heavily based on research. Finally, building an online
portfolio has taught me basic website structure and further facilitates my ability to share
my work with others.

Sincerely,

Karla Gutirrez