Sol Ochoa

19082 Fullerton St., Fullerton, CA 92831 | (456) 789-1011 | myemail@fullerton.edu

December 8, 2016
Dr. Bruce
English Professor
California State University, Fullerton
800 N. State College Blvd.
Fullerton, CA 92831

Dear Dr. Bruce:

When I first enrolled in this class, I knew I would be working on improving an aspect
of my writing that I had never given any thought to. Technical writing for this class
refers to writing documents such as proposals, resumes, memos, and manuals. I
find that skills learned in this class can essentially benefit me in a future
employment setting. To further substantiate this claim, I have gathered documents
completed in this class that showcase what I have to offer as a technical writer. I
have included a proposal, a peer review, and an excerpt from a group charter.
I chose to include the proposal that my group and I collectively submitted because it
demonstrates various student learning outcomes (SLOs) which are expected to be
met by the completion of this course. Overall, the iFixit proposal serves as a
persuasive argument (SLO 3). It satisfies this outcome because the nature of the
document is to convince iFixit to allow us to create guides and publish them through
their website. Similarly, the document itself is formal and is directed towards an
out-of-class audience which, in turn, fulfills the outcome of rhetorical focus (SLO 1).
Due to the fact that the proposal was written as a group, including each individuals
input, the outcome of collaboration (SLO 6) is also met.
Continually, the proposal encompasses a specific format which shows the
organization and focus that is expected (SLO 4). For instance, the document begins
with a proper heading, followed by a brief introduction that consists of an
explanation on why it is necessary to create guides for this device and also goes on
to provide a tentative timeline denoting when each milestone will be finalized. The
proposal served as a great example for showing academic language and design
(SLO 5) because of the respectful language used when addressing the audience, in
this case, iFixit.
As far as meeting the requirements for ethical research (SLO 2), I chose to add in
my portfolio part of my group charter. The charter was created with the purpose of
generating a foundational document revolved around our teams purpose and
communicative methods. Under the section of conflict management, an outside
source for steps-of-dismissal is cited; this included an in-text citation, as well as, a
proper end-of-text reference. To demonstrate my informal writing ability (SLO 1), a
peer review that I completed for Team Screw It is incorporated as well. The peer

review displays informality in that it is opinion-based and does not necessitate

stringent structure.
Overall, I am pleased to have taken this course, especially so near to my graduation
date. I feel my selection of documents are truly representative of my skills as a
writer and I hope they are sufficient in proving so. I foresee it will set me apart
when I am employed, as I hope to use both my formal and informal writing abilities
in a future job setting.

Sincerely,

Sol Ochoa

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