Dr.

Leslie Bruce

University Hall Room 435

800 N. State College Boulevard

Fullerton, CA 92831

Dear Dr. Bruce,

By enrolling in the Scientific Writing course, I sought to cultivate new writing

techniques that would provide substantial use in future applications. Over the semester, rigorous
assignments and practice exercises were completed in correlation with the six outlined student
learning outcomes (SLOs). The given portfolio contains my compilation of written documents
that fulfill the SLO requirements and demonstrates the significant self-improvements as a
scientific writer. In the following paragraphs, I will address my revised key-term definition,
rhetorical triangle, citation function analysis chart, and cover letter with the respective SLOs.

The revised key-word definition was chosen as the integral component of my portfolio
because the topic of the assignment, Sanger Method, reflects my interests as a Biological
Sciences major and highlights my ability as a scientific writer. One student learning outcome
covered in my definition assignment is the requirement of clear organization and focus (SLO 4).
This aspect is depicted through my addition of bolded headings that define the subtopic in each
section. The defined topics are logically sequenced in a specific order to properly guide the
reader through the intricate details of Sanger Method. Throughout the written article, I employed
the techniques of ethical research (SLO 2) and academic language/design (SLO 5) to convince
the reader of my credibility on the scientific subject. By creating a references list, citing articles
in APA format, and utilizing in-text citations, academic integrity was maintained by properly
attributing the used information to the researched sources. Elevated academic language was used
by writing in an objective manner for an educated audience. Coherent design was shown through
the double columned format, headlined section breaks and supporting graphics. Revisions in the
content and structure of the definition assignment were made in response to the instructor/peer
provided comments and rubrics.

The supplementary documents included to further demonstrate competency over the

student learning outcomes are the rhetorical triangle of the definition assignment, citation
function analysis chart, and cover letter. Through the rhetorical triangle, the created outline of
the definition assignment shows rhetorical analysis of the prompt (SLO 1). By defining aspects
such as the overall purpose, specified subject, and target audience, the rhetorical strategies were
integrated into my writing style to create a stronger focus in my definition assignment. The
citation function analysis chart displays the collaborative group efforts to compare citation
functions between two articles (SLO 6). Between 4 group members, examples from the articles
were discussed, written, and edited together to create a unified citation grid. Finally, this cover
letter combines and evaluates my written compositions for satisfying SLO standards through
persuasive themes (SLO 3). The thorough analysis of each discussed piece in response to the
student learning objectives aims to persuade you that I have demonstrated proficiency in each
required category.

The provided coursework, along with your teachings, have shaped my writing techniques
as a scientific writer. Using these abilities, I aspire to work in the research industry of my major,
ideally under the field of biotechnology or cellular development. I hope that the provided
portfolio and cover letter convince you of my competency in fulfilling the six student learning
outcomes. Thank you for your time and effort as my Scientific Writing instructor.

Sincerely,

Eric Tran