Isabel Serrano

800 N. State College Boulevard

Fullerton, CA 92831

Dr. Leslie Bruce

800 N. State College Boulevard

Fullerton, CA 91764

Dear Dr. Bruce,

As prospective scientists, our works value depends on our ability to effectively

communicate our discoveries to a broader audience. Guided by our student learning outcomes

(SLOs), this course aimed to improve these communication skills. Throughout the various

assignments, we learned to assume appropriate rhetoric, construct strong arguments, and

effectively present our work. This portfolio which includes my cover letter, extended

definition, and the idea generation activity aims to demonstrate my mastery of these SLOs. In

this cover letter, I will briefly discuss each assignment and highlight how these works serve as a

testament of my skillset.

The portfolio begins with my cover letter, which addresses SLO 3. Since my letters

main purpose is to persuade you that I have successfully met our classs SLOs, I analyzed and

presented my two most effective works. Throughout this letter I claim that I mastered each SLO,

and provide concrete examples from my work that demonstrates my competency. For example,

in claiming that I meet SLO 4, I refer to my extended definitions partitioning technique. As you

will note throughout my cover letter, I will continue to provide concrete details for each claim to

show that I mastered each SLO.

 Secondly, I present my extended definition. Acknowledging that we are writing to publish

in a scientific encyclopedia geared towards undergraduate students, I adopted a formal writing

style void of specialized jargon. Mastering SLO 1, I explained mathematical terms, such as

ordinary differential equations, and employed figures to illustrate complex processes. In order to

effectively present my work, I partitioned my definition and chose topical subheadings, such as

The SIR Models Origin, to provide explicit transitions throughout the work (SLO 4). Meeting

SLO 5, I adhered to short sentence structures, particularly when introducing technical terms, to

avoid a convoluted presentation. Furthermore I reference a variety of sources in this work, citing

prior explanations of the models construction and applications, including the 1927 article that

introduced the model (SLO 2). Ultimately, through the extended definition, I met various SLOs

as I worked to address a general audience.

Lastly, I incorporated the idea generation activity to show my collaboration skills and

ability to shift my rhetoric. Satisfying SLO 1, I recognized that I am addressing my peer and with

the task of brainstorming ideas. Given these realizations, I wrote informally, using short phrases

such as, use graphics to explain anatomy, to provide direction. Moreover, I referred to

terminology we were both familiar with, namely the definition conventions we recently

reviewed. As I recorded my remarks, I considered her ideas, highlighting the thoughts that

carried the most substance, and noted which definition conventions she would satisfy. Rather

than solely giving input, I listened to my peer demonstrating my ability to collaborate (SLO 6).

In conclusion, this course has improved my ability to communicate my work with a

variety of audiences, as shown by my mastery of each SLO. The works mentioned above have

been chosen to demonstrate this mastery.

Sincerely,

Isabel Serrano