The previous chapters in this section on Writing Reflectively introduced you to the basics of critical reflection and offered a few different approaches to practice it. Those strategies, including Driscoll’s “So What?” cycle of reflection and K-W-L learning, are often deployed in a variety of academic and professional situations. They can be adapted to many different scenarios. In academia, however, one of the most common reflective assignments is a simple cover letter written at the end of an assignment, project, or entire course.

The cover letter genre can be very informal or intensely rigorous, depending on the preferences of the instructor. But nearly all such assignments expect the student to reflect on completed work in such a way that they successfully demonstrate growth  in the course. The audience here is key: cover letters are often targeted directly towards the instructor and aim to convince them that the student did indeed learn what they were supposed to. Unlike other reflective forms of writing, the cover letter borders on a hybrid status: it’s primarily reflective, yes, but it must also persuade the audience that something was learned.

This hybrid nature of the cover letter genre can make writing it more challenging than students often assume. The metacognitive aspect of the letter demands that the student monitor their own learning, as well as how certain kinds of knowledge might transfer to other areas; but the persuasive aspect of the letter also expects the student to provide evidence for each point that they make, somewhat akin to a thesis-driven persuasive essay. In fact, as Laurel L. Bower suggests in the Journal of Basic Writing, a compelling letter will employ all of the persuasive appeals, including logos, pathos, and ethos.

Ethos: The student demonstrates care and attention to writing as a craft; and, in the case of research-intensive courses, a dedication to quality sources. The metacognitive reflections throughout the letter also contribute to the image/character of the writer.

Pathos: Cover letters often have an affective dimension, focusing on the extent to which writing is often a deeply emotional form of labor. Persuasive letters will track the student’s experience during periods of hardship and show how they responded.

Logos: Effective letters are persuasive in part because they offer concrete evidence for each point. Any generalization and transferable nugget of wisdom should emerge from a specific experience in the course. Otherwise, the letter can quickly devolve into empty platitudes that simulate reflection without actually demonstrating it.^[1]

The main purpose of a cover letter is to persuasively demonstrate the student is familiar with the course outcomes, is aware of the extent to which they practiced them, and can project how those practices contribute to future learning (transfer). However, it’s not uncommon for cover letters to devolve into crude flattery and unconvincing pseudo-reflections, when “students seem more concerned with pleasing the teacher and appealing to his/her set of values than analyzing their priorities and thinking.”^[2] To avoid these inauthentic reflections, follow the assignment criteria closely and remember to practice the persuasive appeals above.