TASK: Here is the “meat” of the project—you’ve already worked to summarize your anchor text and now you’re working to connect it to the body of work from this term in the following collection of work:

  • Artifact # 1: HS narrative
  • Artifact # 2: Club investigation
  • Artifact # 3: Interviews
  • Mid-semester report (check your SENT email, you mailed it to me)
  • Journals
  • Field Notes


Use the above collection of work as evidence and support to help you respond to some of following questions:

  • What does it mean to be a citizen of this college? And what does it seem to mean to others? 
  • What are the differences from high school to college in terms of workload, seriousness, commitment?
  • If you could go back in time, where and why would you alter things that limited your success this term?
  • Have any of the skills we’ve worked on in this class transferred to other classes? Or your professional life (some of you may well have jobs on or off campus).


Dig DEEP into the anchor text and your body of work to help support your CLAIMS with EVIDENCE.  Through a mixture of direct quotation, summary, and paraphrase aim to drive a discussion forward where you see your experiences aligning with Dweck, Gawande or Cuddy.


à INTRO (300ish words):

In 2-3 sentences, work to lead us into your thesis statement—this will mean some set-up, background, and context.

Then, add a thesis statement of 2-3 sentences that aims to connect the ***concept(s)*** discussed in your anchor text and tether it to your own experience as a college student this semester—move beyond broad, general statements.

NY/OK/G/E  __________/10_______.

Sentence level concerns:  NY/OK/G/E __________/5_______.

(15 points total; see below for breakdown of points)




à BODY PARAGRAPHSS (1000 words):

Aim to make clear claims that drive your body paragraphs forward.  Work with your sources carefully: In addition to your summary and paraphrase work, quote from your anchor text AND your body of work 3 times (3 anchor, 3 body of work).

  • Use signal phrases to shift from your ideas to those of others.
  • Aim to develop in your body paragraphs the complexities you’re noticing by taking one concept and looking at it in terms of the body of work you’ve produced. This often means returning to your work over and over again.
  • Be sure to do more than drop in quoted portions or ideas, but strive to explain and unpack WHY those ideas are important and help to advance your thinking.


NY/OK/G/E  __________/35_______.

Sentence level concerns:  NY/OK/G/E __________/5_______.

(40 points total; see below for breakdown of points)


15 Intro + 40 Body + 5 Peer Review=60 total points


*****To earn credit during conference week

Post a draft on your Intro on your PLT # 2 page BEFORE class time, even though we don’t have class by ___11/12___. Send me the link.

NY/OK/G/E  __________/5_______.

Sentence level concerns:  NY/OK/G/E __________/2.5_______.


Come to conference during next week with 3-4 Body paragraphs posted—have it ready to go on your laptop.

NY/OK/G/E  __________/10_______.

Sentence level concerns:  NY/OK/G/E __________/2.5_______.


*****To earn credit after conference week

Post Draft 1 of Intro and Body on your PLT # 2 page BEFORE class time ends (11/19) AND exchange drafts with your peers.  Send me the link.

Post Peer Review which offers 4 thoughtful comments/peer as BEFORE class on ___11/26___ as a journal and on your ePort.  Send me the link.

NY/OK/G/E __________/5_______.


Post Draft 2 of Intro and Body BEFORE class time on______ 11/30____ and print out paper copy to turn in for evaluation.

NY/OK/G/E  __________/30_______.

Sentence level concerns:  NY/OK/G/E __________/5_______.