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20 One-Pager Examples, Plus Advice for Using Them With Your Students

A single page of notes can be a real game-changer.

One-pagers and Sketchnotes have become incredibly popular in recent years, and it’s easy to see why. Rather than just jotting down words on a page, students use one-pagers to visually represent key points and takeaways. They’re fun to create and have a real impact on memory and comprehension. Here’s how to use them, plus lots of terrific one-pager examples to inspire you and your students.

What Are One-Pagers?

Source: Chomping at the Lit

One-pagers invite students to think deeply about a text and produce a single page to represent its most important aspects. They usually include some images, doodles, or other graphic elements, giving them the alternate name Sketchnotes . One-pagers are often full of color and may include more images than words, depending on the student. They’re most commonly used in ELA classrooms but can be helpful in other subjects too.

This note-taking concept was pioneered by AVID , a group that seeks to prepare all students for college. As one-pagers caught on, teachers found that students who used one-pagers made a deeper connection to the text and had better retention of key concepts. AVID’s guidelines encourage students to share their one-pagers with one another, helping to inspire learning in a variety of visual ways.

How To Get Started With One-Pagers

Source: Spark Creativity

One problem teachers face when encouraging kids to use one-pagers is that some students don’t feel “artistic” enough. They may also not know where to start. When teaching kids to use Sketchnote one-pagers, provide more direction at first. Start by showing kids one-pager examples (see below). Ask what they notice about these Sketchnotes. Some characteristics they might note:

• The information and images fill the whole page.
• They’re colorful and full of illustrations.
• The illustrations don’t need to be expert, they just help emphasize a connection.
• Words are carefully chosen to highlight key concepts.

Some kids will take the idea and run with it right off the bat. Others will need a little more help. In this case, offering one-pager templates like these from Spark Creativity can really help.

You can also share these specific directions from AVID , which provide guidance on what to include on each page. Giving students a clear list of what to cover will increase confidence and free them up to be creative. For example, in English Language Arts, you might ask students to:

• Sketch one visual symbol that represents the text’s main theme.
• Write out two quotations that show the author’s style.
• Include a sketch and a sentence representing the setting.
• Make connections between the text and current events using sketches and text.
• Examine one or two main characters and their development.
• Identify three symbols through sketches or text.
• Include a statement about one thing they connected with in the reading.

One-Pager Examples and Ideas

Here are some outstanding one-pager examples on a variety of texts and topics. Note the incredible array of styles, which you can use to remind kids that there’s no one right way to use Sketchnotes. Encourage them to be creative!

Simple DNA One-Pager

Source: @sciencelessonsthatrock

We like this one-pager example because it shows students that you don’t need to be an expert artist to create something meaningful.

Poetry One-Pager

Source: @prestoplans

Here’s an example of how a template can provide students with strong guidance to get them started. This one-pager has more words than illustrations, but it’s still colorful and engaging.

Digital One-Pager

Source: @readitwriteitlearnit

One-pagers can go digital too! Try a whiteboard tool like Jamboard to make the process easy.

The Outsiders One-Pagers

Source: @wonderingwithmrswatto, The Outsiders

Source: @wonderingwithmrswatto, Digital The Outsiders

Take a look at these two different one-pager examples, one handwritten and one digital—and both effective!

Symbols One-Pager

Source: @studyallknight

Here’s another terrific way to use a template. Students can sketch the symbol, then add in handwritten notes for more info.

Beowulf One-Pager

Source: @gretazefo

This note-taking option really gives artistic students a chance to shine! Just make sure they add enough information (graphic or text) to help them make connections with what they’ve read.

The Great Gatsby One-Pager

Source: @mrsreganreads

Sketching characters from books can bring them to life for readers. Highlight a few quotes that truly express their personalities.

Power Profiles One-Pager

Source: @laumom

Students can use one-pagers to demonstrate what they know. They make interesting alternatives to essays or book reports.

Because of Winn-Dixie One-Pagers

Source: @enrichingelementary

Note that although each student used the same basic template (hand-drawn too, so don’t worry about making copies!), they each created something different and meaningful to themselves.

Fahrenheit 451 One-Pager

Source: @mudandinkteaching

Encourage students to add at least some images to their Sketchnotes, even if they’re as simple as stick figures or outlines. This engages different parts of the brain than just writing words does, and it deepens recall.

Letter From Birmingham Jail One-Pager

Source: @thehodgenator

Even when writing text, try to use a variety of colors and styles for emphasis. Just shading a background can draw the eye to something important.

Geography One-Pager

Source: @wmscl4

One-pagers are terrific for comparing and contrasting information, like this one comparing how geography affects the lives of people in China and India.

The Running Dream One-Pager

Source: @mayor_james

We love the idea of adding a word cloud to a one-pager! If you’re making a digital version, try these word cloud generators .

Intro One-Pager

Source: @nowsparkcreativity

One-pagers are such a fun way to do a getting-to-know-you activity on the first day of class.

Frayer Model Vocab One-Pager

Source: @missjackiesroom

The Frayer model graphic organizer is a terrific lead-in to more creative one-pagers, and a nice way to get students more comfortable with the format.

Inaugural Address One-Pager

Source: @mrsprzbooks

The main image choice can set the tone for an entire one-pager analysis.

USA One-Pager

Source: Teach With Tina

Don’t be afraid to try one-pagers in any class, for any topic!

Want to share more one-pager examples or ask for advice? Join the conversation in the WeAreTeachers HELPLINE group on Facebook .

Plus, get our free reading comprehension strategies bundle ..

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A Simple Trick for Success with One-Pagers

May 26, 2019

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Listen to my interview with Betsy Potash ( transcript ):

Sponsored by Chill Expeditions and Kiddom

Have you heard the whispers about one-pagers in the online teacher hallways? The concept of a one-pager, in which students share their most important takeaways on a single piece of blank paper, has really taken off recently.  

The one-pagers I see on Instagram draw me in like a slice of double chocolate mousse cake. The artistry students bring to representing their texts on a single piece of paper, blending images and ideas in creative color, is almost hypnotizing for me. Perhaps you’ve had the same experience.

But it’s the very beauty of the models that get posted that can drive students and teachers away from the one-pager activity. Sure, it’s great for super artistic students , we tend to think, but what about everyone else?

Turns out it CAN be great for everyone. As long as you know how to structure it.

What Is a One-Pager?

Let’s backtrack a bit and talk more about what a one-pager is. It’s pretty simple, really. Students take what they’ve learned—from a history textbook, a novel, a poem, a podcast, a Ted Talk, a guest speaker, a film—and put the highlights onto a single piece of paper. AVID first developed this strategy, but now it’s widely used in and out of AVID classrooms.

But why is this seemingly simple assignment so powerful?

As students create one-pagers, the information they put down becomes more memorable to them as they mix images and information. According to Allan Paivio’s dual coding theory, the brain has two ways of processing: the visual and the verbal. The combination of the two leads to the most powerful results. Students will remember more when they’ve mixed language and imagery.

Plus, one-pagers provide variety, a way for them to share what they’ve learned that goes beyond the usual written options. Students tend to surprise themselves with what they come up with, and their work makes for powerful displays of learning. Plus, they’re fun to make. Let’s not pretend that doesn’t matter.

So, assuming you’re sold on trying this out, you’re probably wondering what exactly goes into a one-pager?

Students might include quotations, ideas, images, analysis, key names and dates, and more. They might use their one-pagers to make connections to their own lives, to art or films, to pop culture, to what they’re learning in their other classes. They might even do it all. You’d be amazed at how much can fit on a single piece of paper.

Many teachers create lists of what students should put inside their one-pagers. Knowing they need two quotations, several symbolic images, one key theme, etc., helps guide students in their work.

The Art Problem

When creating one-pagers, artistic students tend to feature more sketches, doodles, icons and lettering. Students wary of art tend to feature more text, and can be reluctant to engage with the visual part of the assignment at all.

It was this issue—the issue of the art-haters—that first drew me into one-pagers two years ago. I had seen some stunning one-pagers posted in my Facebook group, Creative High School English . But the comments that followed were always the same. “That’s amazing work! But so many of my students don’t like art….”

Those comments struck a chord with me. For years I had dealt with comments from some of my own students about their distaste for artistic materials when I would introduce creative projects. No matter how much I explained that it was the intention behind their choices that mattered, I always got some pushback if there were any artistic elements involved in a project.

Was there a way to tweak the one-pager assignment so every student would feel confident in their success?

Another problem was one of overall design: Though they knew they needed to hit all the requirements their teachers listed, students still seemed to be overwhelmed by that huge blank page. What should go where? Did colored pencils really have to be involved?

A Simple Solution: Templates

As I thought about the problem, I wondered if students would feel less overwhelmed if they knew what needed to go where. If the quotations had to be in the middle, the themes in the upper left, the images across the bottom, etc. I began to play around with the shapes tool in PowerPoint, creating different one-pager templates.  

Then I began shaping my requirements, correlating each element with a space on the paper. Maybe the border could be the key quotations. The center would feature an important symbol. The themes could go in circles around the center. I developed a bunch of different templates for varied ways to respond to novels. Then I tried podcasts. Films. Poetry.

As I shared these templates with other teachers, I kept getting the same feedback: “It’s working!”  

That little bit of creative constraint actually frees students to use their imagination to represent what they have learned on the page without fear. They know what they need to put down, and where, but they are also free to expand and add to the template. To choose their own colors. To bring out what is most important to them through their creativity and artistry. And those super artistic students? They can just flip the template over and use the blank page on the back.

Beyond Novels

There are so many ways to integrate this creative strategy into your classroom. While one-pagers lend themselves beautifully to final assessments after reading independent novels, literature circle selections, or whole class novels, that’s really just the beginning.

You can use them to get to know students better, as with a name tent or “about me” one-pager at the beginning of the year. One school used templates to have every student create a one-pager about their own lives, collecting them all into hallway displays as part of a project they called “Tell your Story.”

You can also use them to help students focus in on the most important information in nonfiction articles and books. One EFL teacher in Croatia used the templates to have students share key takeaways from articles they read about social media. Not only did students have to analyze the text deeply to figure out what was most important, but the dual-coding theory suggests the process of creating the one-pagers will help them remember the information better.

Another great use for one-pagers is to keep students focused while absorbing media. When students are watching a film, listening to a podcast, or even attending an assembly with a guest speaker, they can be creating one-pagers as they listen, a kind of formalized version of sketchnotes.

Simple Steps for One-Pager Success

Whenever you’re considering your options for assessment, throw one-pagers into the mix. The steps below should help you in creating an assignment for which every student has a roadmap to success.

1.    Choose the elements you want your students to put onto their one-pagers. For example, quotations, key themes, literary elements, discussion of style, important characters or dates, connections to other disciplines, connections to their lives, connections to modern culture.

2.    Create a layout using the shapes tool in PowerPoint or something similar (or grab a free set of templates here or here ).

3.    Connect your instructions to your layout. Make it clear which elements should go in which area of your template.

4.    Create a simple rubric with the key categories you want your students to succeed with. With literary one-pagers, I use “Textual Analysis,” “Required Elements,” and “Thoroughness.”

5. As you introduce the assignment, show students some examples of one-pagers to give them a sense for how they might proceed.

6.    Give students time to work on their one-pagers in class so they can ask you questions. Consider providing some artistic materials if you can, or inviting students to bring them in. You can always let them complete the work at home if necessary.

7.    Do a gallery walk of the one-pagers before you collect them, or have them present to each other in small groups. The students will learn a lot from seeing each other’s representations.

8.    Create a display after you grade the one-pagers with your rubric.

You can find more of Betsy’s great ideas on her website, Spark Creativity .

Come back for more. Join our mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You’ll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half , the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined—come on in.

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Categories: Instruction , Podcast

Tags: assessment , English language arts , teaching strategies

58 Comments

Using this for assessment is also a great idea to provide an idea of student learning. Can you comment on how you use these for assessment and how you assess the one-pagers? Thanks!

Hi Kim, I think one-pagers make a great closing assessment for many units. They provide a chance for kids to really sum up everything they’ve learned, whether it’s from a novel, a series of poems, a part of history, etc. I think it helps a lot to grade them from a clear rubric – if you download my free set of templates, it includes the rubric I designed. You might want to grab it, just to help you design your own if you prefer. Hope this helps! Betsy

i think the students really help between to encourage other students to be creative and loyal to others and make up your own ideas.

Can you share a link to your rubric templates?

Hi Tish, you can go to A Simple Trick for Success with One-Pagers and find the links to the rubrics. If you look at the captions under the images, there’s a link to download them directly. Hope this helps!

I assess one-pagers against our education department’s rubric for written work – we have one for personal response (ideas + presentation) and another, more elaborate one for essays (content + support + form/structure + choices + correctness). It transfers nicely to one-pagers, and provides enough buffer for the kids who fear the artistic components. Here are our rubrics: https://www.alberta.ca/assets/documents/edc-2019-2020-ela30-1-scoring-guide.pdf

Hi there! This is awesome! Do you have any samples or formats for a math class? Algebra 1 and Geometry? I can see this more so with geometry since there’s lots of shapes and visuals. Thanks for your help and input!

I had students make a math one (I teach 6th grade) as a 2nd semester review. They had to include 3 things from each unit from that semester. Since we had 5 units, they broke the paper up into 5 sections.

Hi Brittany, That sounds like a wonderful review! Did you encourage them to bring in some visuals and color to help bring the concepts to life? I hope it went well! Betsy

Hi Janice, I’m afraid I don’t have any examples for math, but I think it would work very similarly. I would suggest template sections on main ideas from the unit, illustrations of the main ideas, connections to students’ own lives and the modern world, connections to other math concepts, etc. I hope that’s helpful! Betsy

I love this idea! I’m wondering how to tweak it to use in our math classrooms. Time to start experimenting. Thank you for this!

This is so helpful. I am a math teacher and a mother. My teenage son would come to a screeching halt whenever he had to generate a visual representation, because he dd not know how. I finally convinced him that, since the teacher had not *taught* him any art, and would not be *assessing* him on the artistic merit of his work, that, for instance, tracing was an ok thing to do. We expect kids to “do art” when they have not been taught how to, and some of them are not in a position (for whatever reason) to spontaneously “do art.” Why is this? (BTW, I hold a BFA.)

Hi Johanna, I hear you! It’s sad for me how little artistic outlet our students get these days, if they don’t choose to follow it on their own. It’s one reason I love this type of assignment, that can let those who flourish with art fly, and provide some reasonable small steps for those who feel intimidated by it. I’m glad you found these ideas helpful! Betsy

I’ve been hearing about these for a while! So glad to see this break down of the activity. I think creating templates is such a wonderful idea to help those students who struggle to see themselves as creative. I had my writing students create infographics this past semester, and showing them all the templates on canva really helped them feel more comfortable with creating their own examples of the genre. I’m definitely going to give this activity a try, potentially as a shareable attachment to their short autobiographies at the beginning of the semester. Thanks for the idea!

Erika, I’m so glad you find the template idea helpful! I couldn’t agree with you more about how helpful it is to share some structure ideas when approaching a design task – I love Canva too. I’ve seen some great results with one-pagers reflecting kids’ own lives, so I hope the autobiographical one-pagers will turn out well for you!

Another way to get around the “art” issue, is to use digital templates online such as the pre-set templates available on platforms like Pictochart, or create your own to share and use within Google Classroom. Encourage students to use free graphics from Copyright Commons approved sites, create comic strips to import from tools such as Pixton, etc. Another way to increase student engagement and engage in multimodal meaning making…

What great ideas! I love giving kids the option to go digital if they feel comfortable in that design space, and these are a lot of wonderful specific options. Thanks!

I teach high school physics. I can think of ways for astronomy and earth science but what of Newton’s laws or projectile motion. A section for equations. A definition perhaps. What else? Any suggestions?

What about sections that illustrate some of the principals, and a section that shows examples of practical applications of the scientific laws in students’ own lives?

I’m a science teacher, too. I know someone who assigned “Newtoons”, where kids had to think of a real world example and apply Newton’s laws to it in the form of a cartoon. Perhaps that could be incorporated into a one pager?

I think I will check out Newtoons

I would love some advice on how to use this with college math students.

Hi Lauren, I think it can be adapted to math with pretty similar template sections. You could have sections for main concepts, key equations, connections to other math or science concepts, connections to the real world, etc. And throughout, you could encourage students to create visuals that demonstrate the information to go with their text. I hope that’s helpful! Betsy

I went digital with one pagers this spring. Students used Adobe Spark to create and published on a class Padlet. Voila! No art supplies needed (and by May, few are to be had!).

Digital is a great option for one-pagers! Canva would be another fun place to experiment for those without access to Spark.

One other alternative is to pair up two students for the one-pager. One student could be more artistic/visual and the other more textual. Such a pair would have to learn to cooperate, communicate, and build on each other’s strengths. The process could be just as important as the product. Alternatively, each person in the pair could separately come up with various parts of the design. They would then meet to choose which elements to include or re-design to make the one-pager.

Tim, This is a great idea! Thanks for sharing.

Hi, I love having students gallery Walk their one pagers, but not sure what sort of accountability piece to have students complete as they do the gallery Walk and examine each other’s works. Any suggestions would be great!

Hi Courtney, I may have some suggestions for you for this. When my students do gallery walks, they usually complete a graphic organizer that sits with the work of each author. There are two forms I like to use: the Glows and Grows and the TAG sheet. The format is up to you but it can be as simple as a 2- or 3-column table on a page. The Glows and Grows is just two categories: One glow telling what the author did well, and one grow telling what they can do to make their work even better. The TAG sheet is similar but takes it one step further. T- Tell something you liked, A- Ask a question, G- Give a suggestion. I find that both these tools help students recognize good practices in their work of their peers, help them to spot errors that they might want to avoid, and give solid feedback that they respect because it’s coming from their peers. Hope you find this helpful!

What a cool way to let each student play to their own strengths. Thanks for sharing!

Thanks for this simple break down. I do a lot of writing and I’d like my students to be more reflective of what they learn from each assignment, particularly when we address a new style of writing. Any suggestions on how to use this with writing?

Hi Lauren, There are a few solid ways to use one-pagers around writing. One is to use it as an argument writing activity, or pre-writing. You can create a template where there are places for main ideas, counterarguments, quotations, and a thesis, all to be shared through both text and imagery. Another option would be to get meta and create a one-pager that is actually about the type of writing the student has just tried out and reflects the work they did and what they need to improve. With this type of template, you could create space for the main structures of the writing, what the student excelled at, and what they need to work on for the next iteration. Again, all to be shared through both text and imagery. Yet one more option would be to create a series of mini-one-pagers throughout the year that reflect writing type. So you could teach them the structures of different types of writing and have them create small illustrated versions to put together as a guide for themselves moving forwards. At the end of the year, they’d have a little book illustrating argument writing, opinion writing, compare and contrast, etc. Hope those ideas help! Betsy

I love one pagers and have used them for the last few years both with and without the template. I also taught my students how to make an infographic this year using Canva and they loved it. I think next year, I will combine the two and have them make their one-pager electronically so that both the artistic kids and the non-art lovers can be equally successful.

I have been doing projects similar to these for many years:))) Love the way you broke the ideas into steps and defined the process. Templates are great!!!!

I provide the option of collaging from magazines for my students who see themselves as less artistically inclined. They can do just collage or combine collage elements with some of their own drawings. I find this makes them feel less insecure about their drawing abilities. An unintended bonus is that some students have realized that they can be artistic without having to put pencil or paint to paper.

Love this idea of a collage for an option! I am trying one pagers this year in history to review units prior to quizzes and tests.

Love these. I have often used the Frayer model – with adaptions- for math and science concepts and or just terminology.

I used One-Pagers with my AP Human students as an end of year review. Students had to do one One-Pager per chapter. My students told me this was the best review and the most enjoyable work they did all year. They really felt this prepared them for the AP exam. Even the non-artistic students did a beautiful job!

I am using this as a project for a movie we’re watching. I’m allowing them to utilize the template or free-style, as I have quite the range of skill and anxiety in my class. Thank you for sharing.

Vickie, We are glad to hear that you’re planning to use one-pagers in your class. Let us know how it goes with your students.

How do you encourage students to use images? In providing a checklist of items I wanted students to include, somehow the One-Pagers my students recently completed for social studies included mostly text. Do I also require a certain number of images? amount of color? When I used One-Pagers last year, they were much more successful. I don’t recall how my prompt was different. I use your marvelous templates (thank you) and examples (thank you again) and the directions that identifying specific information needs to be considered. What is missing? Why aren’t the images a focus? How might I change my prompt.

With appreciation, Lisa

Hello! What is the research behind one-pagers? I would like to incorporate this method into my classroom.

This is wonderful, and it’s exactly what my students need! I’ve wanted to incorporate one-pagers into our units, but my anti-art, special ed students have balked at the idea. Thanks for sharing these templates!

Stacy, We are glad that this is exactly what you needed for your students!

I agree with all of you

I love this concept of a one pager to summarize a lesson. I teach kindergarten and can see how the students can use this technique to introduce themselves to the class.

I have never heard of the concept of using one-pagers in a classroom, though I can vaguely remember doing something very similar in a high school English class. After reading this blog post and listening to the interview, I am very excited to work this into a lesson plan that I am currently working on! Thank you for the tips and information on how to do these correctly.

I’ve tried to incorporate one pagers in my high school history classes but have struggled with how to use them effectively. The students were often intimidated or overwhelmed and the lessons seemed to flop every time. Thank you for the walk through of your process and templates. My attempts were missing the structure/parameters my students needed to be successful. I’m excited to tweak my lessons for next year and use the strategies you discussed.

Does anyone know of research related to using digital tools to write and draw and does this help or hinder learning?

Hello there. I am 14 years old. i need some help unfortunately with completing a one pager for school online. Do you know where I could go?

– Bella

Hey Isabella,

We’re sorry to hear you’re having trouble with this. Our advise is to reach out to your teacher or classmates – they should be able to help you. Good luck!

HI! Just wanted to give you a heads up that the AVID link at the beginning of the post is not working–it routed me to website that looked like a professional soccer club. I am not sure which one because the website is in Chinese, or Korean, or Japanese, or some other language I don’t know well enough to recognize! Thanks!

Hey Kelly, Thanks so much for the heads up! The link has been updated.

hey kelly , thanks so much for the heads up and thanks for everything.# love it give you the deets.

This will be my first use of a one-pager. Your information will be most valuable as I present it to the students..

This is an amazing idea! As I was reading my brain was coming up with all kinds of way I could adapt this further for Special Education when some students needs a different way to express what they’ve learned throughout a unit. I feel like so many people shy away from artistic projects so that they don’t pressure those “less artistic” students when they should be supporting their creative processes by making these projects more accessible. Wonderful read.

Hi Lauren, There are a few solid ways to use one-pagers around writing. One is to use it as an argument writing activity, or pre-writing. You can create a template where there are places for main ideas, counterarguments, quotations, and a thesis, all to be shared through both text and imagery. Another option would be to get meta and create a one-pager that is actually about the type of writing the student has just tried out and reflects the work they did and what they need to improve. With this type of template, you could create space for the main structures of the writing, what the student excelled at, and what they need to work on for the next iteration. Again, all to be shared through both text and imagery. Yet one more option would be to create a series of mini-one-pagers throughout the year that reflect writing type. So you could teach them the structures of different types of writing and have them create small illustrated versions to put together as a guide for themselves moving forwards. At the end of the year, they’d have a little book illustrating argument writing, opinion writing, compare and contrast, etc. Hope those ideas help! Betsy

woah that is soooooo cool!!!

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Night One Pager: Assigning a One-Pager Project as a Culminating Project

I recently assigned a one pager final project to my sophomores for their culminating Night project. I wanted to combine as many rigorous ELA content ideas as possible, while also designing a fun project for students that provided them with a bit of choice. This Night one pager project was the perfect way to finish the memoir!

To make this one pager project rigorous, I required my students to include multiple MLA-cited quotations with a literary analysis explanation. These are skills my students have learned and practiced all year long, so it was a way for me to assess that skill. I also wanted to give my students an opportunity to express their creativity, and it came through. In considering all of these elements, the one pager was the perfect culminating activity for Night!

What is a One Pager?

A one pager is a classroom assignment, activity, or assessment where students place all of their work on one page. With a one pager, students combine visual and text elements to demonstrate a thematic and symbolic meaning of a text. A one pager can include quotes from a text, quote analysis, critical thinking questions and answers, and visual representations of a setting, symbol, or character.

Furthermore, the one pager is also extremely versatile, and teachers can tailor it to fit their needs. You can read more about the one pager, sketch notes, and mind maps in this blog about coloring in the secondary ELA classroom .

Assigning a One Pager Project as a Culminating Activity for Night

For the actual assignment, I created a one-pager choice board that is similar that requires students to connect four elements. Every student had to complete the quotes, questions, and images element of the project. From there, students had their choice of four different items they could include: a connection to a song, a timeline, a setting, or a figurative language option. By providing students with a choice, they feel like they have more say with their work.

I reviewed the assignment with my students, explained my expectations, passed out the handout (which was printed double-sided with the instructions on the front and the brainstorming organizer and checklist on the back), and showed my students some examples. Keep reading the post. You can sign-up for my emails to receive a free Google Docs copy of this assignment which includes the assignment, checklist, planning sheet, and a rubric.  You can receive a copy of the One Pager for FREE by visiting my Member Page !

On the day projects were due, I provided my students with an opportunity to present their one-page to class. I did this as an extra-credit option. For each student who volunteered to present their project, I gave them an extra 5 points on their project).

The Night One-Pager was an enjoyable project for my students, and it was the perfect final project to assign at the end of the school year.

Teaching Night in the High School Classroom

When I teach Night to my sophomores, I use this Night Teaching Unit that includes a 5-week pacing guide.

This Night Activities Bundle includes pre-reading, during reading, and post-reading activities to use when teaching Night. This Night Teaching Unit Begin includes teaching resources and activities for you to complete with your students before, during, and after you read Night.

⭐️⭐️⭐️⭐️⭐️ Extremely Satisfied

“ This was such a great resource to add structure to my Night unit! My students found the chapter by chapter study questions to be really helpful, and I loved how easy it was to use the chapter quizzes. Would HIGHLY reccomend.”

“ When I had to teach this novel last minute and hadn’t even read the book before, this resource saved my sanity! I love resources from The Daring English Teacher, so I knew this would get me through and ensure my students were successful, even if I wasn’t 100% confident with the text.”

This post contains an affiliate link. 

14 Comments

I have submitted my email in order to get the free google doc link but I have not received it yet. How long should I wait? Thank you.

It should be automatic once you confirm your email! You might need to check your spam folder.

Thanks for sharing!

I submitted my email several times to receive this, but it just redirects me to the ConverterKit website and nothing is sent to me. I have checked my spam, spelling of my email, etc. and waited 24 hours but I still have nothing. I made a ConverterKit account, too, thinking that that might have been the missing piece, but no. What am I doing wrong?

Hello! I just manually added you. You should receive an email with a passcode to access the file.

I have submitted my information repeatedy and went through the process on converterkit and still nothing. Is there something different I should be doing?

Hi. Sorry. I don’t know what the issue is. I updated the blog post with a new link though. That should help!

I requested access to this resource, and the email was never sent or received. I just wanted to make sure you were aware tha your email request link is broken still. 🙂

Hello. I just checked and it appears as if you are not signed up with the email address you inputted. If you visit the website and sign up, you’ll have access to the site.

Please send me your one pager info

Hello. I updated the post to include a new link so you can access the Night one pager!

Hello! I am having trouble accessing the link as well. It is just redirecting me to the ConverterKit website as well.

Hello. Please visit my member page or the original post to find the link.

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Digital SAT Reading and Writing

Course: digital sat reading and writing   >   unit 2, central ideas and details | lesson.

• Central Ideas and Details — Worked example
• Central Ideas and Details — Quick example
• Central ideas and details: foundations

What are "central ideas and details" questions?

• (Choice A)   Before Farmer’s research, historians had largely ignored the intellectual dimensions of the Black Power movement. A Before Farmer’s research, historians had largely ignored the intellectual dimensions of the Black Power movement.
• (Choice B)   Farmer’s methods and research have enriched the historical understanding of the Black Power movement and Black women’s contributions to it. B Farmer’s methods and research have enriched the historical understanding of the Black Power movement and Black women’s contributions to it.
• (Choice C)   Other historians of the Black Power movement have criticized Farmer’s use of unconventional primary sources. C Other historians of the Black Power movement have criticized Farmer’s use of unconventional primary sources.
• (Choice D)   The figures in the Black Power movement whom historians tend to cite would have agreed with Farmer’s conclusions about women’s roles in the movement. D The figures in the Black Power movement whom historians tend to cite would have agreed with Farmer’s conclusions about women’s roles in the movement.
• Histories of the Black Power movement tend to focus on men.
• Ashley D. Farmer studies a wider variety of sources.
• Farmer's work increases understanding of Black Power movement, especially women's roles.

"Farmer has improved the study of the Black Power movement by exploring the roles of women."

Choice A actually says the opposite of what we learned in the passage. We're told that there were " many intellectual histories" of the Black Power movement before Farmer's. We can eliminate this choice.

Choice C introduces information not included in the passage. The text doesn't mention what other historians think of Farmer's research. If it's not mentioned, then it can't be a "main idea". We can eliminate this choice.

Choice D introduces information not included in the passage. We're not told about the beliefs of "figures in the Black Power movement." If the text doesn't mention this information, then it can't be a "main idea". We can eliminate this choice.

How should we think about central ideas and details questions?

Central ideas.

• cover a majority of the details introduced in the text.
• mention any particular points of emphasis from the text.
• focus too intently on just one detail from the text.
• introduce new ideas not addressed within the text.
• contradict information from the text.

How to approach central ideas and details questions

Step 1: Summarize the text in your own words

Step 2: Determine the task

Step 3: Revisit the text

Step 4: Predict and eliminate

"Ashley D. Farmer has improved the study of the Black Power movement by exploring the roles of women."

Stay specific

Choice C introduces information not included in the passage. The text doesn't mention what "other historians" think of Farmer's research.

Keep your prediction as short and simple as possible

Use keywords as a map.

• (Choice A)   He isn’t sure that other guests at the inn will be welcoming of sailors. A He isn’t sure that other guests at the inn will be welcoming of sailors.
• (Choice B)   He’s trying to secure a job as part of the crew on a new ship. B He’s trying to secure a job as part of the crew on a new ship.
• (Choice C)   He’s hoping to find an old friend and fellow sailor. C He’s hoping to find an old friend and fellow sailor.
• (Choice D)   He doesn’t want to encounter any other sailor unexpectedly. D He doesn’t want to encounter any other sailor unexpectedly.

Every day when [Bill] came back from his stroll he would ask if any seafaring men had gone by along the road.

At first we thought it was the want of company of his own kind that made him ask this question, but at last we began to see he was desirous to avoid them.

"Bill wants to stay away from sailors".

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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One Central Park

The story behind One Central Park starts with two artists who join the similar dream – architect Jean Nouvel and French artist and botanist Patrick Blanc. One Central Park is an award winning mixed-use building situated in Sydney, Australia. Developed as a joint venture between Frasers Property and Sekisui House, it was constructed as the first stage of the Central Park urban renewal project.

Architects: Ateliers Jean Nouvel

Location: LOT 1 Broadway, Central Park, Australia

Design architect: Ateliers Jean Nouvel

Architect of Record: PTW Architects

Green Walls: Patrick Blanc

Project Year: 2014

The public park at the heart of the zone climbs the side of the floor-to-ceiling glass towers to form a lush 21st century canopy. Using 250 species of Australian flowers and plants, the buds and blooms of the vegetation form a musical composition on the façade. Vines and leafy foliage spring out between floors and provide the perfect frame for Sydney’s skyline. One Central Park is built around a beautiful, spacious park, Chippendale Green that is the heart of the new precinct. More than 6,400 square metres of parks and public spaces welcomes local communities into the heart of Central Park.

Vertical gardens by the inimitable artist and botanist Patrick Blanc wrap the east and north facades of both towers with 38,000 indigenous and exotic plants. The effect is an astonishing tree house retreat – a hi-tech tower of epic proportions, yet startlingly organic.

About One Central Park

One Central Park (OCP) is an inventive and environmentally determined landmark project within the redevelopment of the Carlton & United Brewery site near Central Station in Sydney. The in general planning goal is to adhere to the utmost standards of sustainable residential design under the Australian Green Star rating system and support the vision of an environmentally accountable prospect for the city.

The Gardens

Just like Central Park New York, the 64,000 sqm park is a lush tranquil meeting place where you can unwind and relax with friends and family. Wander or cycle through its tranquil groves or simply sit on the lawns for informal al fresco dining. There are also chessboards and an open-air cinema, as well as occasional markets and music festivals.

Interior Styling

One Central Park two towers each have distinct interior design identities. Created by two different designers, each give a glimpse into the symbiotic living that Central Park offers. The East tower, designed by William Smart of Smart Design Studio, boasts materials, finishes, and colours that identify with high-speed luxury. While Koichi Takada Architects has created the palette, materials, and interior architecture that represent raw organics.

Building features

A number of separate features have allowed One Central Park to be familiar as an inimitable structure at an international level. Key among them is its vertical hanging gardens, cantilevered heliostat, low carbon tri-generation power plant and internal water recycling plant.

Vertical hanging gardens

One Central Park’s vertical gardens were inspired by the collaboration of French botanist Patrick Blanc and architect’s Ateliers Jean Nouvel. A living tapestry of plants, flowers and vines which stretch over 50 metres high, it has become the world’s tallest vertical garden. During the construction phase of One Central Park, the concept of putting the vertical garden onto the building brought with it a variety of complexities and challenges.

Cantilevered heliostat

Central Park’s cantilevered heliostat figures as another defining feature of the building. Suspended from the 28th floor of One Central Park’s east tower, it serves not only as a predominant design element to the building but as a way of reflecting light to the gardens and atrium below. It operates through a series of motorised mirrors that are positioned 100 metres below the cantilever on the rooftop of the west tower.

Sustainable initiatives

At the core of Central Park is a commitment to sustainability and self-sufficiency, which is reflected in two measures incorporated in the precinct: a low carbon tri generation power plant and an internal water recycling plant.

Central Park is projected to utilise its own low-carbon natural gas power plant, which shall allow for thermal energy to be produced for both residents and employees. The first stage of this measure involves a two megawatt tri generation energy plant which, when completed in November 2015, will run on natural gas and have the capacity to produce carbon thermal energy, heating and cooling for 3000 residences and 65,000 square metres of retail and commercial space.

One Central Park façade facts:

• 350 different species of plants used in the green walls alone
• 35,000 green wall plants
• 85,000 facade plants in total
• 23 green walls = 1200sqm total.
• Largest green wall is in the East Tower = 196sqm
• 5,500 planter boxes surround every level of the East and West Towers and five levels of the retail podium
• 15km of 4mm diameter stainless steel cables used across the project
• 2,100 stainless steel springs used to keep vine cables tensioned
• 2,486 glass façade panels on the East Tower = 12,678sqm of glass
• 820 glass façade panels on West Tower = 4,428sqmof glass
• Total area of glass on both towers = 17,106sqm x 12.5mm thickness x 2.5kg/mm = 534.5 tonnes of glass.

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Published on: 02/05/2024 10:01 AM

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Understanding Writing Assignments

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How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

• Read the prompt the entire way through once. This gives you an overall view of what is going on.
• Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
• Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
• Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
• Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
• Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

• What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
• Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
• What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
• Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

• how the poster addresses its audience and is affected by context I'll do this first - 1.
• general layout, use of color, contours of light and shade, etc.
• use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
• the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
• possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
• ethical implications
• how the poster affects us emotionally, or what mood it evokes
• the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
• how the song addresses its audience
• lyrics: how they rhyme, repeat, what they say
• use of music, tempo, different instruments
• possible cultural ramifications or social issues that have bearing
• emotional effects
• the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

• Design Plan due: Thurs. 10/19
• Rough Draft due: Monday 10/30
• Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

Module 8: Study Skills

What to do with essay assignments, learning outcomes.

• Identify how to approach common types of college writing assignments

Writing assignments can be as varied as the instructors who assign them. Some assignments are explicit about what exactly you’ll need to do, in what order, and how it will be graded. Some assignments are very open-ended, leaving you to determine the best path toward answering the project. Most fall somewhere in the middle, containing details about some aspects but leaving other assumptions unstated. It’s important to remember that your first resource for getting clarification about an assignment is your instructor—he or she will be very willing to talk out ideas with you to be sure you’re prepared at each step to do well with the writing.

Most writing in college will be a direct response to class materials—an assigned reading, a discussion in class, an experiment in a lab. Generally speaking, these writing tasks can be divided into three broad categories.

Summary Assignments

Being asked to summarize a source is a common task in many types of writing. It can also seem like a straightforward task: simply restate, in shorter form, what the source says. A lot of advanced skills are hidden in this seemingly simple assignment, however.

An effective summary does the following:

• reflects your accurate understanding of a source’s thesis or purpose
• differentiates between major and minor ideas in a source
• demonstrates your ability to identify key phrases to quote
• demonstrates your ability to effectively paraphrase most of the source’s ideas
• captures the tone, style, and distinguishing features of a source
• does not reflect your personal opinion about the source

That last point is often the most challenging: we are opinionated creatures by nature, and it can be very difficult to keep our opinions from creeping into a summary, which is meant to be completely neutral.

In college-level writing, assignments that are only summary are rare. That said, many types of writing tasks contain at least some element of summary, from a biology report that explains what happened during a chemical process, to an analysis essay requiring  you to explain several prominent positions on gun control as a component of comparing them against one another.

Defined-Topic Assignments

Many writing tasks will ask you to address a particular topic or a narrow set of topic options. Even with the topic identified, however, it can sometimes be difficult to determine what aspects of the writing will be most important when it comes to grading.

Defined-topic writing assignments are used primarily to identify your familiarity with the subject matter. You must shape and focus that discussion or analysis so that it supports a claim that you discovered and formulated. Although the topic may be defined, you can’t just grind out four or five pages of discussion, explanation, or analysis. It may seem strange, but even when you’re asked to “show how” or “illustrate,” you’re still being asked to make an argument.

Often, the handout or other written text explaining the assignment—what professors call the writing prompt —will explain the purpose of the assignment, the required parameters (length, number and type of sources, referencing style, etc.), and the criteria for evaluation. Sometimes, though—especially when you are new to a field—you will encounter the baffling situation in which you comprehend every single sentence in the prompt but still have absolutely no idea how to approach the assignment. No one is doing anything wrong in a situation like that. It just means that further discussion of the assignment is required. Below are some tips:

• Focus on the verbs . Look for verbs like compare , explain , justify , reflect, or the all-purpose analyze . You’re not just producing a paper as an artifact; you’re conveying, in written communication, some intellectual work you have done. So the question is, what kind of thinking are you supposed to do to deepen your learning?
• Put the assignment in context . Many professors think in terms of assignment sequences. For example, a social science professor may ask you to write about a controversial issue three times: first, they will ask you to argue for one side of the debate and then they will ask you to argue for another. Finally, you’ll be asked for a more comprehensive and nuanced perspective by incorporating text produced in the first two assignments. A sequence like that is designed to help you think through a complex issue. If the assignment isn’t part of a sequence, think about where it falls in the span of the course (early, midterm, or toward the end), and how it relates to readings and other assignments. For example, if you see that a paper comes at the end of a three-week unit on the role of the Internet in organizational behavior, then your professor likely wants you to synthesize that material in your own way.
• Try a free-write . A free-write is when you just write, without stopping, for a set period of time. The “free” part is what you write—it can be whatever comes to mind. Professional writers use free-writing to get started on a challenging writing task or to overcome writer’s block or a powerful urge to procrastinate. The idea is that if you just make yourself write, you can’t help but produce some kind of useful nugget. Thus, even if the first eight sentences of your free-write are all variations on “I don’t understand this” or “I’d really rather be doing something else,” eventually you’ll write something like “I guess the main point of this is . . . ,” and you’re off and running.
• Ask for clarification . Even the most carefully crafted assignments may need some verbal clarification, especially if you’re new to a course or field. Try to convey to your instructor that you want to learn and you’re ready to work, and not just looking for advice on how to get an A.

Undefined-Topic Assignments

Another writing assignment you’ll potentially encounter is one in which the topic may be only broadly identified (“water conservation” in an ecology course, for instance, or “the Dust Bowl” in a U.S. history course), or even completely open (“compose an argumentative research essay on a subject of your choice”).

Where defined-topic essays demonstrate your knowledge of the content , undefined-topic assignments are used to demonstrate your skills— your ability to perform academic research, to synthesize ideas, and to apply the various stages of the writing process.

The first hurdle with this type of task is to find a focus that interests you. Don’t just pick something you feel will be easy to write about—that almost always turns out to be a false assumption. Instead, you’ll get the most value out of, and find it easier to work on, a topic that intrigues you personally in some way.

The same getting-started ideas described for defined-topic assignments will help with these kinds of projects, too. You can also try talking with your instructor or a writing tutor at your college’s writing center to help brainstorm ideas and make sure you’re on track. You want to feel confident that you’ve got a clear idea of what it means to be successful in the writing and that you’re not wasting time working in a direction that won’t be fruitful.

assignment prompt: instructional material provided by the teacher explaining the purpose of the assignment, required parameters, and criteria for evaluation

summary: a writing task that asks the student to restate in shorter form what the source says

undefined-topic assignment: a writing task based on a broadly identified topic that the student is expected to pull into focus

• College Success. Provided by : Lumen Learning. License : CC BY: Attribution
• Writing in College: From Competence to Excellence. Authored by : Amy Guptill. Provided by : SUNY Open Textbooks. Located at : http://textbooks.opensuny.org/writing-in-college-from-competence-to-excellence/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

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Where to Watch Live From Detroit: The Concert at Michigan Central on NBC

This all-star lineup will deliver an amazing night of music. 

Michigan Central Station will soon re-open, not as a train depot but as a dining and shopping hub for Detroit, and to inaugurate its new era, a bevy of Detroit icons are coming together for a one-night-only performance.  Live From Detroit: The Concert at Michigan Central will stream live on Peacock and subsequently air on NBC, and you don't want to miss it. Keep reading for all the information.

Who is performing in Live From Detroit: The Concert at Michigan Central ?

The outdoor spectacular will take place on June 6, though in-person tickets are sold out. The 90-minute concert includes Michigan natives Diana Ross, Big Sean, Illa J, Jack White, Kierra Sheard, Theo Parrish, Slum Village, the Clark Sisters, Sky Jetta and the Detroit Symphony Orchestra. Detroit Lions Barry Sanders will also make an appearance.

Non-Michigan-ians are on the lineup too, like Common, Fantasia, Melissa Etheridge and Jelly Roll , and presenters Mike Epps and Sophia Bush. Eminem , who paid tribute to his hometown of Detroit in his semi-autobiographical film 8 Mile , is an executive producer of the event.

RELATED: Hanako Greensmith Sang "Hallelujah," and Her Soulful Voice Will Enrapture You

What is Michigan Central used for now?

The train station opened in 1913, the tallest of its kind in the world at the time. However, it closed in 1988 and remained unoccupied until the Ford Motor Company purchased the building in 2018. It's been under restoration since, and the concert marks the beginning of its gradual opening to the public as both a site of historical importance and bustling business.

"Detroit is known around the world for its musical talent, and having so many legendary artists kick off the celebration for the reopening of the iconic Michigan Central Station shows how meaningful this moment is for our city,” said Detroit Mayor Mike Duggan in a press release. “This historic landmark symbolizes Detroit’s resilience, innovation, and now, its bright future. This is about more than preserving a piece of our past. It also is about paving the way for a new era of growth and opportunity for all Detroiters.”

RELATED: Keith Urban & Nicole Kidman Are Ridiculously Cute Singing Together in Their Car

How can I watch  Live From Detroit: The Concert at Michigan Central ?

The event will stream live via Peacock  on June 6 at 8:30 p.m. ET. A one-hour special version of the event will then air on NBC on June 9 starting at 7 p.m. ET/PT.

• Music Performances
• Where To Watch

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This Square Enix JRPG just surprise-launched on Xbox consoles and Xbox Game Pass

Square Enix's Octopath Traveler 2 is now available on Xbox consoles and Xbox Game Pass.

What you need to know

• Octopath Traveler 2 is a JRPG developed by Acquire and published by Square Enix.
• Octopath Traveler 2 first launched on PlayStation consoles, Windows PC, and Nintendo Switch in February 2024. 
• Square Enix previously confirmed that the game was coming to Xbox consoles at some point in early 2024. 
• Octopath Traveler 2 is now available on Xbox Series X|S and Xbox One, as well as being available in Xbox Game Pass. The original Octopath Traveler has also returned to Xbox Game Pass. 

A massive new adventure is suddenly available for Xbox players. 

Square Enix JRPG Octopath Traveler 2 is now available on Xbox Series X|S and Xbox One consoles, having been surprise launched on Wednesday . This huge role-playing adventure is also included in Microsoft's Xbox Game Pass subscription service, meaning any subscribers can just hop in and start playing it right now. 

The prior game in the series, Octopath Traveler, was already on Xbox consoles, but has also returned to Xbox Game Pass with a similar lack of fanfare. Octopath Traveler was previously included in the service for a time, but has remained available to purchase and play on Xbox consoles since 2021.

Square Enix previously confirmed during Tokyo Game Show 2023 that Octopath Traveler 2 was coming to Xbox consoles, but its inclusion in Xbox Game Pass wasn't disclosed (or possibly even decided) at the time. 

Octopath Traveler has a tumultuous platform history

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Octopath Traveler 2 first launched in February 2023 across PlayStation consoles, Windows PC, and Nintendo Switch, with no Xbox version available at the time. Meanwhile, its predecessor Octopath Traveler was briefly exclusive to Nintendo Switch before making its way to PC and Xbox, but not PlayStation. 

Amusingly, just as Octopath Traveler 2 has now arrived on Xbox consoles, Octopath Traveler is now available for purchase on PlayStation 5. 

While Square Enix has previously pursued platform particularity for many of its franchises, especially Final Fantasy, the company is now opting to bring more and more of its games everywhere in a multiplatform approach . The upcoming Dragon Quest 2 HD-2D remake is also confirmed to be launching on Xbox Series X|S as well as PlayStation and PC.

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All the latest news, reviews, and guides for Windows and Xbox diehards.

Analysis: Xbox users, go play these games

The Octopath Traveler games use Square Enix's special "HD-2D" approach, mixing pixelated imagery with modern technology to create games that look absolutely gorgeous, with the first game having been the first title to actually use this approach. 

I highly recommend playing both games, and while they're absolutely worth buying, you can opt to play them through Xbox Game Pass right now if you're not sure what kind of games they are. They are fairly lengthy titles, as JRPGs can be, so you can look forward to dozens of hours of turn-based battles and adventures.

Both titles follow disparate groups of eight companions, who each have their own stories and quests. The games are set in two different worlds, but share quite a bit of connective design tissue that becomes more and more apparent the more you play.

Samuel Tolbert is a freelance writer covering gaming news, previews, reviews, interviews and different aspects of the gaming industry, specifically focusing on Xbox and PC gaming on Windows Central. You can find him on Twitter @SamuelTolbert .

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I was an adult before I learned of Michigan Central Station's ties to Black history | Opinion

It was June 1977, and 30 or so children had gathered at the entrance of the Michigan Central Station . 

I was one of them. 

As we entered, the wide-open space of the lobby was overwhelming to the group of 4-, 5- and 6-year-olds. Most of the shops were not open or operating, but the popcorn vendor was still there, and there was always the strong smell of popcorn. 

In 1988, the train station closed. After years of sitting empty, it will reopen on June 6. Many of us assumed it would never reopen. All it seemed good for was being used as the backdrop for disaster films, where it would get destroyed by large robots or superpowered aliens. I took the train from Detroit to Kalamazoo a few times when I was in college, boarding at a sad little trailer next to the once-majestic Michigan Central. I was always thinking about those trips in 1977, when I was 6 years old. Inside the station, we were placed in lines by the teachers and chaperones from Little Angels’ Nursery & Kindergarten, our Highland Park preschool. Once the train arrived, we boarded it in order, seated in pairs, near an adult. 

We were on our way to Ann Arbor to visit the University of Michigan Museum of Natural History.  We took this trip every year.  

And every year, I bought at least one of the rubber dinosaur figures from the gift shop — a triceratops one year, a T. rex or stegosaurus the next. 

We had lunch and played video games at Pinball Pete’s, and then we came back to Detroit. 

But the whole day would start and end at the Michigan Central Station, and it was as much a part of the field trip experience as the train trip, the museum and the arcade. 

Even as a preschooler, I was taught that the dinosaurs we saw at the museum lived long before us, and the significance of their impact on the world. 

But it would not be until I was near adulthood that I learned how important the history of the Michigan Central Station was to Detroit. 

And to me. 

Is the Michigan Central Station part of your family's history? Tell us at freep.com/letters, with "train station story" in the subject line.

Boomtown Detroit  

In 1825, Detroit was becoming a boomtown.  

The Erie Canal opened, and shortly after, thousands of people began moving either to Detroit from New England, or through Detroit on their way to Chicago.  In 1831, the Detroit & St. Joseph Railroad was chartered as a new railroad company, with plans to connect Detroit to the west Michigan city of St. Joseph. By 1846, the company was operating as the Michigan Central Railroad, owned by John Murray Forbes and James Frederick Joy. By 1852, the new owners had completed the connection from Detroit to Chicago.  John Murray Forbes, a staunch abolitionist in the mid-1800s, was an ancestor of former U.S. Sen. and former Secretary of State John F. Kerry. The “F” in Kerry’s name is “Forbes.” 

James F. Joy is the namesake of Joy Road — the street that runs from Detroit to the city of Dexter. 

When the Michigan Central Railroad began operating in Detroit, it was immediately part of another railroad system. 

The Underground Railroad. 

More: Woodworker spent nearly a year re-creating Michigan Central Station lobby clock

The road to freedom 

The Underground Railroad was not really a railroad. 

Except when it was. 

In 1844, after learning their oldest child was going to be sold away, Adam and Sarah Crosswhite escaped from slavery with all four of their children. Assisted by Quakers and other abolitionists, the family eventually settled in Marshall, Michigan. 

In 1847, bounty hunters, assisted by the county sheriff, came to the Crosswhites’ home to return them to slavery, but a crowd of African American and white townspeople prevented them from doing so.  The Crosswhites were whisked away to Jackson, Michigan, and placed on the Michigan Central Railroad, heading to the Michigan Central Station, then located on Third Street and Woodbridge — today, that’s the West Riverfront Station of the Detroit People Mover. 

The Crosswhites would get on a ferry to Canada, and safety. 

A little over a decade after the Crosswhite Affair, in January 1859, 11 freedom seekers — one of whom was pregnant — escaped from slavery after radical abolitionist John Brown raided the farm where they were enslaved. 

Brown acted as a conductor on the Underground Railroad, taking the group to Chicago, where Allan Pinkerton assisted them by securing fares on the Michigan Central Railroad to Detroit, where they met Detroit Underground Railroad agents. 

There were now 12 of them. The pregnant woman had given birth. 

Pinkerton would one day become famous as a detective in the American West. 

John Brown would meet abolitionist orator and author Frederick Douglass in Detroit, and become famous for his raid at Harper’s Ferry later that year. 

Historic photos of Michigan Central Station show heyday of old Detroit train depot

The new train station  

In 1866, an African American engineer began working for the Michigan Central Railroad. Born in Ontario, Canada, in 1844 to parents who escaped on the Underground Railroad, Elijah McCoy was trained in Scotland as an engineer. 

When he came back to the U.S., due to racial discrimination, this trained engineer was allowed only to be a lubricator and fireman on the railroad. He oiled the metal moving parts on the train, and shoveled coal into the locomotive’s furnace. 

Elijah McCoy would invent an automatic lubricator that could oil the train’s moving parts as it was moving, eliminating the need for trains to make frequent stops. 

This revolutionized the railroad industry. 

In 1884, a new and larger Michigan Central Railroad depot was built at Third and West Jefferson, not far from the former site of Joe Louis Arena. In 1913, that station was destroyed by fire. 

The new Michigan Central Station, at 14th and Michigan, was almost complete, and opened after the fire shut the old station down. 

It would become the main station for people coming to Detroit seeking employment and other opportunities during the auto industry boom. 

And it as the major entry point for the African American Great Migration. 

Eminem-produced Michigan Central concert in Detroit to star Diana Ross, Jack White, more

A different kind of traveler

In those first years of the brand new Michigan Central Station, many African Americans were coming to Detroit, drawn by Henry Ford's offer of $5 a day in 1914. That same year, World War I broke out in Europe.When the U.S. entered the war in 1916, many factory workers enlisted. In 1917, the Selective Service Act went into effect, and many more workers were drafted into the military. 

They may have come to Detroit on the trains to achieve better lives and opportunities than what they had in the Jim Crow South, but now they were leaving Detroit on those same trains to go to military bases, that were located, in many cases, right back in the Jim Crow South. 

They were going to fight for freedom and for democracy. But the nation that was sending them to fight had done a poor job of ensuring that they received it here. 

Welcome to Detroit 

Ossian Sweet began his journey to Detroit in the summer of 1910, working as a dishwasher on Bob-Lo island, to help pay his way through Wilberforce College in Ohio. 

In 1921, Sweet had earned his degree from Howard University Medical School, and moved to Detroit, arriving at the relatively new Michigan Central Train Station. The shops would have been open, and the lobby busy with people coming and going. 

Within five years, Dr. Sweet and his family would become embroiled in a civil rights case that would change Detroit forever after they used firearms to defend themselves as an angry white mob attacked Sweet’s home. Sweet, his brothers, wife and friends were charged with murder. The charges were ultimately dismissed. 

While the Sweet trials were being fought in the courtroom, the Ku Klux Klan was flexing its muscles in the political arena — running Charles Bowles as a write-in Detroit mayoral candidate and lobbying the Michigan Legislature to pass a firearms registration law that they hoped would target African Americans who defended their homes with guns, like Dr. Sweet. 

But the KKK wasn’t silent in the South by any means. In Alabama, a gang of KKK members confronted Patrick Brooks and his wife, Lillie Barrow. Brooks, his wife and their children left Alabama on a train to Chicago. 

From Chicago, they got on the Michigan Central Railroad to Detroit.  

And arrived at Michigan Central Station. 

The beautiful lobby, with the 55-foot ceilings in the Beaux Arts style, was a powerful welcome to Detroit. 

And there were no “Colored” and “White” signs, either. 

One of the children of Lillie Barrow — and Pat Brooks’ stepson — was a 12-year-old named Joseph Louis Barrow. 

You know him as Joe Louis. 

Like many African Americans who came to Detroit during the Great Migration, the family lived in Black Bottom. Joe Louis would grow up to become heavyweight boxing champion of the world from 1937 to 1949. 

One more Detroit story 

In 1938, another Alabamian would come to Detroit, arriving at the Michigan Central Station. 

She was born and raised in Bessemer, Alabama, and after high school graduation, was ready to leave the Jim Crow South. 

She came to Detroit. 

Her name was Lucinda Ruffin. 

She met and married another Alabamian she met in Detroit, Moses Ross. 

She met him through his cousin, Iredia Vasser, a beautician, who was Lucinda’s best friend and fellow congregant at Chapel Hill Missionary Baptist Church on Joy Road and Grand River on Detroit’s west side. 

Lucinda Ruffin, who arrived to Detroit at the Michigan Central Train Station (she never learned how to drive a car), and Moses Ross had one child — Jacquelynne Iredia Ross. 

Jacquelynne Iredia Ross married a young man whose family came from Macon, Georgia, and who himself grew up in Black Bottom before it was demolished. 

His name was James Michael Jordan Jr. 

Jacquelynne and James had two children together — James Michael Jordan III and Jamon Jordan. 

The trip I’m dreaming about 

Within four years of being born, I was enrolled at Little Angels’ Nursery School, where I would take my first trip on a train. And by the time I was 6 years old, I was well-versed on not only the train, but the Michigan Central Station, the lobby, the ceiling, the people coming in and out, the ticket booth. 

And the popcorn. 

In 1988, the station closed. 

Throughout the '90s and early 2000s, there were plans to do something with the building, including turning it into the Detroit Police Headquarters or a casino. More than once, it was threatened with demolition.  

But in 2017, Detroit Homecoming was held there. The event invited former Detroiters back to celebrate their hometown. 

A year later, in May 2018, the building, along with the Albert Kahn-designed Roosevelt Warehouse (also known as the Detroit Public Schools Book Depository) was sold to Ford Motor Co. 

Ford announced that the site would be the center for the company’s autonomous vehicle production, and led the creation of Michigan Central, a hub for technology and innovation, now housed in the former book depository building. 

Newlab, a partner in the development, leads the mobility hub, and this is also where the uber-popular Black Tech Saturdays events have taken place. 

The city of Detroit and the state of Michigan are partners in the project, and one of the roads in the area is the first electric charging road in the country. You can charge your electric car while driving. 

The grand opening is June 6, six years after Ford bought the site. There will a concert, tours and other events at the celebration. 

Folks will come from all over to see this majestic building restored and reopened. 

Like so many people who either came to Detroit via the Michigan Central Station, or have heard the stories from their parents and grandparents, it is not only a National Historic Landmark.  

I know that it holds the stories of people coming here from the East Coast, of escaping the Jim Crow South, and, in its earlier manifestations, escaping slavery. 

And bringing families together. 

So, I’ll be at the opening thinking not only of what the building is now, but all the history it holds — including my family’s. 

But, I’ll also be thinking that maybe, just maybe, one day I’ll be able to get on a train there again, and go to Ann Arbor and buy me a rubber triceratops from the U-M Museum of Natural History. 

And I’ll be thinking about that popcorn smell. 

Jamon Jordan was hired as the city of Detroit's first official historian in 2021. He is also the founder of the Black Scroll Network History & Tours, and teaches a class on Detroit history at the University of Michigan. 

Tell us your story

Is the Michigan Central Station part of your family's history? We're eager to hear your stories. Send us a letter to the editor at freep.com/letters with " train station memories " in the subject line, and we may publish your story online and in print. Be sure to let us know if you have pictures of the train station from days of yore. We ask for letter writers' email addresses, home addresses and daytime phone numbers for verification purposes only; that information won't be published.

Donald Trump will answer questions in Phoenix, but not the most pressing one

Opinion: the most important question following donald trump to phoenix is one only a judge can answer about his guilty verdict..

The event is billed as a town hall . Donald Trump is scheduled to fly to Phoenix and on Thursday take questions from Arizona voters.

You can bet the most anticipated question will hang in the air at the Dream City mega-church in north Phoenix where he is set to appear.

But Trump won’t answer it. He can’t.

That most intriguing of question is actually pretty straight forward:

“Will he or won’t he go to prison?”

Judge Juan Merchan will answer that question on July 11 when he sentences Trump following his conviction on 34 counts of falsifying business records.

Trump verdict helped unite Republicans

Until then, the prison question reverberates around the country.

In different versions. For example, here’s how the Republicans ask it:

“The Democrats aren’t crazy enough to throw Trump in prison, are they?”

That’s a more interesting twist, because it tells us a lot about the person asking it. It tells us that Republicans don’t accept the legitimacy of the Manhattan prosecution of Donald Trump.

A growing chorus of conservatives see it as the weaponization of justice by the Democratic Party, which is willing to use the courts to criminalize political dissent.

Democrats have yet to awaken to this early reaction to the Trump verdict.

But it has had the effect of uniting the two warring camps in the opposition party — the MAGA faithful and establishment Republicans. 

“A year ago, it was impossible to imagine a united Republican Party ,” Josh Holmes, former aide to Senate Minority Leader Mitch McConnell, told The Economist. 

For having done that, Manhattan District Attorney Alvin Bragg “should win the Republican operative-of-the-year award,” he said.

GOP sees this as a misuse of the courts

Mitch McConnell, no fan of Trump’s, said, “These charges never should have been brought in the first place. I expect the conviction to be overturned on appeal.”

Mitt Romney, the Democrats’ favorite Republican, who voted for impeachment and marched with Black Lives Matter, says the Democrat lawfare strategy has backfired.

“Bragg ... may have lost the political war,” he said. “Democrats think they can put out the Trump fire with oxygen. It’s political malpractice.”

Susan Collins, a liberal Republican senator from Maine, told PBS, “It is fundamental to our American system of justice that the government prosecutes cases because of alleged criminal conduct regardless of who the defendant happens to be. In this case the opposite has happened .”

“(Bragg) brought these charges precisely because of who the defendant was rather than because of any specified criminal conduct.”

Former Trump Vice President Mike Pence, who broke ties with him, called the conviction “an outrage.” 

This is all producing a unifying effect on the party that makes it possible to square competing ideas, GOP strategist Ford O’Connell told The Hill. “You can do two things simultaneously, say, ‘Hey, I’m not a big fan of Trump, but at the same time, this is completely wrong.’ ”

Democrats say Trump threatens democracy

The American left is focused on something different. 

It believes Trump poses a unique threat to American democracy.

“What we’re gearing up for is if Trump wins, he’s going to use the apparatus of the state to target his political opponents,” Yale professor Jason Stanley told PBS.  

Trump lit a match in Arizona: He must put the fire out

“Believe what (Trump and his acolytes) say,” said Stanley, author of “How Fascism Works.”

“He’s literally telling you he’s going to use the apparatus of the state to target his political opponents.” 

Given their mood, Republicans might retort, “Trump is Johnny-Come-Lately. Democrats got there first.” 

The verdict could be great news for Kari Lake

Republican strategist Ron Bonjean told The Hill that Mitch McConnell’s reaction to the Trump verdict is particularly key, because it’s “ giving establishment Republicans permission to be supportive of Trump going into November.”

“(It’s) making sure that Republican challengers in battleground states are fully supported from the top of the ticket with Trump.”

That could be good news for Kari Lake, who has done a lot to turn away the establishment (the McCain wing) of her party.

Lake has tried to moderate herself, but has stumbled badly in the process , particularly in staking out multiple positions on abortion. 

Could the merging of the GOP establishment and MAGA cure that? 

That seems like a stretch.

Unless, of course, the Democrats are crazy enough to throw Trump in prison.

Phil Boas is an editorial columnist. Email him at [email protected] .