Culminating Exhibition
Argumentative Paper
INSTRUCTIONAL OUTCOMES
During the junior year, students complete the
Argumentative Paper that demonstrates their
own critical thinking and writing skills. Using
research, they build a body of evidence and
data to convince the audience of the validity of
a position. Students select a topic from
classroom learning in any content area,
including mathematics, science, social studies,
fine arts, business education, English, and
physical education. Completion of the
Argumentative Paper challenges students to
stretch their thinking and deepen their
understanding of the topic.
(Washington State Learning Goals 1 & 2)
The Argumentative Paper develops and
supports a thesis statement through
commentary and analysis of the evidence.
Foundational skills required for success on the
Argumentative Paper include:

thinking critically by establishing the
complexity of an issue.

building a body of evidence which is
relevant and credible.

making an argument using logical and
effective reasoning.
(Washington State Learning Goal 3)
PERFORMANCE STANDARDS
(Must meet all standards)
Requirements for Evaluation
1.1 Word processes in the range of 5-7 full
pages of text (excluding lengthy quotes and
graphics) double-spaced in 12 point
Times/Times New Roman font.
1.2 Uses MLA format throughout the paper.
1.3 Cites all evidence offered in the text using a
minimum of six sources of at least two different
types.
Development of Argument
2.1 Includes an introduction that leads to an
understanding of the argument developed in the
paper.
2.2 Provides enough relevant evidence (facts,
details, examples) from a variety of sources.
2.3 Establishes credibility by identifying the
origin of the evidence.
2.4 Provides logical explanations of how
evidence supports the main points of the
argument.
2.5 Explains at least one other credible argument
and why the line of reasoning developed in the
paper is still valid.
2.6 Articulates the argument clearly in the thesis
statement.
2.7 Concludes with implications derived from
the argument and the body of evidence
presented.
Organization, Style & Conventions
3.1 Meets district graduation writing standards.
Everett Public Schools Culminating Exhibition Handbook 9/2/2005
CULMINATING EXHIBITION
Reflective Letter
INSTRUCTIONAL OUTCOMES
The purpose of the Reflective Letter is for students
to present post-high school plan(s) that
demonstrate the ability to reflect on past learning
experiences. Through a review of their prior
learning experiences, students will examine
implications and draw conclusions about skills,
strengths, interests, and values that support
workable immediate and long-range plan(s).
(Washington State Learning Goals 3 & 4)
The Reflective Letter defines and supports future
plans through an examination of the past and an
assessment of the present. Foundational skills
required for success on the Reflective Letter
include:

reflecting on the past to sharpen an


understanding of personal development.
assessing skills, strengths, interests, and
values.
planning based on an understanding of what it
will take to reach goals.
Everett Public Schools Culminating Exhibition Handbook 9/2/2005
PERFORMANCE STANDARDS
(Must meet all standards)
Requirements for Evaluation
1.1 Follows acceptable business letter format with
an introduction that establishes purpose.
1.2 Word processes two-page letter in 12 point
Times/Times New Roman font.
Development of Plan(s)
2.1 Describes well-defined immediate and longrange employment and/or education plan(s).
2.2 Explains how skills, strengths, interests, and
values justify plan(s).
2.3 Traces development of skills strengths,
interests, and values crediting people, events,
and/or ideas.
2.4 Narrates at least one pivotal learning
experience, examining its connection to plan(s).
Organization, Style & Conventions
3.1 Meets district graduation writing standards.