In my most recent English project, I dove into the literary world to determine what was more beneficial to learn from in education: nonfiction text or fictional writing? (see previous post) In addition to this, I created four analytical paragraphs that broke down two nonfiction articles and the novel To Kill A Mockingbird by Nelle Harper Lee. I feel that the Structured Academic Controversy that I created had a strong main claim, however, I could have selected better evidence to justify my claim. In my analytical paragraphs, I believe that I chose good evidence and analyzed it well. Although, each paragraph is a bit lengthy and I could have omitted unneeded sentences. 

     Throughout this project, I completed several checkpoints that acted as stepping stones to the two final products that I created. When preparing for the Structured Academic Controversy paragraph about fiction and nonfiction, I found checkpoint five to be the most helpful. In this checkpoint, I filled out an outline for my argument and received feedback from my teacher. When writing the four analytical paragraphs, I found that checkpoints one and three were the most useful. For the first checkpoint, I chose two themes from the novel, To Kill A Mockingbird, and then analyzed direct evidence from the book that expressed those themes. I then applied those themes in checkpoint three and searched for nonfiction articles that shared a similar central idea. 

     Finally, in this project, I used several spokes of the Fairview Advantage wheel. These include communicate, create, and investigate. I investigated by looking at the theme and central ideas in nonfiction articles, as well as a fictional novel. I created two final products that analyzed themes and different genres of writing. Then, I communicated, by sharing my final products with the public and my classmates. I also showed the reflect skill, by reflecting on my work in this post.