Imagine this: You come home after a long day of classes and…

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Imаgine this: Yоu cоme hоme аfter а long day of classes and find a sealed, handwritten letter on your desk. It’s addressed to you in handwriting that feels familiar, yet somehow distant. When you open it, you realize it’s from your 70-year-old self. This future you has lived a full life and experienced the long-term consequences (both positive and negative) of the habits and choices you’re making now. Some of those choices turned out to be helpful; others had lasting effects you didn’t expect. Some of what they say surprises you. Maybe they’re thankful for small habits you didn’t think mattered. Maybe they’re facing health issues tied to behaviors you assumed were temporary.Your task: Write a short letter from your 70-year-old self to your present-day self. Be sure to use specific course vocabulary from this unit in your letter. Mention one behavior you’re doing now that your older self is thankful for. Mention one behavior you’re doing now that your older self may regret. Using concepts/theories from class, explain why each behavior mattered over time. Reflect briefly on how these behaviors have affected the way you have aged by the time you are 70.

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Answer these questiоns tо the best оf your understаnding. There is а 60-minute time limit. Eаch question is worth 5 points. Scoring is based on:Completeness of answer in reference to the questionAccuracy of answer in reference to the questionProfessionalism. Please write in complete sentences. You will not provide formal references as you cannot use resources, but you may mention names of sources that you used to inform answers as you studied.Scoring Rubric:CriterionHighModerateLow1. Completeness2 points• Addresses every explicit part of the question, including all sub‑questions.• Includes all or almost all key ideas listed in the answer key (e.g., key definitions, mechanisms, conditions, implications).• Provides sufficient elaboration for each key idea (not just naming; includes brief explanation or justification).• No major part of the question is left unaddressed or only vaguely addressed.1 point• Addresses the main focus of the question but omits at least one explicit or clearly implied part.• Includes some key ideas from the answer key but clearly misses one or more important ones.• Some elements are listed without explanation, or explanations are too brief for doctoral-level depth.• Overall response shows awareness of the question but is underdeveloped.0 points• Does not address the main focus of the question, or does so only minimally.• Includes few or none of the key ideas from the answer key.• Large portions of the question are ignored, misinterpreted, or answered irrelevantly.• Response may be extremely brief (e.g., one or two short sentences) or off‑topic.2. Accuracy & Quality of Reasoning2 points• Contains no major conceptual errors relative to course expectations and the answer key.• Any minor inaccuracies are peripheral and do not change the main meaning.• Uses key terms correctly and in appropriate context.• Reasoning is logically coherent; claims are supported with relevant explanations or examples.• When authors, theorists, or models are mentioned, they are appropriately matched to the correct ideas (given the no‑resources constraint).1 point• Overall response is more correct than incorrect but includes at least one notable inaccuracy or area of conceptual confusion.• May oversimplify complex ideas where doctoral‑level nuance is expected.• Some misuse of terminology or partial misunderstanding is present, but the core explanation is still acceptable.• Reasoning may have gaps or weak links, though the main line of argument remains understandable.0 points• Contains multiple major errors or contradictions relative to the answer key.• Demonstrates fundamental misunderstanding of core concepts or relationships.• Frequently misuses key terms in ways that change the intended meaning.• Reasoning is illogical, self‑contradictory, or largely unsupported, even if some correct terms appear.3. Professionalism (Writing & Tone)1 point• Uses complete sentences throughout; an occasional minor fragment is acceptable if meaning is clear.• Grammar, spelling, and punctuation are mostly correct; errors do not interfere with understanding.• Response is coherently organized, with ideas grouped logically and easy to follow.• Tone is academic and professional (no slang, texting abbreviations, or emojis).•(Not used)0 points• Frequent sentence fragments or run‑on sentences make the response hard to read.• Grammar and spelling errors are frequent enough to interfere with understanding.• Ideas are poorly organized; relationships between points are difficult to follow.• Tone is overly casual or inappropriate for doctoral‑level work (e.g., slang, emojis, texting language).• Response is written largely as notes or bullet points instead of complete sentences, despite instructions.