Relationship

Exceeds Expectations (5) Meets Expectations (4) Below Expectations (<3)
Abstract
(5%)
• No more than 250 words
• Structured (uses
subheadings)
• Different wording
compared to what is
included in the main
paper
Exceeds Expectations (8-10) Meets Expectations (6-7) Below Expectations (<5)
Introduction
(10%)
• Definition of a life review is
fully & clearly stated and
explained, including at least
one relevant citation
• Includes explanation of
difference between
reminiscence and life review
• Benefits of life review are
clearly stated and explained,
including at least one
relevant citation
• The interviewee is clearly
introduced (incl. relationship
to student)
• The interview process is
briefly summarized
• Definition of a life review
is stated, but not fully
explained or improperly
cited
• Explanation of difference
between reminiscence and
life review is vague or
missing
• Benefits of life review are
stated, but not clearly
explained or improperly
cited
• The interviewee is not
introduced or the
relationship to the
interviewee is not
explained
• The interview process is
not summarized
• The description of life
review is vague or
missing
• Explanation of
difference between
reminiscence and life
review is vague or
missing
• Benefits of life review
are vague or missing
• The interviewee is not
introduced, the
relationship to the
interviewee is not
explained, the
interview process is
not summarized
Exceeds Expectations (20-25) Meets Expectations (15-20) Below Expectations (<15)
Interview
Summary
(25%)
• Be selective! Adheres to the
5-7 page limit, and, more
importantly, an appropriate
selection of material is
included.
• The writer focuses on the
most important parts of the
interview (it is important to
capture very detailed events/
experiences in your
interview, as this process can
spark important memories
and foster a safe space for
the interviewee; however,
please just include the
important details in the
write-up)
• The interview summary is
effectively organized
according to useful
subheadings
• There are effective
transitions between
subsections, such that the
summary flows within and
between subsections (TIP:
organize subsections based
on temporal events, periods
of life, etc. to improve flow)
• Direct quotes are used
appropriately (not too often;
fully explained: the writer
makes it very clear why each
direct quote is included, and
what that direct quote
exemplifies)
• An inappropriate amount
of material is included (too
much, not enough)
• The writer does not fully
focus on the most
important parts of the
interview (e.g., includes
several details that are
likely not explicitly
relevant to a person’s life
review—remember that
this paper can serve as a
legacy. What would the
interviewee want to be
included?)
• The interview summary is
organized according to
subheadings, but there is
overlapping material
between sub-sections or it
is unclear why the
information in the
subsections is presented
together
• There is a lack of flow
within and between subsections
• Direct quotes are used
inappropriately (e.g., not
fully explained: not
completely clear why each
direct quote is included,
and/or what the quote
exemplifies)
• An inappropriate
amount of material is
included (far too much,
not enough)
• The writer includes
many seemingly
important details
(however – if the
interviewee notes or
indicates that a
specific detail is
important, please do
include it – but clarify
that this detail was
meaningful to them)
• The interview
summary is not
organized according to
subheadings
• There is a lack of flow
within and between
sub-sections
• Direct quotes are used
inappropriately (too
often; each direct quote
should be explained)
Exceeds Expectations (32-40) Meets Expectations (25-31) Below Expectations (<24)
Interpretatio
n & analysis
(40%)
• Includes thoughtful, critical
analysis of the Life Review
Process
• Interprets and analyzes the
included material
• Identifies themes that
emerged
• This section should include
useful sub-headings (perhaps
categorized based on themes)
• Clearly connects concepts
discussed in class and in the
course readings (include
citations) to content from the
interview. Be creative! Also
be certain to clarify the
relation between the course
concepts and interview
content
• Clearly and effectively
applies theories discussed in
class to the life review (this
includes explaining the
theory, with citations, and
supporting the theory with
evidence from the interview)
• Effectively and appropriately
uses language and theories
from gerontology
• Evidence refuting concepts/
theories are fully explored
and discussed
• Demonstrates a strong,
comprehensive
understanding of course
concepts/theories, and links
supporting evidence from the
review
• Includes critical analysis
of the Life Review Process
• Interprets the included
material, but does not
consistently provide
analysis
• This section should
include useful subheadings
• Does not identify themes
• Connects a few concepts
discussed in class and in
the course readings to
content from the interview,
but not in depth. And/or
does not fully clarify the
relation between the
course concepts and
interview content
• Mentions 1 or 2 theories
discussed in class to the
life review, but does not
include adequate
explanation of the theory,
or does not include
citations, and/or does not
support the theory with
evidence from the
interview
• Does not consistently use
language and theories
from gerontology
• Evidence refuting
concepts and theories are
not appropriately
discussed or fully explored
• Demonstrates an adequate
understanding of course
concepts/theories, and
does not consistently link
supporting evidence from
the review
• Does not include
critical analysis of the
Life Review Process
• Does not consistently
interpret or provide
analysis of the material
• Does not include
useful sub-headings
• Does not identify
themes
• Does not connect
concepts discussed in
class and in the course
readings to content
from the interview.
And/or does not fully
clarify the relation
between the course
concepts and interview
content
• Does not appropriately
identify or explain
theories discussed in
class to the life review,
and/or does not support
the theory with
evidence from the
interview
• Does not use language
and theories from
gerontology
• Does not demonstrates
an understanding of
course concepts/
theories
Exceeds Expectations (8-10) Meets Expectations (6-7) Below Expectations (<5)
What did
you learn
and
conclusion
(10%)
• Includes a final, overall,
summary of the project !
this summary should be clear
and concise
• Clearly explains what you
learned from completing this
project, including what you
learned about the person you
interviewed, what you
learned about your family (if
relevant), and what you
learned about yourself
• Fully and thoughtfully
considers the following
questions: Did this process
have any impact on how you
think about older adulthood?
Or how you will approach
your own development?
• This section should include a
heading, as well as
transitions before the section
(and after, if relevant)
• Overall summary of the
project is too long and/or
unclear
• States what you learned
from completing this
project, but without clear
or meaningful
consideration of what you
learned about the person
you interviewed or what
you learned about yourself
• This section should
include a heading, as well
as transitions before the
section (and after, if
relevant)
• The conclusion is
vague or missing
• Learning outcomes are
vague or missing
• No appropriate heading
Exceeds Expectations (8-10) Meets Expectations (6-7) Below Expectations (<5)
General
Formatting
& Clarity
(5%)
• The paper is well-written,
clear and well organized.
• Ideas effectively flow into
one another with smooth
transitions.
• Discussion is cohesive
• Effective use of subheadings
• Academic writing tone is
used throughout the paper
• No grammar errors,
sentences read smoothly
• Adheres to the writing tips
provided (e.g., avoids “it”,
correctly uses that/which,
uses simple sentences)
• Claims throughout the paper
are substantiated with
appropriate citations.
• The paper is verbose and
unnecessarily too long or
too short.
• Discussion is cohesive, but
could use more
organization between
distinct ideas
• Ideas are generally clear,
but some transitions or
connections between ideas
are clunky and/or missing.
• Academic writing is used
through the majority of the
paper.
• Does not consistently
adhere to writing tips
provided
• Some claims that are not
appropriately substantiated
with citations
• The paper is lacking
critical information.
• Discussion is not well
organized or thought
out
• There is a lack of
organization
throughout the paper.
• Ideas are vague, and
transitions seem nonexistent.
• Academic tone and
quality of writing is
lacking.
• Does not adhere to
writing tips provided
• Several claims are not
appropriately
substantiated
Exceeds Expectations (5) Meets Expectations (4) Below Expectations (<3)
ADDITIONAL SUGGESTIONS FOR THE LIFE REVIEW ANALYSIS

ANALYSIS:
In an introduction, you might want to demonstrate some general knowledge about the aging
process: people become more different, not afraid of death, etc.
As much as possible, use your gerontological imagination in writing the paper. Be creative!
You should show your ability to put your person’s individual life in context (what do we know
about older adults in general). This means you can say how your person is similar to or different
from the general pattern. For example, your grandmother may not have stayed at home as a full
time caregiver to children, unlike most women in her cohort.
Remember that the analysis portion of your paper is to demonstrate your understanding and
knowledge of age-related changes, ranging from the physical to the cultural. What age-related
changes did you observe or did your person talk about?
Some other sample questions:
1. What age category do they belong to?
2. What cohort are they a member of?
3. Are there any significant period effects (Great Depression, Women’s Movement, physical
fitness era?)
4. How does the person’s gender influence their life choices (in the labor force, family?)
5. What about caregiving roles? What do we know about women’s roles as caregivers in
family systems? What about men’s roles in caregiving?
6. Does your person identify as LGBTQ or BIPOC? Either way—how has this impacted
their development and healthcare?
7. Economic issues? How does your person reflect trends in, economic security,
employment and retirement?
8. How does your person’s status as widow or still married (or never married) fit with the
patterns as described in your readings or in lectures?
9. How does your person’s outlook on life fit into the New Narrative discussed by Diehl,
Mehrotra & Smyer, 2020?
Appropriate
sub-section
headings and
APA format
(5%)
• 5+ relevant citations
• Proper use of APA
formatting
• Correct title page, running
head, and page numbering
• Correctly formatted in-text
citations and reference list
• Correct sentence/title case
• 1-2 errors
• Less than 5 relevant
citations
• Proper use of APA
formatting with no errors
including:
• Correct title page, running
head, and page numbering
• Some incorrect in-text
citations or errors in ref
list
• 4 or less errors/typos
• < 2 relevant citations
• Lack of proper APA
formatting (missing or
incorrect title page,
running head or page
numbering)
• And/or 4 or more
errors/typos
Total (100%) /100

GUIDELINES FOR THE LIFE REVIEW PROJECT

Adapted from Cutler & Johnson, University of Vermont

Life review can facilitate reflection and reconstruction of a life story, resolving their past conflicts, and accepting present conditions. This assignment asks you to interview an older relative or acquaintance (40+). Start thinking about whom you would like to interview as soon as possible, and reach out early. If you do not have someone that you could interview, please let me know as soon as possible.

The interview process can take several hours (you may want to schedule more than one meeting with your chosen older adult). Please make sure that the person you choose to interview fully understands the nature of the assignment and willingly agrees to participate. I encourage you to offer to let the person read a draft of the interview questions (or at least themes/examples) before the interview process, and be sure to let them know it is for a class and not a research study.

This project will allow someone in your family, friend, or acquaintance an opportunity to reflect on their life (an important adult developmental process!) and provide you with an opportunity to get to know that person as an individual with a unique personal history. The interview/paper can also serve as a “legacy” (e.g., given to family members or others for posterity).

This document includes suggestions for the life review interview, a summary of evaluation components for the project (in written form), a grading rubric for the final paper, additional suggestions for the analysis section, and some example questions for a life review. Please ensure that you consult the grading rubric prior to submitting your work – I have aimed to be very clear in my expectations, so that you can plan your paper accordingly. If anything is unclear, please post your questions on the discussion forum and/or email me. I am also available to provide feedback during office hours.

Suggestions for the life review interview:

Allow sufficient time for the process of data gathering (several hours )

Recording the interview over zoom may be helpful, but some people might be intimidated by the process. Let the person being interviewed make that decision. If you take notes, aim to be as accurate as possible, as you will probably want to include some quotations in your write-up.

Assure the person being interviewed that they may decline to answer any question or to request that an answer be deleted at a later time.

You have two different types of questions–topical and broad or specific and chronological (see attached information). I hope you will allow the person you interview to choose which type of questions they want to answer.

Because you will be discussing old and perhaps poignant memories, be prepared for emotions to surface. This is normal. Allow the person time and support. You don’t need to fix anything or feel guilty for asking the question.

Be empathic and nonjudgmental. Remember that the person is honoring you by sharing their life story.

There may be a tendency for the conversation to wander during the interview. Do your best to stay focused, but remember, this process is very important to the older person. As much as possible, allow the interviewee to dictate the flow of the interview.

Please thank the person! You can also offer to let them read the transcript and final paper.

Please write a “thank you note” to your respondent for helping you with this assignment.

Summary of Evaluation: 35% of final grade

Life Review Questions – 5%

Completed interview transcript – 5%

Life Review Final Paper – 25%

Life Interview Paper should be approx. 10-15 pages, double spaced, + refs

Abstract – 250 words max, structured (5%)

Intro (10%)

Introduction should be approx. 1-1.5 pages (10%): explain what Life Reviews are, why they are important (e.g., benefits) etc. Explain the difference between life review and reminiscence. Make sure to cite appropriate research.

Interview Summary (25%)

The interview summary should be approx. 4-6 pages long (25%). You may use direct quotations, as well as providing a summary of the info. Even though you may want to address many of the questions/answers that you covered in the life review interview, you will need to be selective in what you choose to include in your paper. Present it like a story!

Interpretation/Analysis/Relation to course (40%)

The interpretation/analysis should be approx. 4-6 pages long (40%) – should include your interpretation and analysis of the content of the interview.

How can you relate that person’s life to the material discussed in class lectures, your readings, and the gerontological perspective, in general?

Use the language and theories of gerontology in your write-up.

How can you use the course content to interpret or explain what you described in the interview?

Be creative!

What you learned & Conclusion (10%)

Finish with a conclusion, summarizing the project, as well as noting learning outcomes. That is, as a result of doing this project, what did you learn (1-1.5 pages) (10%):

About the person you interviewed?

About your family?

About yourself? Did this process have any impact on how you think about older adulthood? Or how you will approach your own development?

Appropriate subheadings & APA format (5%)

Include appropriate subsection headings throughout, and adheres to APA format. Please use APA 7 Professional (not student). You can find instructions here: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_sample_paper.html

General formatting/clarity (5%)

Complete Answer: