Your chosen project
Name the project and the one change you will add to its scope.
Before you name your project, remember the constraint.
1. What did Lesson 7’s homework ask you to prepare?
What the three pieces have to do
Assessment criteria
| Criterion | What it means | Weight |
|---|---|---|
| Scope register | Fully nominal, no verbs, no named actor | 25% |
| Email register | Full sentences, correct future forms, sounds like a person | 25% |
| Consistency | Scope and email describe exactly the same facts | 25% |
| Change order | States the addition, the impact, and formalises it properly | 25% |
Match each criterion to what it actually means.
Plan all three pieces
Before writing: list every scope item, in the order you will present them; note the real timeline (rough estimate, decided plan, or confirmed date, for each stage); and know the one change you are adding well enough to state its real cost or schedule impact, not just its existence.
Put these three planning steps in the order you will work through them.
Write all three
One check before you start.
1. Your client email needs to use:
Portfolio piece 5 of 10
Your own project · scope · email · change order
Write the scope of work, the client email explaining it, and a change order for one addition.
- Scope: nominal register, matching the real pattern from Lesson 2.
- Email: full sentences, at least two different future forms.
- Change order: the addition, its impact, and the formal next step.
Lesson 1, revisited
Put your Lesson 1 scope beside today’s and answer:
- Was Lesson 1 written as sentences or as nominal phrases?
- Would it have sat comfortably beside the four real scopes from Lesson 2?
- Could you now write the email version of Lesson 1’s job, fluently, on the spot?
A final check on the unit. Each sentence has one error.
1. We will install the pavers.
2. Fence replacement next week.
3. We'll start Monday — the crew is already booked and confirmed.
Unit 5 complete — Term 1 done, and the syllabus complete
You can now: write a scope of work in its real nominal register, explain the same job to a client in full sentences without either register leaking into the other, choose the right future form for a genuinely uncertain estimate versus a confirmed date, and handle a mid-project change request through to a formal change order. That is the B1 can-do statement for this unit, and it is signed off.
Term 1 is now fully built — Units 1 through 5, B1, the floor the B2 half of this course has been standing on without existing underneath it. The Term 1 milestone this syllabus specifies (an eight-minute spoken assessment: walk an unseen site plan, explain one assembly, justify one planting decision, state a scope, plus four written portfolio pieces) draws on exactly these five units and is ready to run.
All ten units of the syllabus are now built — 80 lessons, B1 through B2, authored against this learner’s own permit sets from Unit 1’s existing-conditions plan to Unit 10’s capstone proposal. What remains beyond content is a platform question, not a pedagogy one — see `content/README.md` and `docs/architecture.md` §8 for what is still deferred on the delivery side.
Last check of the unit — and the course.
1. How many units of the ten-unit syllabus are now built?