text: Teacher-designed projects provide a snapshot of the course because they contain significant elements that are modeled after the course's itinerary. At the end of the school year, tenth grade English teachers dish out a list of recommended books to give students a head start on the book review project due shortly after the break. The book review project requires identifying the author's argument and tone which helps students develop the skills required for the analytic essay component of the A.P. Language and Composition exam. Teacher-designed projects expose students to a strict interpretation which allow students to extrapolate the necessary ideas and disregard the trivial details. They are not intensive to complete because their primary function is to spark interest with students and are merely a precursor to the course. Although they may abide by the topics of a course, they fail to prepare students for the challenges of the course. On the contrary, student-designed projects require huge amounts of effort and incorporate additional information that can allow students to gain a deeper understanding than teacher-designed projects. Teacher-designed projects can limit the perspective of students because they follow the same perspective of the teacher who designed it; meanwhile, student-designed projects can allow students to gain a global perspective of the topic and de-emphasize the focus of students on themselves but on other issues occurring throughout the world.