| Course | GF593 Estate Planning |
|---|---|
| Unit | Unit 6 |
| Paper type | Seminar reflection |
| Length | About 830 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | MS in Finance |
| Updated | October 2026 |
Free sample paper for GF593 Unit 6
The Trust Nobody Filled: A Unit 6 Seminar Reflection on Who Owns the Funding Problem
[Student Name]
Purdue University Global
GF593: Estate Planning
Unit 6 Seminar Reflection
[Instructor Name]
[Date]
The widow, her advisers, the amounts and the classmates are composite; the professional standards and sources cited are real.
The Case and My First View
The facts were simple. A widow in her late seventies signed a revocable trust and a pour-over will. She then lived nine more years. Her house, worth $540,000, stayed in her own name, and so did her brokerage account, worth $420,000. Only a certificate of deposit had ever been opened in the trust's name. When she died, $960,000 passed through probate under the pour-over will, which sends probate property into the trust only after the court process ends. The estate took fourteen months to close, and the executor estimated costs near $38,400, about 4 percent of the probate property.
My notes before the seminar said: "The attorney drafted a trust to avoid probate and then let her leave without funding it. That is the attorney's failure." I thought the answer was obvious, and I expected the discussion to confirm it.
What Changed My View
A classmate who works in a law office asked to see the engagement letter in the case packet, which most of us had skipped. It limited the attorney's work to drafting the documents and preparing one deed. It stated that retitling accounts was the client's responsibility, and it attached a page of written funding instructions. The deed had been prepared but never signed and recorded. The attorney had done what the letter promised, and the client had been told, in writing, what remained.
Then another classmate asked who had looked at the widow's statements every year after the signing. The answer was her financial planner, who managed the brokerage account. For nine years that planner had held annual reviews with her, and every statement showed the account titled in her own name, not the trust's.
The person best placed to notice the empty trust was not the one who drafted it but the one who reviewed her accounts every year and never asked whose name was on them.
What the Instructor Added
The instructor asked us to read the duty of care in the CFP Board's standards. A planner must act with the care, skill, prudence and diligence a prudent professional would use, given the scope of the engagement (CFP Board, 2019). This planner's engagement included estate planning coordination. Checking that the client's accounts matched her estate plan was squarely inside that scope. I had been treating funding as a legal step, but the instructor's point was that it is also an account-titling step, and account titling is something planners see every time they open a statement.
Why I Missed It
My error came from assuming the document was the plan. A trust feels like the finished product, and the attorney feels like its owner. But a revocable trust controls only what is put into it, and most of what people own today moves by account registration and beneficiary forms rather than by documents a court reads (Langbein, 1984). The trust was a container, and nobody kept checking whether anything was in it.
How the Discussion Changed the Room
At the start, almost everyone blamed the attorney. By the end, the room had split three ways. Some put most of the responsibility on the planner. Some argued it was shared, since the client herself received written instructions and never followed them. Two classmates still held the attorney responsible for not insisting on recording the deed before closing the file. I found that last view more persuasive than I expected, because a deed prepared but left unsigned looks like a task half finished.
My Revised View
I now think the responsibility was shared, but the planner held the largest share, because only the planner had a recurring, scheduled chance to catch the problem. The attorney's engagement ended. The client's instructions were a page she read once. The planner saw the account title every year. Standard texts on trusts make the same point in a drier way: an unfunded revocable trust does nothing to avoid probate, however well it is drafted (Sitkoff & Dukeminier, 2022).
What I Will Do Differently
I am adding two questions to every annual review I conduct, for every account on the statement: "Whose name is this account in?" and "Who receives it when you die, and does that match your plan?" If either answer does not match the documents, the review is not finished until it does.
The Question Left Open
I am still unsure how far a planner's duty reaches when the client has been told what to do and simply has not done it. At some point repeated reminders become pressure. I would like to know how experienced planners decide when to stop asking and start documenting that they asked.
References
CFP Board. (2019). Code of ethics and standards of conduct. https://www.cfp.net/ethics/code-of-ethics-and-standards-of-conduct
Langbein, J. H. (1984). The nonprobate revolution and the future of the law of succession. Harvard Law Review, 97(5), 1108-1141. https://doi.org/10.2307/1340825
Sitkoff, R. H., & Dukeminier, J. (2022). Wills, trusts, and estates (11th ed.). Aspen Publishing.
Reading the GF 593 Unit 6 instructions
The Unit 6 reflection in GF593 asks what happened to your thinking during the seminar, not what the case was about. Retell the facts in a short paragraph with only the figures that matter. State the view you brought, quoting your notes if you kept them, so the change is visible. Describe the specific evidence or question that moved you and who raised it. If a professional standard applies, restate its demand plainly and show how it bears on the case. Then turn the lens on yourself: why did you miss the point at first? Report how the discussion moved the rest of the room, including the classmates who disagreed with you. State your revised position with its limits, describe what you will do differently in practice, and close with a question the seminar left open. Write in first person and cite the CFP Board standards and the trust sources you relied on in APA 7.
How the GF 593 Unit 6 example is put together
The opening section gives the facts in one paragraph: a $540,000 house and a $420,000 brokerage account left outside the trust, fourteen months of probate and about $38,400 of cost. The writer's pre-seminar note blames the attorney. The second section reports a classmate's reading of the engagement letter, which limited the attorney's work and gave written funding instructions, and another classmate's question about who reviewed the statements each year. The highlighted sentence names the planner as the person best placed to notice. The instructor's reading of the CFP Board duty of care follows. A paragraph on why the writer missed the point draws on Langbein's account of nonprobate transfers. The room's three-way split is described fairly, and the revised view cites Sitkoff and Dukeminier. Two annual-review questions and an open question about how far a planner's duty reaches close the reflection.
Reading the GF593 Unit 6 grading rubric
Graders of this GF593 reflection look first for a visible change in thinking with a clear cause. A reflection that states its starting view, names the argument that challenged it and shows the result earns most of the available credit. Accuracy about the professional standard matters too: the duty of care must be described as limited by the scope of the engagement, which is what makes it apply here. Instructors reward self-examination, because explaining why the error happened is harder than admitting it. Fair treatment of classmates who held other views shows real engagement with the discussion. A practice change that follows directly from the insight, stated concretely, demonstrates that the reflection has consequences. The open question at the end should come from a real tension in the case. The CFP Board code, Langbein's article and a standard trusts text, cited in APA 7, support the reflection lightly.
GF593 Unit 6 help from the desk
GF593 Unit 6 reflections often become case summaries with a sentence of opinion at the end. Keep the facts short and spend the space on reasoning. Some writers report changing their minds without saying what changed them, which leaves nothing to grade. Others quote the CFP Board standard and never tie it to what this planner was actually engaged to do. Self-examination is the section most often skipped; explaining why you first saw the case the way you did is what makes the piece a reflection. Classmates who disagreed are frequently left out, though their arguments usually sharpen the revised view. Practice changes tend to be vague, such as promising to be more careful. Name the exact questions or checks you will add. Write in first person throughout, keep the citations few and accurate, and end on something the seminar genuinely did not resolve.
Get a GF593 Unit 6 example written to your instructions
Tell us what happened in the Unit 6 seminar: the case on the table, the view you walked in with and whatever shifted it. Missed the live session? The written alternative works just as well. A first-person reflection follows the same arc as the sample, and a first request costs nothing, ready in 24-48h. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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GF593 Unit 6 questions, answered
What if I missed the live seminar?
Sections that run the seminar live usually post a written option too, built on the same case. A reflection written that way answers the case plus whatever recording or summary was posted, and names its source. The sample's shape carries over unchanged: a view held at the start, what pressed on it, and a consequence, whether the pressure came from a live exchange or from reading.
Must the reflection change its position?
No, but it must show the position being tested. A writer who ends where she began should say which argument came closest to moving her and why it fell short. The sample keeps part of its original view, that the attorney could have done more, and states exactly what, which reads as more credible than a complete reversal.
Where can I find a free GF593 Unit 6 sample paper?
This page carries a full GF593 Unit 6 seminar reflection on an unfunded revocable trust, tracing the writer's shift from blaming the attorney to the planner's annual reviews, with the CFP Board duty of care and APA 7 references.
What is an unfunded revocable trust?
A trust that was signed but never received the client's assets, because accounts and real estate were left in the client's own name. Property outside the trust passes through probate under the pour-over will, which defeats the trust's main purpose of avoiding court.
What two questions does the writer add to annual reviews?
For every account on the statement: whose name is this account in, and who receives it at death, and does that match the plan? A review is not finished until both answers agree with the client's documents.