senior project - henry county schools /...

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SENIOR PROJECT Dutchtown High School

2015-2016

Principal: Mrs. Nicole Shaw

Ms. Powell

Mrs. Thompson-Smith

The Senior Project Rationale

The faculty of Dutchtown High School believes that many seniors desire the opportunity to apply actively the knowledge learned over their entire educational career. As a result, Dutchtown High School has designed the “Senior Project.” It is our hope that this experience will act as an appropriate culmination to the participating students’ senior year as well as to the overall learning experience with Henry County Schools.

The program is designed to provide seniors with the opportunity to:

immerse themselves in an area of personal interest

extend their thinking beyond the classroom

develop independent learning techniques

develop self-direction, self-reliance, and self-confidence

This opportunity will come in the form of an ongoing project, focused on one, or some combination of the following areas:

community service

artistic/literary creativity

career exploration

academic research

Participating students will have the opportunity to propose their specific topic of study at the conclusion of their first or second semester of their senior year. We hope you will find this experience rewarding and memorable. There are four major things involved with this project:

1) Career Research paper 2) Creation of a product related to one’s chosen career field 3) Presentation of career research findings & 4) An Academic (i.e. argumentative) Research paper.

GOOD LUCK!

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Senior Project SCORING SHEET FAILURE TO ATTACH/INCLUDE THIS GRADE SHEET WILL RESULT IN A 50pt. DEDUCTION!

Required Element Pts.

Earned Pts.

Poss.

I. Introduction (20 points total) Due 11/11 – ALL PERIODS!

A. Letter of Intent (10 points) B. Work Philosophy and Goals (10 points)

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II. Employability Skills/Post-Secondary (80 pts total) Due for 6th per. 11/16, 5th per. 11/18,

4th, 7th, & 3rd per. 11/20

A. Resume (10 points) B. Letter(s) of Recommendation (30 points total @ 10 points each) x three C. Cover Letter (Work Related or College Related) (10 points) D. Thank you letters to judges and/or advisor (30 points total @ 10 points each) x three E. One Completed College Application (10 points-optional)

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III. The Career Research Paper (200 points total) MUST SUBMIT ELECTRONIC COPY VIA

TURNITIN.COM or PAPER WILL NOT BE SCORED!!!!!! DUE: 6th per. 12/3, 5th

per. 12/10, 4th, 7th, & 3rd per. 12/17

A. The Research Paper with parenthetical documentation (100 points) B. Works Cited/References (5 minimum, Galileo required) (100 points)

200

IV. Work Samples/Achievements (60 pts total) DUE 6th per. 1/7/2016, 5th per.

1/14/2016, 4th, 7th, & 3rd per. 1/21/2016

A. Six High School Artifacts (60 points @ 10 points each) B. Reading Log (10 points-optional)

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V. The ARGUMENTATIVE Research Paper (300 points total) MUST SUBMIT ELECTRONIC

COPY VIA TURNITIN.COM or PAPER WILL NOT BE SCORED!!!!!! DUE: 6th

per. 2/3/2016, 5th per. 2/10/2016, 4th per. 2/17/2016, 7th, & 3rd per. 2/24/2016

A. Annotated Bibliography (100 points) B. The Research Paper with parenthetical documentation (100 points)

C. Works Cited/References (5 minimum, Galileo required) (100 points)

300

VI. The Presentation (200 pts.) DUE 2/29/2016 – 3/31/2016 for ALL CLASSES

*STUDENTS MUST SIGN-UP using SIGN-UP GENIUS!!!

A. Project Product & Presentation (125 points) B. Documentation of Product Creation (75)

200

VII. Candidate’s Proof of Readiness/Growth (30 points total) Due 3/31/2016 for ALL CLASSES!

A. High School Transcript (10 points) B. Honors/Awards/Recognitions (10 points)

C. Reflection Letter (10 points)

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VIII. 12-Week Progress Report Grades (10 pts ttl) DUE ON 3/31 for ALL CLASSES! (in binder 10

IX. Forms/Logs (100 points total) DATES ARE SUBJECT TO BE CHANGED see REMIND

A. Formal Proposal (10 points) Due: ____11/5/15_____________

B. Plagiarism Statement (10 points) Due: __11/4/15_ & Signature Form (10 points) ____11/4/15___

C. Contract Form (10 points) Due: ___11/4/15______________

D. Time Sheet for Field Supervisor (10 points) Due: _________________

E. Time Sheet for Mentor (OPTIONAL 10 points) Due: _________________

F. Log of Activities (50 points) Due: ___3/31/2016______________

G. Community Service Sheet (10 points-optional) Due: _____3/31/2016____________

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TOTAL POINTS EARNED ~ ALL ITEMS MUST BE INSIDE A 3-RING BINDER! 1000

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table of contents

Page # Item

2 …………………………..…………………..….… Cover Sheet

4 …………………………..…………………..….… Letter to students

5 …………………………..…………………..….… Frequently Asked Question

7 …………………………..…………………..….… Planning

8 …………………………..…………………..….… Getting Started

9 …………………………..…………………..….… Senior Project Product List

12 …………………………..…………………..….… Senior Project Possible Topics

13 …………………………..…………………..….… Student Mentor & Field Sup.

14 …………………………..…………………..….… Integrity

15 …………………………..…………………..….… Senior Project Contract

17 …………………………..…………………..….… Senior Project Proposal

18 …………………………..…………………..….… Field Supervisor Info. Sheet

19 …………………………..…………………..….… Mentor Acceptance Form

20 …………………………..…………………..….… Senior Project Mentor Eval.

21 …………………………..…………………..….… Budget

22 …………………………..…………………..….… Making Changes

23 …………………………..…………………..….… Building Your Project

24 …………………………..…………………..….… Phase 1

25 …………………………..…………………..….… The Portfolio

26 …………………………..…………………..….… Learning Log & Calendar

30 …………………………..…………………..….… Phase 2

31 …………………………..…………………..….… Phase 3

32 …………………………..…………………..….… Phase 4

33 …………………………..…………………..….… Appendix

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Dear Student, You have reached an important stage in your magnet experience here at DHS. It is time to begin your Senior Project. I am often asked to explain the purpose of the Senior Project. I like to think of it as a four year long time management assignment. The first three years you learn the skills (research, writing, organization, presentation, and time management) and in your senior year you apply what you have learned. The Senior Project gives you the opportunity to choose an area of study through which you will demonstrate the skills you have learned during your time at DHS while learning something new. During your senior year you will present your achievement on the Senior Project in a final presentation. You must also create a portfolio or a binder of your progress, as well as meet any requirements stated in your contract. The portfolio is where you will keep the evidence of your project. Your portfolio will be evaluated at the time of your presentation. You will also write an argumentative paper dealing with a controversial issue related to your field of study. This paper is in MLA format and must be a minimum of three to five pages long. The final stage of the Senior Project occurs during the spring semester (usually in March). It is at this time you will present your final phase to members of the faculty and community during your Senior Project Presentation. In this presentation you will demonstrate to the judges what you have accomplished in your area of study as well as demonstrate the skills acquired through four years of study at DHS. Although the task before you may seem overwhelming be assured that with planning, dedication, time management and hard work, you will achieve success! You will be able to look back on your project with a sense of pride in your accomplishments and yourself. I wish you an enjoyable and memorable senior year. Sincerely, Mrs. Thompson-Smith Senior Project Co- Coordinator

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Senior Project Frequently Asked Questions

Why do we have to do a senior project? Think of it as a four year long time management assignment. The first three years you learn the

skills (research, writing, organization, presentation, and time management) and in your senior year you apply what you have learned.

Your Senior Project should help you in the college admissions process and impress the scholarship committees.

o If you choose a topic that showcases your talents or helps to prepare you for your major, you should be able to use it to your advantage in your essays and interviews.

What are the requirements of the Senior Project? You will submit your preliminary Senior Project Application to your advisor for approval.

You will receive a contract that will explain what is required for your specific topic.

During your senior year, you will present your progress on the Senior Project in areas and phases. Each phase is made up of three grades; your presentation grade, your portfolio grade, and your product/performance grade.

o Expect to present phase 1 beginning in October (usually during term 2 of school). o Phase 2 will begin in November- all necessary documents such as community service

documentation, shadowing documentations, project logs for product and any aspect of the senior project, signature forms, etc.

o Phase 3 will begin in December-research and paper. o Phase 4 will begin in March-presentations of portfolio and product. o Some students may opt to work ahead independently with the approval of the advisor

You will also write an argumentative paper dealing with a controversial issue in your field of study. This paper, written in phase three, must be in MLA format and must be a minimum of seven pages long.

You must also create a portfolio of your progress, as well as meet any requirements stated in your contract.

Spring term (usually in March) you will present your final phase to members of the faculty and community at our Senior Project Presentations.

What is the easiest topic? The easiest topic is a topic in which you are truly interested. Choosing a topic because someone else

thought it was easy usually does not work out to be the easiest one for you.

If your topic is not something that interests you, it will seem like work or a chore.

However, if you choose something that interests you, the time seems to fly.

I have no idea what I should do. Where do I begin? Please stop by and speak to your Senior Project Advisor or your Senior Project Field Supervisor.

He or She will work with you in selecting the topic that will be the best one for you.

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How much does it cost? Cost depends on the topic you choose.

We STRONGLY encourage you to choose a topic with minimal costs.

You MUST discuss this aspect of your topic with your parents/guardians.

How do I find a field supervisor?

Find someone in our community who works as a professional or semi-professional (they should have licensure or certification) in the field you want to study. Contact them, explain the program, and ask if they will serve as your supervisor.

Look for classes in the community that are offered in the subject you are doing. Many times the teachers of those classes will agree to serve as your supervisor.

Network! Have your parents to ask their friends and coworkers if they know of someone who might serve as your supervisor.

Ask a senior who is currently studying that topic.

You may not choose a relative or family friend.

See the Senior Project Coordinator for questions.

How do I find a Field Supervisor? Find someone in the school who will guide you in your work

Ask faculty and staff members who would like to work with you and with those you have a positive rapport.

Ask early as other seniors are also seeking Field Supervisors in the building.

You may not choose a relative or family friend.

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“Proper preparation prevents poor performance.”

― Stephen Keague

The following pages will guide you in the process of planning your Senior

Project. Your Senior Project Proposal is the blue print by which you will build your

project!

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GETTING STARTED STEP 1: Choosing a topic

This is a decision you and your parents should make together.

Look at the list of past topics on the next page to get ideas.

Choose two or three topics that interest you and do a little research. o Are there enough resources for you in your community? o How much would it cost? o Could you find a Field Supervisor? o Could you find a field supervisor?

Discuss your findings with your parents and narrow it down to your final choice. Step 2: The Senior Project Preliminary Application and other necessary paperwork (This will be a graded assignment in your British Literature class).

o You must have your topic approved by the advisor before you may begin work on your project. o You may not change your topic once it has been approved. You have one week from the date of

approval to change your topic at which point you must submit a new application for approval.

The Proposal: o This should be a typed essay of no more than 200 words. Please use MLA format with your

homeroom teacher’s name your classroom teacher. This essay should contain the following: What is your topic? Why is this topic important to you? What do you hope to learn from this process?

Field Supervisor Information Page o Please have your potential Field Supervisor complete this page. o All information is required.

Parent Agreement o Your parent/guardian must complete this page. o All information in required

Student Commitment o Complete this form. o All information is required.

Skills o This page must be completed by you and your Field Supervisor. o You should make an appointment to meet with your Field Supervisor and complete this form. o This should be a list of skills that you will learn while doing your project. o What will your final product/product be? o Will you participate in any recitals or competitions?

Budget o This page must be completed by you and your Field Supervisor and signed by you, the Field

Supervisor, and your parent/guardian. o Understand that this is an estimate and that your actual budget might change as your project

progresses.

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Senior Project Research & Product List

Looking for research and product ideas? This list below is your helpful guide. Remember, this is just a list of suggestions. Should you have questions, or need guidance, please ask your Senior English teacher.

Research Product Medical/Dental fields associated with a chosen disease/illness/prevention

PowerPoint on disease or cancer and 3-D Model of cells. Personal journey undergoing treatment. 3-D mold of mouth undergoing orthodontia. Examples showing ongoing x-ray imaging of a patient * All of the above Requires advanced approval from Patient, Medical Professional, and/or Facility.

Running/Hosting a Fundraiser - Benefit Concerts Plan and Host a Benefit Concert to Raise Money for Crisis in Darfur Plan and Host a 5K to raise money for a local cause Plan and host a golf tournament (must have more than 10 participants)

Firefighting Journal Recording My Hands-on Experience at the Fire Station / Video Journal of experiences

Scuba Diving and Life-guarding Get Certification in Scuba Diving and Go Scuba Diving - must link to a career associated with Scuba Diving or Marine Biology

Take a lifeguard course and receive certification

Teaching Methods and Techniques Create and Teach a 2nd Grade Lesson on Bullying and Show to Judges on Video and Pictures.

Produce at least one week of lesson plans with student examples Possible enrollment in Introduction to Teaching (Szpindor) / indicate field

experience

Sports Injury Prevention & Rehabilitation Plan for sports injury prevention and rehabilitation Video of exercises and stretches for a sports team In-presentation display of procedures Document your ongoing work with a student with an injury

Growing Career of Forensic Science Build a miniature (3D) crime scene Complete an authentic report on collection of data Create a video crime scene

Careers in Fashion Design or Sewing Design and Create 5 Original Pieces for a Clothing Line with sketches or computer renderings

Use bought patterns and include in presentation Powerpoint must show the construction of the pieces Design, create and wear a prom dress

Benefits of Faith to Well-Being Plan, Conduct, and Video a Religious retreat

Engineer (all types) Design and build a hydrogen booster cell with documentation of process Architechtural 3D model, printed model, house plans, interior/exterior

renderings Electronic and printed CAD renderings, etc Develop a Computer and physical model of a roller coaster Develop plans and model for a bridge or park Create a robotic machine

The types of artists, artistic eras, and their mediums Document from start to finish the creation of one or more pieces in a chosen approved medium

Present/sell art pieces in a gallery Flower arranging for a wedding

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Writers, Poets, Technical Theatre, Journalist, Directors, and Playwrights

Create/publish a book of personal short stories/poems and perform a reading for presentations

Create a script for a play Direct a play at a local playhouse Write and submit a short novel for publication

Vehicle Performance Technology Rebuild an engine Create a sound system for an automobile Restore a vintage vehicle Restore or build a boat Convert a dirt bike to a street bike Auto detailing

*All of the above require automobile at presentation

Performance Arts: Advancements in dancing, singing, acting, playing an instrument and all technical aspects of these fields

Video Performance of Tap Dance in front of a live audience Teach a dance class over a period of time Take a ballroom dancing class and receive a certification

Animal Care Foster an animal Host a fundraiser for an animal care organization Build a doghouse Learn how to train a drug dog and perform in presentation Foster and train a guide dog (present video of dog

performance/process) Work at a stable Horse riding or animal showing competition

Business Planning Virtual Portfolio for a company (presented ppt.) Create a business plan for a restaurant. Include a proposal you would

submit for a small business loan. Create and present a marketing plan for a local business including

marketing materials, plans and outcome. Create an advertising campaign

Areas of Cosmetology Design and create a full artistic nail set on a mannequin Learn how to create a variety of styles/braids for prom using

mannequins Conduct a cosmetic makeover on a prospective client/include a

“storyboard” of products and techniques used Theater makeup – create your own makeup line

Construction and/or Interior Design Design Document and Aid in renovating a house for sale Create and implement an original design for a room/include presentation

of materials used/create a Pinterest board of ideas used Build a greenhouse Refurbish/repurpose furniture Construct a shed, table, desk

Adventure Outdoor Sports or Outdoor Careers Journal and video of personal spelunking experiences Take and document a wilderness survival course Learn how to waterski Learn how to rappel, mountain climb, fly fish Learn how to skydive, take courses in various outdoor sports Park enhancement Landscape Design

The History of American Cinematography Short individual film

Various Causes Organize and Conduct a fundraiser to support your cause

Martial Arts Earn a Martial Arts Belt and perform a live video demonstration of techniques

Basic Life Support Earn Life support certification

Culinary Arts Design and Learn to Make a Wedding Cake at the Wilton Art class at a local Michael’s or JoAnn’s

Take a local food preparation course Making and selling a food-related product

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Teach a children’s cooking class following an approved cooking methodology

Historical sites in Hampton, Georgia (etc.) Create a video walking tour of Hampton

Waste disposal and the environment Organize/supervise group to pick up trash on campus for the semester. Keep records of activity.

Scientific procedures and processes Test and monitor E-Coli bacteria in local ground water. Compile date in a digital portfolio

Waste water management Biodiesel Meterology Going Green projects Nutritional enhancements

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What are some possible topics? A Senior Project should not be a canned topic that is generic to all. It should be unique to you. You should strive to choose something new for you. The goal is to stretch yourself and get outside your comfort zone. The following is a list of topics that have been successful for seniors in the past. Animation Arabic Archery Architecture Aviation Auto mechanic/restoration Ballroom Dance Book Writing Boxing Broadcasting Carpentry Computer/web design Cooking Costume/Fashion design Crochet Cycling Dance/choreography Decathlon Drawing Fashion Design Fencing Fly Fishing Graphic art Horseback riding Interior design Jewelry making

Knitting Landscaping Learn a language (not taught at DHS) Learn a musical instrument Marathon Marksmanship Martial arts (this will be very limited) Masonry Mosaics Musical arrangement (with prior musical experience) Painting Photography Pottery Quilting Scuba Sewing Sign language Stained glass Taxidermy Theater Triathlon Video production Webpage design

*Remember this is just a list of successful topics that have been done in the past. Follow your passions/interests but remember to check with the advisor before you spend all your time getting your ideas together.

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Student, Mentor, & Field Supervisor Responsibilities

Student Responsibilities: Secure an appropriate field supervisor

Complete all required forms and agreements

Be punctual for all sessions

Be punctual for all presentations

Communicate with supervisor as needed

Complete 10 hours

Fulfill all elements of your contract

Write a supervisor thank you note before Phase 4

Mentor Responsibilities Mentor assists the student with questions and guides the student in the senior project

process

Mentor evaluates student’s progress, project, portfolio, and time management.

Mentor signs and completes all evaluation forms.

Field Supervisor Qualifications and Responsibilities: Field Supervisor must be a professional or semi-professional in the field.

Field Supervisor must be at least 21 years of age.

Field Supervisor cannot be a family member or step-family member.

Field Supervisor allows the student to shadow during the regular work day

Field Supervisor contacts the advisor (in a timely manner) to discuss any issues related to the project or student performance.

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INTEGRITY

All hours must be documented on the Senior Project Calendar and the corresponding Learning

Log. The Learning Log must provide a detailed description of ALL hours documented on the Senior

Project Calendar. Calendars that are missing signatures will not be accepted and those hours will NOT count. ANY ATTEMPT TO FALSIFY HOURS OR FORGE THE SIGNATURE OF PARENTS, MENTORS, OR

FIELD SUPERVISORS WILL RESULT IN DISCIPLINARY ACTION AND THE HOURS IN QUESTION WILL NOT COUNT.

You are expected to complete the work on your project yourself. Having others complete portions of your work, copying the work of others, plagiarism, cheating or misrepresentation of any kind will result in penalties or disciplinary action.

Forms: Complete the remainder of the Senior Project Packet. The forms for these items are found on the following pages. Please make sure that all forms are complete and signed by you, parent, mentor, and Field Supervisor before they are turned in. You must keep a copy of ALL parts of the Senior Project Packet for your portfolio.

Project Proposal

Plagiarism Form

Signature Form

Cover letter

Letter of interest

Artifacts Reflection Sheet

Work Philosophy and goals

Field Supervisor Information Sheet

Mentor Information Sheet

Budget Sheet

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Senior Project Contract

Student Name___________________________________ Advisor’s Name_____________________________

Title of Project___________________________________________________________

Please write a brief essay describing your Senior Project, topic of your research paper, and a plan for your presentation. Be sure it is typed, 12 point font in Times New Roman. Return this contract with the essay attached to your advisor by TBA.

As a graduating Senior at Dutchtown High School, I hereby agree to complete the above stated project in partial fulfillment of my Senior Project requirement. I understand that I will not be allowed to change my topic once it has been approved. I understand that I must also obtain the permission of my parent or legal guardian on this form before this agreement is valid.

Student Signature________________________________Date____________________

Advisor Signature________________________________Date____________________

PARENT PERMISSION

As a parent of ________________________________________________, a student attending Dutchtown High School, I am aware that my son or daughter must participate in Senior Project activities. The various components of the Senior Project will be factored into the grade for British Literature, a course which is required for graduation from DHS. I further understand that failure to complete the Senior Project, including the Senior Project Presentation, may result in my son or daughter not successfully completing English IV. Failure to pass Senior English/ British Literature will also result in not graduating from Dutchtown High School. I further agree to allow Dutchtown High School the rights to use any video or audio recordings of my son’s or daughter’s presentation for future training purposes.

Parent/ Legal Guardian________________________________ Date______________

DUTCHTOWN HIGH SCHOOL PLAGIARISM POLICY

Dutchtown High School regards plagiarism as a very serious offense. Plagiarism is a form of cheating, and cheating will not be tolerated. Plagiarism is defined as:The use of another's words without acknowledging the source, whether found in printed material or in electronic media, including submitting the work of another, either published or unpublished, in full or in part, free or purchased.

It is the teacher's responsibility to provide instruction concerning documentation procedures. Ultimately, however, academic honesty is the student's responsibility. If plagiarism is not discovered during the writing process but appears in the final paper, the penalties listed below will apply.

Student research will be evaluated throughout the writing process. A paper containing blatant plagiarism will be returned. After having a period of time to confer with the teacher and make any necessary corrections, the student may resubmit the paper for a final grade with a grade no higher than 50% of the possible points. If the resubmitted paper still contains a pattern of plagiarism, it will receive a zero.

I understand that if the first final copy of my research paper contains plagiarism, it must be rewritten correctly in order for me to continue with my Senior Project. I also understand that when the paper is redone, it will receive a grade no higher than a 50%.

Student's Signature___________________________________ Date_________________________

Parent's Signature____________________________________ Date___________________________

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12th Grade – Brit. Lit. Name: __________________________#:

Signature Form

Dutchtown High School Senior Project

Part A: Student

I AGREE TO Adhere as closely as possible to the schedule and objectives, which I have set for myself. Make progress reports at the times and in the form designated by my faculty advisor.

I UNDERSTAND THAT

I am free from all exempted academic requirements during the period of the project realizing the school encourages the taking of AP exams.

It is my responsibilities to notify all coaches and activity sponsors of my project. SUCCCESSFUL COMPLETION AND ACCEPTABLE REPORTING OF THE PROJECT ARE

REQUIREMENTS FOR SUCCESSFUL COMPETION ENGLISH IV

I am required to attend those activities required for graduation. I may NOT receive payment for this project. I may NOT work for a close relative. I may NOT work at a place of business where I have been employed previously. The school is not

liable for any injuries that I may sustain as a result of this project.

_________________________________________ (Student’s Signature) Part B: Parent

I have read the rationale, guidelines and Project Proposal and have discussed them with my son/daughter. In the case of out-of-town projects, I realize that the school cannot directly supervise him/her and understand that the school is not liable for any injuries that he/she may sustain as a result of this project.

___________________________________________ (Parent’s Signature)

Part C: Faculty mentor (*optional) I accept the responsibilities as faculty mentor for_______________________ if his/her project is accepted as

proposed. I will contact the project’s supervisor before this student begins this project. I will be willing to give help to this student as needed before the project begins and during this project.

_______________________________________

(Faculty Mentor’s Signature)

Part D: Field Supervisor (Current English Teacher)

I have seen a copy of the rationale and guidelines for Senior Project at Dutchtown High School, and have been given a copy of The Role of the Field Supervisor. The student has discussed with me the aims and objectives of the Senior Project. We have discussed both the goals and our mutual expectations. I have read his/her proposed project. I approve it and will fulfill my obligations as outlined in The Role of the Project Supervisor. Furthermore, I agree NOT to remunerate this student in any way now or in the future, for services rendered during the project time.

____________________________________________________

(Field Supervisor’s Signature)

ALL SIGNATURES NEEDED PRIOR TO ACCEPTANCE!

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Senior Project Proposal

Student Name______________________________ Advisor’s Name__________________________

Title of Project____________________________________________________________________________

Please respond to ALL required questions on the Google Doc link sent via REMIND: https://docs.google.com/forms/d/1YM25aB5q0ZbpLJHi7Kis4uM46E9cOQ8ID4Rki9MlpO4/viewform?usp=send_form

Return this contract to your advisor (classroom teacher) by _________11/5/15__________________________________.

As a graduating Senior at Dutchtown High School, I hereby agree to complete the above stated project in partial fulfillment of my Senior Project requirement. I understand that I will not be allowed to change my topic once it has been approved. I understand that I must also obtain the permission of my parent or legal guardian on this form before this agreement is valid.

Student Signature________________________________Date____________________

Advisor Signature________________________________Date____________________

PARENT PERMISSION

As a parent of ________________________________________________, a student attending Dutchtown High School, I am

aware that my son or daughter must participate in Senior Project activities. The various components of the Senior Project will

be factored into the grade for British Literature, a course which is required for graduation from DHS. I further understand that

failure to complete the Senior Project, including the Senior Project Presentation, may result in my son or daughter not

successfully completing English IV. Failure to pass Senior English/ British Literature will also result in not graduating from

Dutchtown High School. I further agree to allow Dutchtown High School the rights to use any video or audio recordings of my

son’s or daughter’s presentation for future training purposes.

Parent/ LegalGuardian______________________________________________ Date______________

https://docs.google.com/forms/d/1YM25aB5q0ZbpLJHi7Kis4uM46E9cOQ8ID4Rki9MlpO4/viewform?usp=send_form

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Field Supervisor Information Sheet

Student Name_______________________________________________________ Project Category_____________________________________________________ Advisor Name_______________________________________________________ Field Supervisor Name________________________________________________ Field Supervisor Address______________________________________________ Field Supervisor Phone Numbers________________________________________ Field Supervisor Email Address_________________________________________ Field Supervisor Qualifications: (should have professional qualification) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Are you over age 21? ________________________________________________ Are you related in any way to this student? ______________________________ Are you willing to Field Supervisor this student for a minimum of 10 hours throughout the duration of the Senior Project? _________________ What experience do you have in this project category?

__________________________________________________________________________

__________________________________________________________________________

_________________________________________________________________

________________________ Student’s Signature

________________________ Field Supervisor’s signature

________________________ Parent’s Signature

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Dutchtown High School

Mentor Acceptance Form

Student’s Name_______________________________________________________________

Mentor’s Name_______________________________________________________________

Email_______________________________________________________________________

Thank you for volunteering to mentor__________________________throughout his/her Senior

Project. This is a very important role and your efforts, time, and commitment are greatly appreciated.

For the Senior Project, all senior students will:

Write a research paper on an approved, self-selected topic

Complete a hands-on or service-oriented project related to the research paper topic and create a

product related to their field.

Compile a portfolio of coursework and,

Present findings to a board in a formal oral presentation during the spring semester

The suggested responsibilities of the mentor are:

Provide feedback and guide the student through the Senior Project process

Confirm the number of hours

Help the student pace him/herself to meet all deadlines with ease

Set upcoming goals

Troubleshoot potential difficulties

Review completion of goals

Discuss the student’s accomplishments, discoveries, frustrations, questions, obstacles, etc.

Review the materials or artifacts the student gathered

Suggest additional resources or contact

Verify that the student is working to complete the project and sign the student’s log sheet

Complete the mentor evaluation form at the satisfactory completion of the Senior Project

Please plan to meet with your mentee on a regular basis- at least twice or more per month. The student

is responsible for making and arranging all scheduled appointments with you, perform all necessary

research, planning and implementing the project, and providing any necessary supplies as needed.

If you have any questions, please contact Mrs. B. Jones at [email protected].,ga.us or the

student’s Senior Project Advisor/ELA instructor.

Please sign below acknowledging your role. Thank you for your support.

___________________________________________ _______________

Mentor Signature Date

_______________________________________ _______________

Student Signature Date Dutchtown High School

mailto:[email protected].,ga.us

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SENIOR PROJECT MENTOR EVALUATION FORM

The mentor evaluation is a very important part of the Senior Project experience. Your honest

appraisal of the student, including specific information, will be helpful to the student.

Mentor Name: ________________________________________________________

Student Name: _______________________________________________________

Project Title: ________________________________________________________

I can verify the student spent 20 or more hours on her/his project. Please verify time log on

back of document.

Yes______ No______

Did the student meet with you at least three times during her/his project so you could provide

information, feedback, make suggestions, or discuss project progress?

Yes______ No______

Please place a checkmark in the appropriate column:

Unsatisfactory Satisfactory Exemplary

General Appearance

Makes Scheduled Meetings

Attitude

Efficiency

Effort

Follow through

Punctuality

Shows initiative

Overall Assessment:

Exemplary

Met requirement successfully

Failed to meet minimum requirement

I recommend this student:

Enthusiastically

Confidently

With reservation

Do not recommend

Comments:

_____________________________________________ _________________

Mentor Signature Date

21

BUDGET: To be completed by Student

1. Does this topic require that I take classes? YES NO

If so, what is the cost of those classes?

_____________________________________________________________

2. Please list the materials and supplies you will need for this project. All projects

require materials and supplies! This section must be completed.

Materials/Supplies

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

Total for Materials/Supplies

Cost of materials/supplies (if

you already own the item please

state that.)

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

_______________

3. Total ESTIMATED cost of the Senior Project:______________________

I understand that this is only an estimated cost. The actual final cost of the project may be more or less than this amount.

____________________ _____________________________ Advisor’s signature Student’s Signature

_________________________________ Parent’s Signature

22

Making Changes to your Proposal

If you make changes to your Proposal/Plan, you must submit a new application and

proposal to the review panel through the Senior Project Advisor.

Making changes after Phase 1 greatly increases your risk of not completing your

project phases on time. Please remember that all requirements must be met at

each phase of this project. After phase 1, changes to your senior project may be

allowed by the senior project committee on a case by case basis.

You may make changes in the following areas by consulting with the Senior Project

Advisor:

Field Supervisors

Budget

Concerns should be addressed with your advisor, your parents, and your Field

Supervisor. Written changes must be documented in your portfolio with

appropriate signatures and comments as well as reflected in your learning log.

23

THE FOLLOWING PAGES WILL GUIDE YOU

THROUGH YOUR PROJECT FROM THE CREATION OF

YOUR PORTFOLIO TO PRESENTATIONS.

24

Phase 1

Create your portfolio.

Use the Portfolio Table of Contents OR grade sheet to create your portfolio

in a 3 ring binder.

Items in your portfolio should be in the correct order, organized, neat in

appearance and complete. You should use sheet protectors for each page.

Begin working on your project and counting hours.

Meet with your Field Supervisor.

Meet with your mentor.

Work on your portfolio.

Document. Document. Document.

Document all hours on your calendar and log.

Be sure to get calendars signed by your Field Supervisor, mentor, advisor,

and parents as necessary.

Take photographs and video to use as evidence.

You MUST have photographic and video evidence of hours.

Make sure you document your hours!

Remember that your Field Supervisor and mentor will need to fill out the

written evaluation form.

Meet your advisor.

Ask Questions!!!

You will receive rubrics and more information about the Phase 1

presentation from your advisor.

25

THE PORTFOLIO What is the portfolio?

The portfolio is your documentation of progress on your Senior Project.

o It will be evaluated at each phase and available for the judges to review during

your presentation.

o All evidence for your project will be recorded and documented in the portfolio.

Set up the portfolio immediately.

What should be included in the portfolio? Table of Contents

o The front cover should be creatively decorated

o Title Page: MLA format (see sample)

o Proposal Packet

Proposal

All forms: Field Supervisor Information, Parent Agreement, Student

Commitment, Signature Form, Plagiarism Form, etc.

o Contract

o Complete Field Supervisor Evaluation form (with video)

o Complete Mentor Evaluation Form

o Signed and completed calendar

Make sure calendar days are filled out with specific activities & times (see

samples)

Calendar reflects individual hours & Field Supervisor hours

o Project Learning Log – must have a detailed entry for every entry on your calendar

o Photographs with appropriate dated and typed captions (a minimum of 10 for phase

1)

o Receipts, notes, certificates, video, additional evidence, etc.

If you have questions about how to build your portfolio, please first read through this senior

project packet/information guide and then if you need further clarity, contact Mrs. Thompson-

Smith in room 113.

26

Learning Log & Calendar

For each phase you will document the hours you have worked in the

Learning Log and on the Calendar.

Learning Logs and Calendars will be evaluated at each phase as part

of the portfolio.

What is a Learning Log? The Learning Log is where you will record the date, time and a detailed description of the

activity.

o It should state what exactly is done during that time and include at least one of

the following:

New skills & techniques learned

Growth/successes

Problems encountered

Challenges

Any time that you work on your project must be documented in both the Log and on the

Calendar.

For each month you should have detailed logs that describe the activities recorded on

your calendar. (Please see the sample Learning Log on the next page.)

You must list the times for each entry, not the hours. Ex: 5:00 – 6:00 not 1hr.

Your learning log should be placed in the portfolio behind the corresponding calendar.

What do I record on the Senior Project Calendar? The calendar is where you record your hours for each month and keep track of total

individual hours and Field Supervisor hours.

Calendars must be completed, signed and present in the portfolio at each phase. (Please

see the sample Senior Project Calendar that follows.)

What counts as hours for my project? Any time that you spend directly working on your project or practicing skills related to

the project.

Any time that you spend working with your Field Supervisor on your project.

Time spent working on your argumentative essay.

Any recitals or performances that you participate in for your project.

You may count no more than 10 hours for paperwork. This includes the research paper,

working on your portfolio, getting signatures and other paperwork.

YOU MAY NOT COUNT THE FOLLOWING:

27

o Watching TV or online videos

o Playing video games

o Listening to music on your iPod or on the radio

o Going to a concert

If you are unsure if the hours will count you should clear it with your advisor or the

Senior Project Coordinator.

o If you are not sure, please email the Senior Project Coordinator:

[email protected]

mailto:[email protected]

28

1 2 3 Piano lesson

5:00-6:00

With Field

Supervisor

4 5 Practice songs

3:00 – 4:00

6

7

8 9 10

Piano lesson

5:00-6:00

With Field

Supervisor

11 12

Practice songs

3:00 – 4:00

13

14

15

Practice songs

3:00 – 4:00

16 17 Piano lesson

5:00-6:00

With Field

Supervisor

18 19 20

21

22 23

Practice songs

3:00 – 4:00

24 Piano lesson

5:00-6:00

With Field

Supervisor

25 26 27 Piano Recital

6 -7:30

3 songs

28

29

30

Monthly Hours: Cumulative Hours:

Field Supervisor:_____________ Field Supervisor:_____________

Individual: _____________ Individual: _____________

Total: _____________ Total: _____________

_______________________________

Field Supervisor’s Signature

_______________________________

Parent’s Signature

_______________________________

Student’s Signature

4 hours 6 hours

5.5hours

8 hours

9.5 hours 13 hours

John Jones

Samantha Smith

Jane Doe

Revised and Adapted by B. Jones & C. Thompson-Smith Oct. 2015

Senior Project

Learning Log

DATE DESCRIPTION (detailed description of activity) TIME

Monday

6/3/10

Practiced songs from theory book and scales on

my guitar.

Songs: Twinkle Twinkle Little star & God Bless

America

GOOD EXAMPLE

4:45-6:00

1 hr. 15 min.

Wednesday

6/5/10

Went to a concert. Listened to guitar

BAD

EXAMPLE

About an hour BAD

EXAMPLE

6/24/10

Today I observed and co-taught a lesson with my Field

Supervisor to a little boy named Sam. He is working on

learning to read music.

GOOD EXAMPLE

5:00-5:30

GOOD

EXAMPLE

½ hr.

6/27/10 Worked on Senior Project

BAD

EXAMPLE

2 hrs.

BAD

EXAMPLE

Remember: For EVERY entry on your calendar, you

MUST have a corresponding and detailed entry in

your learning log!


Phase 2 Keep your portfolio up to date.

Items in your portfolio should be in the correct order.

Record ALL evidence in your portfolio.

Add Research Paper Evidence to your Portfolio.

Continue working on your project and counting hours.


Continue working on your project.

Begin to show progress in your topic.

Time to do some research.

Phase 2 is the research phase.

You will work with your Humanities teachers in researching and writing

your Argumentative Research Paper.



Be sure to get calendars signed by your Field Supervisor and parents.


Remember that your Field Supervisor will need to fill out the written

evaluation form for each phase & record the Field Supervisor Video

Statement.

Plan ahead.

Re-read your contract.

Make sure that you plan ahead in order to meet any special requirements

of your contract!


Phase 3

Keep your portfolio up to date.

Items in your portfolio should be in the correct order.

Record ALL evidence in your portfolio.

Continue working on your project and counting hours.


Continue working on your project.

Begin to show progress in your topic.



Be sure to get calendars signed by your Field Supervisor and parents.


Remember that your Field Supervisor will need to fill out the written

evaluation form for each phase & record the Field Supervisor Video

Statement.

Plan ahead.

Re-read your contract.

Make sure that you plan ahead in order to meet any special requirements

of your contract!

Working on your final product.

In phase 3 many of you will have performance requirements or contests in

your area of study.

Begin working on your final product and fulfilling the requirements of your

contract.

Proceed with CAUTION!

Phase 3 will fall between November and January.

You must plan carefully in order to make sure you can get enough Field

Supervisor hours.


Phase 4

This is it! Make sure you have recorded ALL evidence in your portfolio, all items are

labeled, that it is easy to read and neatly presented.

Put the finishing touches on your final product.

Make sure that you have met ALL elements of your contract.

Get your final product ready for your last classroom presentation.

This is your time to reflect on your journey and the outcome of your hard work!

Presentations! After phase 4 you will have some time to perfect your presentation.

Take some time to really reflect on what you have accomplished and include that in

your presentation.

Work on your speech and make sure that you have everything ready for the big

night.

Check, double check, and triple check your technology!

Make sure to arrive early so that you are ready when the judges are ready for you.

Present your project to the faculty and community and be proud of all that you have

accomplished!

GRADUATION!


Appendix 34 …………………………..……… Personal checklist

35 …………………………..……… Sample Letter of Intent

36 …………………………..……… Sample Work Philosophy & Goals

37 …………………………..……… Sample Resume (Option 1)

38 …………………………..……… Sample Resume (Option 2)

39 …………………………..……… Sample Cover Letter (Template/Guide)

40 …………………………..……… Sample Cover Letter

41 …………………………..……… Sample Thank you Letter

42 …………………………..……… Student Work Reflective Cover Sheet

43 …………………………..……… Basic Steps in the Research Process (overview)

44 …………………………..……… Advanced Organizer (visual of the research paper)

45 …………………………..……… Survival Guide Source Cards

46 …………………………..……… Survival Guide Note Cards

47 …………………………..……… Survival Guide Works Cited

48 …………………………..……… Sample Outline (Option 1)

49 …………………………..……… Sample Outline (Option 2)

52 …………………………..……… How to write an Annotated Bibliography

53 …………………………..……… Source & Note Card Checklists

54 …………………………..……… Outline Checklist

55 …………………………..……… Annotated Bibliography Checklist

56 ………………………………….. Senior Project Research Paper Checklist

60 ………………………………….. Senior Project Career Research Paper RUBRIC

61 …………………………..……… Senior Project Argumentative Research Paper RUBRIC

62 …………………………..……… Argumentative Research Paper Format

63 ………………………………….. Argumentative Research Paper Outline

64 ………………………………….. How to Save a Source Found in Galileo

65 …………………………..……… How to Conduct a Search Using Galileo

66 …………………………..……… Reminder for Creating Outline & Annotated Bibliography

67 …………………………..……… Sample MLA Citation & Parenthetical Documentation

69 …………………………..……… Appendix 1 - PowerPoint/Prezi Presentation Instructions

70 …………………………..……… Appendix 2 – Community Service Hours Log

71 …………………………..……… Appendix 3 – DHS Activity Journal

72 …………………………..……… Appendix 4 – 12 Week Classroom Grades

74 …………………………..……… Appendix 5 – Sample MLA Research

77 …………………………..……… Appendix 6 – Critical Reading Log Daily Log Schedule

78 …………………………..……… Appendix 7 – Time Log

79 …………………………..……… Appendix 8 – Mentor Acceptance Form

80 …………………………..……… Appendix 9 – Learning Log

81 …………………………..……… Appendix 10 – DHS Field Supervisor Evaluation Rubric

82 …………………………..……… Calendars

84 …………………………..……… Project Presentation Rubric


Dutchtown Senior High School Senior Project

Personal Checklist

All of these items must be placed in a neat binder for submission. All binders become the property of

DHS English Department.

Assignment Check Dates Final Due Date Final Grade

Part I

Binder, Tabs, Protective Sheets

Part II

Title Page

Table of Contents

Part III

Community Service Letters and Certificates

Part IV

Cover Letter

Resume

Transcript

Letter of Recommendation – School *

Letter of Recommendation – Community *

Letter of Recommendation – Student Choice *

College Application *

Part V

Formal Proposal

Plagiarism Statement

Letter of Intent

Contract Form

Signature Form

Project Log (minimum one entry per week)

Research Paper

Works Cited (5 source minimum) **

Part VI

PowerPoint Presentation/Prezi

Brochure (optional)

Part VII

6 Student Artifacts

Reflection Sheets

Reading Log ***

Part IX

Reflection Paper

Thank You Letter Judges

Thank You Letter Mentor

This document goes in your project notebook. If any of the items are missing or incorrect, you will

not receive credit. Check your binder thoroughly before submission. This checklist is for you.

You may add or omit as necessary.


Dutchtown High School Senior Project Letter of Intent

Your mailing address City, State ZIP Today’s Date Mrs. Thompson-Smith/Ms. Powell Dutchtown High School 149 Mitchell Rd Hampton, Georgia 30228 Dear Mrs. Thompson-Smith/Ms. Powell: Paragraph 1: Describe your general area of interest (history, art, science, technology, recreation, etc.) and tell why you chose this area. Explain what you already know or have accomplished in this area. Paragraph 2: Describe your project. Tell what it will be, who will be involved, when and where it will take place, how it will be accomplished, how it is a “stretch” beyond your current abilities, and how much it might cost in time and money. Paragraph 3: Begin with a transitional sentence that shows the relationship between your project and your research paper. Then state your specific research topic. Include some of the ideas you hope to cover as well as some of your possible resources. Paragraph 4: Tell who your mentor will be or how you plan to obtain a mentor (an adult qualified to help you in your field). Explain whom you plan to interview for information and identify his/her expertise/background. Paragraph 5: Explain your understanding of plagiarism and repercussions of such an act, including the fact that this would result in failing Senior English and the Senior Project, both graduation requirements. Conclude with a statement affirming that you will not plagiarize or falsify any of the information in your research or your project. Sincerely, (your legible signature in blue or black ink) Your name typed


Senior Project Work Philosophy and Goals (sample)

Work Philosophy

My Philosophy Statement

I strive to provide competent and comprehensive nutrition therapy to each patient and their families. Thorough education of the patient and family is vital to success in any nutrition intervention and treatment program. Maintaining a healthy lifestyle is difficult today, and it is my goal to provide

patients and clients with the nutrition information necessary for disease prevention and treatment, and maintain optimal quality of life in the process.

Professional Goals

My Professional Goals

To finish my Master’s of Science Degree in Nutrition in May 2013. To continue with life-long learning through continuing education classes on diverse topics in the

nutrition field. To advance in my field and be selected for the position of Clinical Nutrition Manager at Baptist

Memorial Hospital-North Mississippi

To train Nutrition and Dietetics students from the University of Mississippi by educating them in the clinical aspect of nutrition.


S E N I O R P R O J E C T S A M P L E R E S U M E # 1 Y O U R N A M E

E-MAIL [email protected]

12345 MAIN STREET • ANY CITY, STATE 12345 • PHONE (123) 456-7890

OBJECTIVE

[Click here and type objective]

EXPERIENCE

2007–2009 St. Edward High School Bookstore Lakewood, OH

Sales Associate

Took orders, maintained inventory, and ran cash register.

Helped reconcile inventory twice annually.

Suggested new products that increased earnings by 10%.

May 2008–August 2008 Lakewood YMCA Lakewood, OH

Lifeguard

Worked 40hrs/week supervising recreational and instructional aquatic activities.

Assisted in maintaining pool facilities, including daily closing responsibilities.

Maintained Lifeguard and CPR certification by the American Red Cross Life Saving Certification and American Red Cross CPR.

June 2007–Dec. 2008 The Retail Shoppe Cleveland, OH

Sales Associate

Maintained and restocked inventory.

Provided customer service.

Operated computerized cash register system and inventory management system.

EDUCATION

Entering Fall 2009 Cleveland State University Cleveland, OH Intended major in Studio Art

2005–2009 St. Edward High School Lakewood, OH Member of the National Honor Society

INTERESTS

Running, gardening, carpentry, computers.

HONORS/AWARDS

Select text you would like to replace, and type your information.


S E N I O R P R O J E C T S A M P L E R E S U M E # 2 [Click here and type address] [Put phone, fax, and e-mail here]

Your Name

Objective [Click here and type your objective]

Experience Month/year–Month/year Name of Company Location

Title of Position

Insert a brief description of your responsibilities

Be descriptive yet brief.

Suggested new products that increased earnings by 23%.

May 2008–August 2008 Lakewood YMCA Southridge, WA

Lifeguard

Worked 40hrs/week supervising recreational and instructional aquatic activities.

Assisted in maintaining pool facilities, including daily closing responsibilities.

Maintained Lifeguard and CPR certification by the American Red Cross.

Life Saving Certification and American Red Cross CPR .

June 2007–Dec. 2008 The Retail Shoppe Cleveland, OH

Sales Associate

Maintained and restocked inventory.

Provided customer service.

Operated computerized cash register system and inventory management system.

Volunteer Experience 2007–Present Big Brothers Big Sisters Cleveland, OH

Big Brother

Mentor to a “Little,” now 12 years old.

Meet regularly, year-round, for social and educational activities.

Education Entering Fall 2009 Cleveland State University Cleveland, OH

Intended major in Studio Art

2005–2009 St. Edward High School Lakewood, OH

Accomplishments Sophomore Class Secretary, 2006-2007

Varsity Soccer, 2008, 2007; JV Soccer 2006, 2005

Academic Honor Roll, 2008-2009

Computer Skills Proficient with Microsoft Word, Excel and PowerPoint.

Tips Select text you would like to replace, and type your information.


Senior Project

SAMPLE THE COVER LETTER

A cover letter is used to accompany any resume mailed to a prospective employer. Its purpose is to summarize

briefly what you can offer to the employer. This letter should be carefully planned, written, and possibly

rewritten until you are satisfied that it is as effective as possible. The following guidelines will be helpful in

writing your cover letter.

The Heading

Your return address and date

The Inside Address

The name of the person to whom you are writing

The name of the company and its correct mailing address

Salutation or Greeting

If possible, address the letter to a specific person by name. Try to avoid "Dear Sir/Madam" or "To Whom It May

Concern." After the person’s name, type a colon [:].

The Body of the Letter

The body of the letter should include three paragraphs. These paragraphs may take several forms depending on your level

of experience or the type of position you are seeking.

Opening Paragraph

State why you are writing to this employer. Give the position or type of work for which you are applying. Tell how you

heard about the position or the company.

Middle Paragraph

Include a brief description of your education and work experience. Indicate how these relate to the position. Be positive

and confident; sell yourself.

Closing Paragraph

Tell the employer that you are available for a personal interview. Always close by thanking the employer for the

company's time and consideration.

The Signature

Legibly sign your name between the closing [“Sincerely,”] and your typed name


THE COVER LETTER - SAMPLE

Your Address

Your Contact Information

Date

Contact Name (if available)

Contact Title

Company Name

Company Address

Dear Mr./Ms./Dr. (if no contact, you can say “Human Resources Manager, or Hiring Manager”),

The first paragraph is an introduction of yourself and how you learned of the opening, as well as your interest in

the position/organization. This requires you to relate yourself to the organization or to the position in order to

demonstrate your interest.

The middle paragraph(s) is a profile of how your skills and experience match the qualifications sought. In order

to do this, consider the following points:

Read the job description carefully to get a clear idea of what the company is looking for. This goes beyond just

the “qualifications” section of a job description- make sure to discuss your ability to do the job.

Review the company website to learn what type of person the company might value.

Match your background, whether it is work experience, academics, volunteer experience, etc. and describe why

you believe those experiences make you a qualified candidate for the position.

The last paragraph wraps up the cover letter. You should reiterate your interest in the position, and desire to

hear from them regarding the opportunity. You also want to thank the reader for their time in considering your

application, and provide information for how you can be reached. If you would like, and are able to, you can

state that you will follow-up with them directly. Be positive and confident (without being arrogant).

Sincerely,

Signed Signature (if a physical copy is being sent)

Name (Typed)


Senior Project

THANK YOU LETTER FOR THE JUDGE

Dear Judge:

[Write a brief – one or two sentence – letter thanking the judge for taking the time to judge your senior project.

Be sure to use proper grammar and punctuation]

Respectfully,

[Type your name]


Senior Project

Student work reflective Cover Sheet

Instructions:

Create a reflective cover sheet for six artifacts you will include in your portfolio. Make six copies to attach to each artifact.

Each cover sheet must include the following introductory information using the format provided below:

Answer these questions as you reflect:

o Why did you select this item?

o How did the assignment challenge you?

o What else did you learn?

o What would you do differently next time?

o How might you use what you learned in your future?

Type the cover sheet using the following format:

o 1-inch margins

o 12 pt. Times New Roman font

o Double-spaced

o White paper, black ink

Organize your ideas in a thoughtful, logical, and coherent manner. Use language that communicates your ideas effectively. Follow the conventions of standard written English.

Name:________________________

The work that I have selected is from the following course/activity:

_____________________________________________________ _____________________________________________________

Grade Level:_________

Explain the activity/assignment in two-three sentences.


BASIC STEPS IN THE RESEARCH PROCESS

REMEMBER BEFORE YOU CAN BEGIN TYPING YOUR PAPER, YOU MUST . . .

1. Research your career field using GALILEO, books, or other reputable

websites (must use C.R.A.A.P. checklist for any website that is NOT from the Galileo database; for instance, The American Cancer Society’s website is www.cancer.org).

2. Create source cards for each resource from which you take notes or plan to take notes

3. Create note cards where you record the information you gather from your resources a. In order for this to occur, you will have to READ and determine whether or

not the source have valuable information b. Either take notes verbatim = word for word (will be inside quotation marks)

OR summarize = put it in your own words, but make it shorter OR paraphrase = put it in your own words but keep it about the same length as the original

c. Use a new note card each time you begin taking notes on a new topic OR you run out of space on your current note card

4. Take the information you have gathered (in other words the information on your note cards) AND create an outline for your paper

5. Use the outline to write your paper 6. Write your paper in proper MLA format

RESEARCH PAPER REQUIREMENTS for OUTLINE

• You need 3-5 major categories. • This will guide your research. • The categories from the outline and your note cards will be the same- usually by paragraph. • You may change, add, or delete categories on the outline as your research progresses. • This is a sample outline for your career choice- you may add to or delete items you will not use. • On the following pages, are:

• Sample source cards • Sample note cards • two different examples of outlines


Intro Paragraph Body Paragraph One Body Paragraph Two Body Paragraph Three

Concluding Par

Topic Sentence – 1 sentence (not a quote/question) that only discusses the first point of your paper

SET-UP SENTENCE – 2 or more sentences where you provide the reader with some background

information regarding the quote you will use to support the first prong/point of your thesis

Lead-in – Dependent clause (your own words) that lead into or up to the quoted material OR paraphrased

or summarized information you will use to support your first prong/point (should be followed by a comma)

Quote Paraphrase or Summary – Words taken directly from the novel/play that are placed inside

quotation marks and followed by a MLA citation (Lee 204)

EXPLANATION – 1 or 2 sent. where you explain how your quote supports the first point of your thesis

CLINCHER – 1 sent. where you transition from the current paragraph while hinting at the next (bridge)

HOOK – (question, quotation, or fact used to grab the reader’s attention)

OVERVIEW or T.A.G. – Title, Author, Genre

Summary – summarize topic, work, or character

THESIS – 1 sentence(can have 3

prongs or points)

RE-STATED

THESIS – 2 sentences with

3 where you re-state your thesis (CANNOT be verbatim to original thesis)

RE-CAP – revisit the most important points from your

essay and highlight them in 3 or more sentences

CALL FOR ACTION.– Leave the reader thinking (quote, ques. etc.)

Topic Sentence – 1 sentence (not a quote/question) that only discusses the secondpoint of your paper





Quote Paraphrase or Summary – Words taken directly from the novel/play that are placed inside




Topic Sentence – 1 sentence (not a quote/question) that only discusses the secondpoint of your paper





Quote or Paraphrase or Summary – Words taken directly from the novel/play that are placed inside





SURVIVAL GUIDE (Source Cards) CHEAT SHEET

Purpose: The purpose behind creating a source card is to . . .

1. Make sure you have a record of all the sources you used to write your paper 2. Keep track of the bibliographic information so that you can easily create your Works Cited page

3. Help you quickly alphabetize the sources you used for your Works Cited page

4. Remember the format for each source is different depending on the type of source

www.knightcite.com http://galileo.usg.edu

Internet 1

Polgreen, Lydia. “Mandela’s Death Leaves South Africa

Without Its Moral Center.” The New York Times. 13

Dec. 2013. Web. 15 Mar. 2015.

Jill Smith #000

B MAN – DHS Media Center 2

Magoon, Kekla. Nelson Mandela: A leader for freedom. Edina, MN: ABDO Publishing, 2008. Print.

Jill Smith #000

Call number or where you found information

Citation for source

Student’s name and number

Citation for source

Source card number (matches)

Source card number (matches with note card)

http://www.knightcite.com/

http://galileo.usg.edu/


SURVIVAL GUIDE (Note Cards) CHEAT SHEET

Purpose: The purpose behind creating a note card is to . . .

5. Have a place to record or write the notes you take from each source

6. Easily be able to organize and group your notes

7. Determine what notes you will and will not include in your paper

www.knightcite.com http://galileo.usg.edu

Nelson Mandela – History 1

Spent 27 years in prison

Accused of committing treason

South Africa’s first black president

“Mr. Mandela served as president from 1994 to 1999”

(paragraph 17 since no page numbers are available)

Led African National Congress (ANC)

Won Nobel Peace Prize

Jill Smith #000; 1 1

Nelson Mandela – Impact of his death 1

“Our nation has lost its greatest son,” President

Jacob Zuma (paragraph 2)

Death reminds people of the struggles and sacrifices

he and his family made for their country

President Obama said of Mandela, “influential,

courageous and profoundly good” (paragraph 7)

Many in shock and disbelief at the death of icon

Jill Smith #000; 2 1-2

Subject/topic of card (Slug)

Notes (can be in bullet or sentence format)

Notes you take from

the source

Student’s name, #, and the number of the note card (if it’s the 1st card, the number is 1, 2nd card 2, etc.)

Notes you take from the source (can be in bullet format or sentences or direct quotations)

Source card number

(matches)

Page number where you found the info. for your notes

http://www.knightcite.com/

http://galileo.usg.edu/


SURVIVAL GUIDE (Works Cited) CHEAT SHEET

Purpose: The purpose behind creating a Works Cited page is to . . .

1. Make sure you provide a detailed listing of all the sources you have used in your paper

2. Avoid plagiarism

3. Give credit to those sources you cited (used) in your paper

SAMPLE BELOW

IF A SOURCE IS LISTED ON THE WORKS CITED PAGE, THEN THAT SOURCE

SHOULD BE “CITED” OR USED IN THE BODY OF YOUR PAPER. VICE VERSA, IF A

SOURCE IS NOTED IN THE BODY OF YOUR PAPER, THAT SOURCE MUST ALSO BE

LISTED IN FULL DETAIL ON THE WORKS CITED PAGE! FAILURE TO PROPERLY

CITE A SOURCE OR ANY BORROWED MATERIAL COULD RESULT IN PLAGIARISM

AND A GRADE OF ZERO “0”

Smith 1

Works Cited

Magoon, Kekla. Nelson Mandela: A leader for freedom.

Edina, MN: ABDO Publishing, 2008. Print.

Polgreen, Lydia. “Mandela’s Death Leaves South Africa

Without Its Moral Center.” The New York Times. 13

Dec. 2013. Web. 15 Mar. 2015.

The words Works Cited are not in bold, italicized, underlined, in ALL CAPS, or inside “quotation marks”.

Header (student’s last name a space and the page number). This is page 4 of the paper. It is ½” from top of

the page.

Each citation correct MLA FORMAT DEPENDING ON SOURCE TYPE of each source cited in the paper. Sources are double spaced.


I. Introduction a. Overview of the career such as

i. History of People in this career 1. Approximately how many people are now employed in this career field? 2. Briefly discuss current employment trends relating to this career. 3. Where are jobs related to this career most often found? Why?

ii. Qualifications of workers in this field. 1. Gender, Age, Health and physical needs/requirements 2. Personality 3. Experience 4. Aptitude 5. Education (general level and type required) 6. What are the most common methods of entry into this career?Which one would you choose? Why

b. THESIS: Name of Career Field AND reasons for studying this particular career (can have 2, 3, or 4 reasons). II. Body Paragraph for Reason #1 for career field selection

a. Topic Sentence – identifies first reason b. Concrete detail/example

i. Evidence supporting detail/example (i.e. direct quotation/paraphrase/summary from research) MUST PROPERLY CITE THIS INFORMATION USING PARENTHETICAL DOCUMENTATION and INCLUDE COMPLETE CITATION ON WORKS CITED PAGE

ii. Explanation of evidence c. Another concrete detail/example


ii. Explanation of evidence

III. Reason #2 for career field selection a. Topic Sentence – identifies first reason b. Concrete detail/example



IV. Reason #3 for career field selection a. Topic Sentence – identifies first reason b. Concrete detail/example


ii. Explanation of evidence c. Explanation of concrete detail/example

V. Reason #4 for career field selection

a. Topic Sentence – identifies first reason b. Concrete detail/example



VI Conclusion a. Overview of the value of this career field to society b. Recap of reasons for selecting career field c. Identify personal career goal (i.e. education, dream job, your future).


I. History of the career

II. Name of Career Field and reasons for studying this particular career. III. People in this career

a. Approximately how many people are now employed in this career field? b. Briefly discuss current employment trends relating to this career. c. Where are jobs related to this career most often found? Why?

IV. Duties of this career a. General Duties b. Specific Duties c. Hours of work ordinarily required d. Is there anything unusual about the number of hours or nature of the work schedule which might relate to

this job field? (Seasonal fluctuations, days, nights, split shifts etc..)

V. Qualifications of workers in this field. a. Sex b. Age c. Health and physical d. Personality e. Experience f. Aptitude g. Education (general level and type required) h. Other i. What are the most common methods of entry into this career?

Which one would you choose? Why

VI Education Planning d. Develop your own education plan, including preparation for this career, including courses you’ve taken or

will take in high school to prepare. e. If you decide to attend a post-secondary school, what entrance requirements might you expect? What is

the length of training? Cost of training? f. Briefly describe any armed forces training opportunities that relate to his career. g. What are the scholarships, loans or grants that you could apply for to help with the cost of this training? h. Other training-apprenticeship, company or on-the-job training?

VII Related Fields

a. List and briefly describe seven career fields related to the one you have chosen to explore. VIII Finding a job in this career field.

a. List our local firms where employment in the career field could be found. b. Job advertisement. Clip and attach on a separate sheet a job ad from the local newspaper, magazine

or other source to you paper. c. If you were to apply for this job, whom would you ask for recommendations. List three persons. d. Attach your resume and cover letter to this paper.

IX. Earnings a. How much can you expect to make from this career?

1. Beginning salary? 2. Average Salary? 3. Exceptional Salary?

b. What expenses might you have to meet in following this career?


X. Nature of the Job a. List some benefits, other than salary, that you would expect to gain form this career. b. What hazards can you anticipate in this job field?

XI. Career Advancement a. What are the chances for advancement in this field? b. Would advancement require additional training? c. Would advancement require additional duties? Explain. d. Is there a need for continuing education to hold this position? Explain

XII Interview from your field experience a. Arrange an interview with someone employed in this career field. b. Ask this person the same questions you have been exploring for this project and any additional one

you may have. c. Write a summary of this interview

XIII Reflection

a. After studying this career in depth, state why you would or would not be interested in making this your own career objective.


How to Write an Annotated Bibliography (MLA FORMAT)

An annotated bibliography is an organized list of sources, each of which is followed by a brief note or “annotation.” The annotations can serve different purposes depending on the type of assignment, the audience for whom you are writing, or the purpose for which you are writing. Annotations can:

condense the content of the source (write a brief summary of the information)

evaluate the credibility of the source (analyze for authority, accuracy, currency, objectivity)

assess the usefulness or relevant application of the source

discuss the writer’s background (examine expertise)

analyze the intended audience (education, age, experience, needs, bias)

describe your reaction (credible source? value of source? analytical/emotional reaction?

An annotated bibliography has two portions: the citation and the summary. The first portion of the bibliography is the citation. You will follow MLA format. The second portion of the bibliographic entry is the summary. A summary (written in two to five complete sentences) tells the main idea of the source and evaluates the credibility of the source as well as the other points as described above. Answer and address ALL six points from above. Use present tense. Place the entries in alphabetical order according to MLA format.

SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY Gilbert, Pam. “From Voice to Text: Reconsidering Writing and Reading in the English Classroom.” English Education 23.4 (1991): 195-211. Print. Gilbert provides some insight into the concept of “voice” in textual

interpretation, and points to a need to move away from the search for voice in reading. Her reasons stem from a growing danger of “social and critical illiteracy,” which might be better dealt with through a move toward different textual under-standings. Gilbert suggests that theories of language as a social practice can be more useful in teaching. Her ideas seem to disagree with those who believe in a dominant voice in writing, but she presents an interesting perspective.

Greene, Stuart. “Mining Texts in Reading to Write.” Journal of Advanced Composition 12.1 (1992): 151-67. Print. This article

works from the assumption that reading and writing inform each other, particularly in the matter of rhetorical constructs. Greene introduces the concept of “mining texts” for rhetorical situations when reading with a sense of authorship. Considerations for what can be mined include language, structure, and context, all of which can be useful depending upon the writer’s goals. The article provides some practical methods that compliment Doug Brent’s ideas about reading as invention.

Murray, Donald M. Read to Write: A Writing Process Reader. Fort Worth: Holt, Rinehart, and Winston, 1987. Print. Murray’s

book deals more specifically with the ways writers read other writers, particularly the ways in which writers read themselves. Read to Write provides a view of drafting and revising, focusing on the way a piece of writing evolves as an author takes the time to read and criticize his or her own work. Moreover, the book spotlights some excellent examples of professional writing and displays each writer’s own comments on their own creations, in effect allowing the student reader to learn (by reading) the art of rereading and rewriting as exemplified by famous authors.

Handout Source: MLA. MLA Handbook for Writers of Research Papers. 7th ed. New York: MLA, 2009. Print.


Brit. Lit. Name: _____________#:____ DUE DATE: ____ Period 1 2 3 4 5 6 7

Source Card CHECKLIST SHEET

Directions: A. Complete the assigned task(s) B. Answer the questions on the checklist C. Submit the required task(s)

TASK: SCORE: Create FIVE correctly formatted source cards _______

For each statement below, check Y for YES or N for NO.

Y N Criteria Teacher’s Initials:

Each card is in blue/black ink OR typed if required.

Each card has the location of the source OR call number written in the upper left-hand corner.

Each card has the source number written in the upper right-hand corner.

Each card has the source written in the correct format per the type of source it is. This includes punctuation, spacing, capitalization, & underlining, etc.

Each card has a hanging indent (if the source takes up more than one line).

Each card has the student’s first and last name and number written in the lower left-hand corner.

Each card is for a different source (there should be a variety of source types – book, Galileo, newspaper, etc.)

______The following is an original work. I understand that if the opposite is found true that I will receive a zero on the assignment and I cannot rewrite the assignment. I also acknowledge that disciplinary action will be taken.

OR I chose not to do this assignment and understand that I will receive a zero as my grade. I also understand that I cannot rewrite the assignment. _____________________________________________________ (Student Signature) (Date)

Brit. Lit. Name: _________________#:____ DUE DATE: _______ Period 1 2 3 4 5 6 7

Note Cards CHECKLIST SHEET


TASK: SCORE: Create at least 15 correctly formatted note cards ________

For each statement below, check Y for YES or N for NO.


Each card is written in blue/black ink OR typed if required.

Each card has a SLUG OR topic written in the upper left-hand corner.

Each card has the source number written in the upper right-hand corner.

Each card has notes (MUST BE 3 DIFFERENT NOTE TYPES – direct quote, paraphrase, or summary - per source).

Each note card uses proper mechanics (i.e. spelling, punctuation, spacing, capitalization, & quotation marks, etc.).

Each note card has the student’s first and last name and number AND the note card number written in the lower left-hand corner.

Each note card has the page number (if there is one available) written in the lower right-hand corner.

Cards are in the manner required (i.e. hard copy or electronic)


OR I chose not to do this assignment and understand that I will receive a zero as my grade. I also understand that I cannot rewrite the assignment.

(Student Signature) (Date)


Brit. Lit. Name: #:____ DATE: _______ Period 1 2 3 4 5 6 7 (circle one please)

Outline CHECKLIST


TASK: SCORE:

Create a correctly formatted OUTLINE ________

CHECKLIST: For each statement below, mark Y for YES or N for NO.


1. Outline is typed using Times New Roman 12 point font.

2. Outline is single-spaced throughout EXCEPT in between Roman Numerals (where it is double-

spaced).

3. Outline has an MLA heading (student’s name, #, teacher, course, date in military format) on left-

hand side of 1st page.

4. Outline has an MLA header in the upper right-hand corner of each typed page (i.e. Lastname

page#)

5. Outline clearly identifies the thesis statement.

6. Outline is correctly formatted (i.e. for every I, there is a II and for every A there is a B and for

every 1, there is a 2)

7. Outline is correctly formatted (i.e. spacing, indentation, etc.)

8. Outline has parenthetical documentation when and where necessary

9. Outline uses mechanics and grammar correctly (i.e. punctuation, spelling, capitalization,

underlining, italicizing, etc.)

10. In order to create the outline, I used the sample in the Senior Project packet and notes which my

teacher provided.





Brit. Lit. Name: #:____ DATE: _______ Period 1 2 3 4 5 6 7 (circle one please)

Annotated Bibliography CHECKLIST

Directions: A. Complete the assigned task(s) B. Answer the questions on the checklist C. Have your teacher “SIGN-OFF” on this sheet D. Submit the required task(s)

TASK: SCORE:

Create a correctly formatted ANNOTATED BIBLIOGRAPHY ________

CHECKLIST: For each statement below, mark Y for YES or N for NO.


The Annotated Bibliography is typed using Times New Roman 12 point font.

The Annotated Bibliography has an MLA heading (student’s name, #, teacher, course, date in military format) on left-hand side of 1st page.

The Annotated Bibliography has an MLA header in the upper right-hand corner of each typed page (i.e. Lastname page#)

Each source is listed in alphabetical order.

For EACH annotated bibliographic source there is a typed paragraph that addresses ALL of the following:

condense the content of the source (write a brief summary of the information) evaluate the credibility of the source (analyze for authority, accuracy, currency, objectivity) assess the usefulness or relevant application of the source discuss the writer’s background (examine expertise) analyze the intended audience (education, age, experience, needs, bias) describe your reaction (credible source? value of source? analytical/emotional reaction?

Annotated Bibliography is comprised of FIVE DIFFERENT SOURCES with at LEAST ONE BEING a GALILEO SOURCE.

In creating the outline, I used the sample provided in the Senior Project packet.

I (print your name and number) have read and understand the checklist Mrs. Thompson-Smith has provided me. I have carefully reviewed my paper and completed this checklist in advance of the due date. Consequently, I have had the time to revise, edit, and correct any errors I discovered as a result of completing this checklist. I also understand that completing this checklist in no way guarantees me an “A” on the assignment; however, I do understand that if used correctly in conjunction with the other resources Mrs. Thompson-Smith has provided me (i.e. Senior Project Packet, MLA Bootcamp PowerPoints, etc.), it will help me make sure that I have adhered to the assignment requirements.





English (Thompson-Smith/Powell) Name: #: Date:_______ Period: (circle one) 1 2 3 4 5 6 7

SENIOR PROJECT RESEARCH PAPER/ESSAY

CHECKLIST/Self-Assessment

FORMATTING

YES NO Statement or Criteria 1. The paper is typed in black ink.

2. The font size is 12 point and the style is Times New Roman or Arial Narrow. NOTHING SHOULD BE IN BOLDFACE!

3. The margins are correct (one inch top, bottom, left, and right).

4. The margin for the header is ½” inch.

5. I have checked my margins with a ruler.

6. The heading is in correct MLA format (student’s name and number, teacher’s name, title of course, and date in military format).

7. The date is in military/MLA format (i.e. day month year or 13 April 2015).

8. The header has one space in-between the student’s last name and the page number WITHOUT THE WORD PAGE OR PG OR PP OR P etc. before the page number.

9. The pagination (page numbers) are continuous and do not repeat the same number over and over.

10. The title is not underlined, in bold type, italicized, inside “quotation marks” or in ALL CAPS

11. The entire paper is double spaced (no extra spacing between paragraphs etc.). No extra spacing exists before or after the heading or before or after the introductory paragraph.

12. The title of the research paper is original or unique (i.e. should not be My Research Paper, Career Research Paper, etc. – it should not contain the words “RESEARCH PAPER”)

13. Each paragraph is indented.

14. ALL paragraphs begin with an indentation (i.e. hit the TAB button once) and are NOT centered!

Introduction, Body, and Concluding Paragraphs and Highlighting Code

YES NO Statement or Criteria

15. The essay begins with an attention-getter or hook (i.e. question, startling statement, thought-provoking appropriate quotation) that grabs the reader’s attention and it is highlighted orange. If so, write it here: _______________________________________________________________ ______________________________________________________________________________

16. The introduction provides a general overview of the topic of the paper without providing specific examples or evidence yet. If so, write it here: _______________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

17. The overview discusses why the student selected this particular career field.

18. The thesis statement is the last sentence of the introductory paragraph.

19. The thesis statement is highlighted yellow. Now write your thesis statement here: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________



20. Topic sentence of each of your body paragraphs is not a “Quotation” or a question? If it is, STOP; you must fix this before you can continue writing your essay.

21. Topic sentence is highlighted blue.

22. The topic sentence begins each body paragraph. If so, write the topic sentence for your first body paragraph here:_________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

23. Each body paragraph focuses on only one topic (i.e. one Roman Numeral from the outline)

24. Each body paragraph uses logical evidence and examples as support (i.e. quotations from note cards).

25. Each supporting quotation begins with a lead-in (your own words leading-in or up to the quotation). If so, write your second one here:_____________________________________________________ The correct parenthetical documentation follows all quotations, summaries, or paraphrases.

26 ALL citations (parenthetical documentation or in-text citations) are highlighted pink.

The Works Cited Page


32. The works cited page has a header but NOT a heading.

33. The works cited page is correctly formatted and double-spaced (no extra spacing or lack of).

34. The works cited page is alphabetized AND each entry has a hanging indent.

35. The works cited page has at minimum, TWO sources listed.

36. Rubric is submitted WITH Name & Number in blue or black ink.

37. The works cited page has a title: Works Cited (should NOT be underlined, “inside quotation marks”, italicized, or bolded)

38. The works cited page numbers are correct (i.e. if it is the last page of a 4 page research paper, it is numbered as Student’s Lastname 5).

39. The works cited page is typed in a Times New Roman 12 point font style and size.

40. I understand that my research paper essay cannot be considered as such if there is a lack of textual evidence or ACTUAL RESEARCH (i.e. quotations) & if it does not have a works cited page and parenthetical documentation (quotations, summaries, and/or paraphrases correctly cited in the body to support my thesis statement) IT CANNOT ACTUALLY BE CONSIDERED A RESEARCH PAPER.

41. I have come in for assistance prior to the paper’s due date not the morning the paper is due or waited until the day before the assignment is due.

27. The essay has a sense of closure. If so, write it here:_________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

28. The re-stated thesis is AT MINIMUM two sentences. If so, write it here:______________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

29. The re-stated thesis is highlighted yellow.

30. The re-stated thesis is not a question or quotation.

31. Following the re-stated thesis is a recap of the main/important points from your paper.


Other Important Reminders


42. The words “Works Cited” are centered on the works cited page.

43. For each source that appears on the works cited page there is a matching in-text citation (also known as parenthetical documentation) in the body of the paper. See example below:

IF A SOURCE IS LISTED ON THE WORKS CITED PAGE, IT MUST BE IN THE

BODY OF THE PAPER (i.e. it would be the PARENTHETICAL DOCUMENTATION

or IN-TEXT CITATION). IF A SOURCE IS IDENTIFIED IN THE BODY OF YOUR

PAPER, THE COMPLETE SOURCE INFORMATION MUST ALSO APPEAR ON THE

WORKS CITED PAGE!!!

44. ALL in-text citations A.K.A. parenthetical documentations are highlighted pink.

45. ALL borrowed material paraphrases (i.e.written in your own words, but about the same length as the original), summaries (i.e. written in your own words, but shorter than the original) AND direct quotations (i.e. written word-for-word from the original and inside quotation marks) are cited.

46. Each source listed on the works cited page is correctly formatted according to MLA and is NOT numbered.

47. The paper has been submitted electronically (i.e. on Turnitin.com – read your teacher’s specific guidelines)

48. The paper avoids the KISS OF DEATH:

Contractions (it’s, she’d, can’t, should’ve, etc.)

Second person (you)

Words such as “In this paper I will” or “This paragraph will be about” or “In conclusion”

Slang (i.e. gonna, y’all, ain’t, turnt up, ya feel me, ya know wha I’m sayin’, etc.)

Weak words (i.e. very, really, a lot, stuff, etc.)

The argumentative paper does not use first person (I, me, my, us, we)

49. The paper checklist signature sheet has been completed and signed even if the paper is not submitted!

50. The student has uploaded the paper to a plagiarism checker and provided hard copy evidence that the paper is free from plagiarism by attaching that evidence to his/her rubric.

Smith 1

Karen Smith #000

British Literature

Thompson-Smith

15 April 2015

Between the Word and the Sentence:

Apes and Language

One afternoon, Koko the gorilla, who was often

bored with language lessons, stubbornly and

repeatedly signaled “red” in American Sign

Language when asked the color of a white towel.

She did this even though she had identified the

color white many times before. At last the gorilla

plucked a bit of red lint from the towel and

showed it to her trainer (Patterson and Linden

80-81). At Yerkes Primate Center, chimpanzees

Sherman and

Austin, who had been taught symbols for foods

and tools, were put in separate rooms. To obtain

food

Smith 12

Works Cited

Davis, Flora. Eloquent Animals: A Study in Animal

Communication. New York: Coward, 1978.

Eckholm, Erik. “Kanzi the Chimp: A Life in

Science.” New York Times 25 June 1985,

local ed.: A1+.

Marx, Jean L. “Ape-Language Controversy Flares

Up.” Science 207 (1980): 1330-33.

Patterson, Francine, and Eugene Linden. The

Education of Koko. New York: Holt, 1981.

Robbins, Esther. Personal interview. 17 Oct. 1996.

Terrace, H. S., et al. “Can An Ape Create a

Sentence?” Science 206 (1979): 891-902.


PAPER CHECKLIST SIGNATURE SHEET

I (print your name and number) have read and understand the checklist Mrs. Thompson-Smith has provided me. I have carefully reviewed my paper and completed this checklist in advance of the paper’s due date. Consequently, I have had the time to revise, edit, and correct any errors I discovered as a result of completing this checklist. I also understand that completing this checklist in no way guarantees me an “A” on the assignment; however, I do understand that if used correctly in conjunction with the other resources Mrs. Thompson-Smith has provided me (i.e. Checklists, samples, modeled how to complete the steps of the research process, online resources such as knightcite.com and Galileo, Bootcamp PowerPoint, the Writing Feedback Symbols handout, etc.), it will help me make sure that I have adhered to the assignment requirements. #: (Student Signature) (Date) (Parent Signature) (Date) ______The following is an original work. I understand that if the opposite is found true that I will receive a zero on the assignment and I cannot rewrite the assignment. I also acknowledge that disciplinary action will be taken.



Brit. Lit. – Thompson-Smith/Powell Name:_________________________________#: Date Period 1 2 3 4 5 6 7 (circle one)

Senior Project CAREER Research Paper Rubric

200 points: A-/A/A+ All elements of research paper completed with excellence. Goes beyond basic requirements. Paper is 'well-

written and well-organized. Introduction is attention-getting and thesis is both clear and insightful. Body

paragraphs include clear topic sentences and well-chosen specific concrete details. Commentary thoughtfully and

insightfully analyzes the significance of the information. Quotes and other information from sources are cited

correctly and smoothly. Conclusion gives a satisfying, insightful wrap-up without being repetitive. Transitions and a

variety of sentence lengths/beginnings create a smooth flow from idea to idea. Works cited page demonstrates

attention to detail in that it is correctly punctuated, alphabetized, etc. All elements of the research process

(source and note taking cards, drafts, photocopies, outline, edits) are evident, extremely thorough, and present in

the folder.

B-/B/B+ All elements of research paper completed with competence. Goes beyond basic requirements Paper is

organized effectively. Introduction effectively leads into the thesis, and thesis is clearly stated, Body paragraphs

include clear topic sentences and specific concrete details. Commentary competently analyzes the significance of the

information. Quotes and other information from sources are mostly cited correctly and smoothly. Conclusion

wraps up the essay without being repetitive. Transitions and a variety of sentence lengths/beginnings are utilized.

Works cited page demonstrates attention to detail in that it is mostly correctly punctuated, alphabetized, etc. All

elements of the research process (source and note taking cards, drafts, photocopies, outline, edits) are evident,

thorough, and present in the folder.

C-/C/C+ Elements of research paper adequately completed. Paper is organized enough to follow ideas.

Introduction is present and thesis is mostly clear. Body paragraphs include topic sentences and concrete details.

Commentary makes an attempt to analyze the significance of the information but may be limited. Quotes and other

information from sources are mostly cited correctly, Conclusion is present Some use of transitions and sentence

variety. Works cited page includes sources, but may contain errors in punctuation, etc. All elements of the

research process (source and note taking cards, drafts, photocopies, outline, edits) are evident.

D-/D/D+ Elements of research paper may be present, but not skillfully completed., Some

elements may be missing. Thesis and topic sentences may not adequately set the focus. Concrete

details and commentary may be limited. Organization may be difficult to follow at times. Errors in

grammar and usage may be present, and sentence variety and use of transitions may be limited.

Citations may be present, but not accurate. Works cited page may contain multiple errors. Essay

process is utilized, but revisions are limited.

F Elements missing, underdeveloped, or incomplete. Brief or little organization severe difficulties in citations

resulting in plagiarism. Severe difficulties in grammar or usage.

(Parent Signature) (Date) ______The following is an original work. I understand that if the opposite is found true that I will receive a zero on the assignment and I cannot rewrite the assignment. I also acknowledge that disciplinary action will be taken.



Brit. Lit. – Thompson-Smith/Powell Name:_________________________________#: Date Period 1 2 3 4 5 6 7 (circle one)

ARGUMENTATIVE RESEARCH PAPER Rubric: 300 points

SEE COVER SHEET FOR DEADLINE!

A-/A/A+ All elements of research paper completed with excellence. Goes beyond basic requirements. Paper is well-written and well-organized. Introduction is attention-getting and thesis is both clear and insightful. Body paragraphs include clear topic sentences and well-chosen specific concrete details. Commentary thoughtfully and insightfully analyzes the significance of the information, Quotes and other information from sources are cited correctly and smoothly. Conclusion gives a satisfying, insightful wrap-up without being repetitive. Transitions and a variety of sentence lengths/beginnings create a smooth flow from idea to idea. Works cited page demonstrates attention to detail in that it is correctly punctuated, alphabetized, etc. All elements of the research process (source and note taking cards, drafts, photocopies, outline, edits) are evident, extremely thorough, and present in the folder. B-/B/B+ All elements of research paper completed with competence. Goes beyond basic requirements. Paper is organized effectively. Introduction effectively leads into the thesis, and thesis is clearly stated. Body paragraphs include clear topic sentences and specific concrete details. Commentary competently analyzes the significance of the information,. Quotes and other information from sources are mostly cited correctly and smoothly. Conclusion wraps up the essay without being repetitive. Transitions and a variety of sentence lengths/beginnings are utilized. Works cited page demonstrates attention to detail in that it is mostly correctly punctuated, alphabetized, etc. All elements of the research process (source and note taking cards, drafts, photocopies, outline, edits) are evident, thorough, and present in the folder. C-/C/C+ Elements of research paper adequately completed, Paper is organized enough to follow ideas. Introduction is present and thesis is mostly clear. Body paragraphs include topic sentences and concrete details. Commentary makes an attempt, to analyze the significance of the information but may be limited. Quotes and other information from sources are mostly cited correctly. Conclusion is present Some use of transitions and sentence variety. Works cited page includes sources, but may contain errors in punctuation, etc. All elements of the research process (source and note taking cards, drafts, photocopies, outline, edits) are evident. D-/D/D+ Elements of research paper may be present, but not skillfully completed. Some elements may be missing. Thesis and topic sentences may not adequately set the focus. Concrete details and commentary may be limited. Organization may be difficult to follow at times. Errors in grammar and usage may be present, and sentence variety and use of transitions may be limited. Citations may be present, but not accurate. Works cited page may contain multiple errors. Essay process is utilized, but revisions are limited. F Elements missing, underdeveloped, or incomplete. Brief or little organization. Severe difficulties in citations resulting in plagiarism. Severe difficulties in grammar or usage. (Parent Signature) (Date) ______The following is an original work. I understand that if the opposite is found true that I will receive a zero on the assignment and I cannot rewrite the assignment. I also acknowledge that disciplinary action will be taken.



Argumentative Paper Format *Please note that this is only a sample format. There are multiple ways to organize an argumentative paper

INTRODUCTION o 1-2 paragraphs tops

o PURPOSE: To set up and state one’s claim

o OPTIONAL ELEMENTS

Make your introductory paragraph interesting. How can you draw your readers in?

What background information, if any, do we need to know in order to understand your claim?

If you don’t follow this paragraph with a background information paragraph, please insert that

info here.

o REQUIRED ELEMENTS

If you’re arguing about a literary work—state author + title

If you’re arguing about an issue or theory – provide brief explanation or your of issue/theory.

If you’re arguing about a film—state director, year + title

STATE your claim at the end of your introductory paragraph

BACKGROUND PARAGRAPH o 1-2 paragraphs tops; Optional (can omit for some papers). Also, sometimes this info is incorporated into the introduction

paragraph (see above).

o PURPOSE: Lays the foundation for proving your argument.

o Will often include:

Summary of works being discussed

Definition of key terms

Explanation of key theories

SUPPORTING EVIDENCE PARAGRAPH #1 o PURPOSE: To prove your argument. Usually is one paragraph but it can be longer.

o Topic Sentence: What is one item, fact, detail, or example you can tell your readers that will help them better understand

your claim/paper topic? Your answer should be the topic sentence for this paragraph.

o Explain Topic Sentence: Do you need to explain your topic sentence? If so, do so here.

o Introduce Evidence: Introduce your evidence either in a few words (As Dr. Brown states ―…‖) or in a full sentence

(―To understand this issue we first need to look at statistics).

o State Evidence: What supporting evidence (reasons, examples, facts, statistics, and/or quotations) can you include to

prove/support/explain your topic sentence?

o Explain Evidence: How should we read or interpret the evidence you are providing us? How does this evidence prove the

point you are trying to make in this paragraph? Can be opinion based and is often at least 1-3 sentences.

o Concluding Sentence: End your paragraph with a concluding sentence that reasserts how the topic sentence of this

paragraph helps up better understand and/or prove your paper’s overall claim.

SUPPORTING EVIDENCE PARAGRAPH #2, 3, 4, 5 etc. o Repeat above

COUNTERARGUMENT PARAGRAPH o PURPOSE: To anticipate your reader’s objections; make yourself sound more objective and reasonable.

o Optional; usually 1-2 paragraphs tops

o What possible argument might your reader pose against your argument and/or some aspect of your reasoning? Insert one or more of

those arguments here and refute them.

Possible sentence starters: One might object here that... , It might seem that ,

It's true that , Admittedly, Of course

o End paragraph with a concluding sentence that reasserts your paper’s claim as a whole.

CONCLUSION PART 1: SUM UP PARAGRAPH o PURPOSE: Remind readers of your argument and supporting evidence


o Conclusion you were most likely taught to write in High School

o Restates your paper’s overall claim and supporting evidence

CONCLUSION PART 2: YOUR “SO WHAT” PARAGRAPH o PURPOSE: To illustrate to your instructor that you have thought critically and analytically about this issue.

o Your conclusion should not simply restate your intro paragraph. If your conclusion says almost the exact same thing as your

introduction, it may indicate that you have not done enough critical thinking during the course of your essay (since you ended up right

where you started).

o Your conclusion should tell us why we should care about your paper. What is the significance of your claim? Why is it important to

you as the writer or to me as the reader? What information should you or I take away from this?

o Your conclusion should create a sense of movement to a more complex understanding of the subject of your paper. By the end of

your essay, you should have worked through your ideas enough so that your reader understands what you have argued and is ready to

hear the larger point (i.e. the "so what") you want to make about your topic.

o Your conclusion should serve as the climax of your paper. So, save your strongest analytical points for the end of your essay, and

use them to drive your conclusion

o Vivid, concrete language is as important in a conclusion as it is elsewhere--perhaps more essential, since the conclusion determines

the reader's final impression of your essay. Do not leave them with the impression that your argument was vague or unsure.

o WARNING: It's fine to introduce new information or quotations in your conclusions, as long as the new points grow from your

argument. New points might be more general, answering the "so what" question; they might be quite specific. Just avoid making new

claims that need lots of additional support.


Argumentative Essay Outline

Introduction + Background

Body Paragraph 1 (Supporting Evidence #1)



Counterargument

Conclusion (Restatement of claim using synonyms + supporting evidence statements, So What: call to action – what should

happen next)

Created by C. Thompson-Smith March 2015

HOW TO SAVE A SOURCE FOUND IN GALILEO WITH CORRECT MLA

Follow the steps below:

A. Find a source for your topic

B. Make sure it is “FULL TEXT”

C. Either click on the “plus” to add the source to a folder to view later

OR D. Click on the blue hyperlink of the

source’s title

E. When the source opens up you will see a list of options all the way to the right of the screen

F. Choose email to send it your personal email address

G. Type your email address in the “E-

mail to:” box and a brief not regarding

the subject (i.e. “Article about

Crimmigration for Research paper”)

DO NOT select yet.

H. To the right you will see “Citation Format.” This is where you can select MLA

I. Once you have selected “MLA,” you

can hit

J. Repeat steps A through I for each source until you have 5 sources total.

K.

L. From each of these sources, you will take notes and create note cards.

+

Created by C. Thompson-Smith March 2015

HOW TO CONDUCT A SEARCH USING GALILEO Step 1

A. Log on to the DHS website

B. Go to “Academics” and select “Media

Center”

C. On the left-hand side of the page,

select “Georgia Library Learning

Online (Galileo)”

http://galileo.usg.edu Step 2

D. Type in the Galileo password; it is on the DHS website

E. In the search box, type in the title of

your chosen career

F. Click “SEARCH”

Step 3

G. Once you get your search results, you will see that you have gotten too many results to sift through. Therefore, you must narrow your search.

H. To narrow the search, you should: a. Under “Limit To” select “Full Text” b. Under “Limit To” select “Scholarly

Peer Reviewed Journals” c. Under “Limit To” change the

publication date to the last 5 years (i.e. 2010-2015)

I. To limit your search results even more use the word “AND” and then add descriptors such as “United States and immigration and racism and Georgia and driving and homicide”

J. Ideally, you want 50 results or less but under 100 is good too.


REMINDERS for CREATING OUTLINE & ANNOTATED BIBLIOGRAPHY

SAMPLE OUTLINE (SEE DIRECLTY BELOW)

SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY

Lastname page# Firstname Lastname #000 Thompson-Smith/Powell Brit. Lit. 27 Mar. 2015

Career Name Annotated Bibliography

Gilbert, Pam. “From Voice to Text: Reconsidering Writing and Reading in the English Classroom.” English Education 23.4 (1991): 195-211. Print. Gilbert provides some insight into the concept of “voice” in textual interpretation, and points to a need to move away from the search for voice in reading. Her reasons stem from a growing danger of “social and critical illiteracy,” which might be better dealt with through a move toward different textual under-standings. Gilbert suggests that theories of language as a social practice can be more useful in teaching. Her ideas seem to disagree with those who believe in a dominant voice in writing, but she presents an interesting perspective.

Greene, Stuart. “Mining Texts in Reading to Write.” Journal of Advanced Composition

12.1 (1992): 151-67. Print. This article works from the assumption that reading and writing inform each other, particularly in the matter of rhetorical constructs. Greene introduces the concept of “mining texts” for rhetorical situations when reading with a sense of authorship. Considerations for what can be mined include language, structure, and context, all of which can be useful depending upon the writer’s goals. The article provides some practical methods that compliment Doug Brent’s ideas about reading as invention.

Lastname page# Firstname Lastname #000 Thompson-Smith/Powell Brit. Lit. 27 Mar. 2015

Paper Title Outline

I. Name of Career Field and reasons for studying this particular career. II. History of the career

III. People in this career

a. Approximately how many people are now employed in this career field?

b. Briefly discuss current employment trends relating to this career. c. Where are jobs related to this career most often found? Why?

IV. Duties of this career a. General Duties b. Specific Duties c. Hours of work ordinarily required d. Is there anything unusual about the number of hours or nature of

the work schedule which might relate to this job field? (Seasonal fluctuations, days, nights, split shifts etc..)

V. Qualifications of workers in this field.

a. Sex b. Age c. Health and physical d. Personality e. Experience f. Aptitude g. Education (general level and type required)

VI Education Planning

a. Develop your own education plan, including preparation for this career, including courses you’ve taken or will take in high school to prepare.

b. If you decide to attend a post-secondary school, what entrance requirements might you expect?

An annotated bibliography has two portions: the citation and the summary. The first portion of the bibliography is the citation. You will follow MLA format. The second portion of the bibliographic entry is the summary. A summary (written in two to five complete sentences) tells the main idea of the source and evaluates

the credibility of the source. Answer and address ALL six points from above.

Use present tense. Place the entries in alphabetical order according to MLA

format. REFER TO YOUR CHECKLIST FOR DETAILS!!!!


SAMPLE MLA CITATIONS FOR RESEARCH PAPER Type of Source

Pattern How it appears in the Works Cited How it appears in parenthetical documentation

Book one author

Lastname, Firstname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

Lee, Harper. To Kill a Mockingbird. New York: Grand Central Publishing, 1960. Print.

(Lee 26)

Book more than one author

Lastname, Firstname, and Firstname Lastname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn, 2000. Print.

(Gillespie and Lerner 109).

Book more than three authors

Lastname, Firstname, et al. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

or Lastname, Firstname, Firstname Lastname, Firstname

Lastname, and Firstname Lastname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Logan: Utah State UP, 2004. Print.

or Wysocki, Anne Frances, Johndan Johnson-Eilola, Cynthia L. Selfe,

and Geoffrey Sirc. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Logan: Utah State UP, 2004. Print.

(Wysocki, et al. 697)

or

(Wysocki, Johnson-Eilola, Selfe, and Sirc 697)

Two or more books by the same author

Lastname, Firstname, and Firstname Lastname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

---. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

Palmer, William J. Dickens and New Historicism. New York: St. Martin's, 1997. Print.

---. The Films of the Eighties: A Social History. Carbondale: Southern Illinois UP, 1993. Print.

(Palmer 57)

A work in an anthology, reference, or collection

Lastname, First name. "Title of Essay." Title of Collection. Ed. Editor's Name(s). City of Publication: Publisher, Year. Page range of entry. Medium of Publication.

A POEM – Lastname, Firstname. “Title of Poem.” Title of Anthology. Ed.

(for editor) Editor’s Firstname Lastname. City of Publication: Publisher, Year. Page range of entry. Medium of Publication.

A PLAY- Author’s last name, First name. Title of Play. Trans. (for

translator) Translator’s First and Last Name. Title of Book. Place of publication (if available): Publisher, year (if available). Rpt. in (Reprinted in) Title of Anthology. Ed. Editor’s first and last name. # of ed. Place of publication: Publisher. Year. Pages # - #. Print.

Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One. Ed. Ben Rafoth. Portsmouth: Heinemann, 2000. 24-34. Print.

A POEM –

Kincaid, Jamaica. "Girl." The Vintage Book of Contemporary American Short Stories. Ed. Tobias Wolff. New York: Vintage, 1994. 306-07. Print.

A PLAY - Motokiyo, Zeami. The Deserted Crone. Trans. Stanleigh H.

Jones, Jr. Twenty Plays of the No Theatre. Columbia University Press, 1970. Rpt. in The Language of Literature: World Literature. Ed. Arthur N. Applebee., et al. Evanston, IL: McDougal Littell. 2002. 521-31. Print.

(Kincaid 306) (Motokiyo 522) (Macbeth 1.2.1-5) for Shakespeare Cite Shakespeare by act, scene, and lines. If you are citing more than one play add the abbreviation for the play.

Work in anthology cont.

A SHORT STORY - Lastname, Firstname. “Title of Short Story.” Title of Anthology.

City of Publication: Publisher, Year. Page #-#. Print.

A SHORT STORY - Carter, Angela. "The Tiger's Bride." Burning Your Boats: The

Collected Stories. New York: Penguin, 1995. 154-69. Print.

(Carter 154)


Type of Source

Pattern How it appears in the Works Cited How it appears in parenthetical ocumentation

Article in a Reference Book (e.g. Encyclopedias, Dictionaries)

“Title of Work.” The Title of the Reference Book. # of edition. Year. Medium of Publication.

"Ideology." The American Heritage Dictionary. 3rd ed. 1997. Print. (“Ideology” 90)

A multi-volume work

Title of Work. Trans. Firstname Lastname. Volume #. Place of Publication: Publisher, YEAR, Medium.

Quintilian. Institutio Oratoria. Trans. H. E. Butler. Vol. 2. Cambridge: Loeb-Harvard UP, 1980. Print.

(Quintilian 290)

The Bible Title of the Bible. Editor. Editor’s Firstname Lastname. City of Publication: Publisher, Year. Medium of Publication.

The New Jerusalem Bible. Ed. Susan Jones. New York: Doubleday, 1985. Print.

(The New Jerusalem Bible, Ezek. 1.5-10)

Government Publication

Details regarding the Governmental agency responsible for the publication. Title of Publication. Details. Place of Publication: Publisher, Year. Medium of Publication.

United States. Cong. Senate. Committee on Energy and Natural Resources. Hearing on the Geopolitics of Oil. 110th Cong., 1st sess. Washington: GPO, 2007. Print.

(United States Cong.)

Pamphlet Title of Pamphlet (treat it like you would the title of a book without an author). Place of Publication:

Your Rights Under California Welfare Programs. Sacramento: California Dept. of Social Services, 2007. Print.

(Your Rights Under)

Article in Magazine

Author(s). "Title of Article." Title of Periodical Day Month Year: pages. Medium of publication.

Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71. Print.

(Poniewozik 70)

Article in a Newspaper

Lastname, Firstname. “Title of Article.” Title of Newspaper Date in Military format: Section and Page number. Print.

Brubaker, Bill. "New Health Center Targets County's Uninsured Patients." Washington Post 24 May 2007: LZ01. Print.

(Brubaker LZ01)

Electronic Sources

Lastname, Firstname. Title. Translater (if there is one). Name of Website. Title of Entry on Website, Date in Military format. Medium of Publication. Date of Access in military format. <http://url>.

Aristotle. Poetics. Trans. S. H. Butcher. The Internet Classics Archive. Web Atomic and Massachusetts Institute of Technology, 13 Sept. 2007. Web. 4 Nov. 2008. ‹http://classics.mit.edu/›.

(Aristotle)

Epic Poem in an anthology

Author’s Last name, First name. Title of Poem. Place of publication (if available): Publisher, year (if available). Rpt. in (Reprinted in) Title of Anthology. Ed. (for editor) Editor’s first and last name, et al (if more than 3 editors). Place of Publication: Publisher. pg #-#. Print.

Homer. The Odyssey. Rpt. in The Language of Literature. Ed. Arthur N. Applebee et al. Evanston, IL: McDougal Littell. 894-964. Print.

(The Odyssey 129) Cite plays with the title and line numbers especially if the author has written several)

Image on the web/ work of art

Artist’s last name, First. Title of Piece. Date of Composition. Medium (i.e. photograph, oil on canvas etc.). Institution and city in which artwork is located. OR for online, omit the medium of the composition and include the title of the Web site, the medium (“Web”), and your date of access.

Van Gogh, Vincent. The Starry Night. 1889. Museum of Mod. Art, New York, MoMA: The Museum of Modern Art. Web. 14 Jan. 2009.

(van Gogh 1889)

Article from GaleNet

Author’s last name, First. “Title of Article,” Title of Source. Ed. Editor’s first and last name. Place of Publication: Publisher, Year of publication. Literature Resource Center. Gale. NAME OF HIGH SCHOOL (STATE). Web. Day Month Year of access.

"Oedipus the King: Overview." Reference Guide to World Literature. Ed. Lesley Henderson. 2nd ed. New York: St. James Press, 1995. Literature Resource Center. Gale. WHITEWATER HIGH SCHOOL (GA). Web. 3 Dec. 2009 .

(Lastname) or (“Title of Article) when no author is available

Page on a Website

"H “Title. Title of Website..com. Title, n.d. (if no date updated available). Web. Day Month Year accessed.

" H “How to Make Vegetarian Chili." eHow.com. eHow, n.d. Web. 24 Feb. 2009.

(“How to Make”)


Appendix 1

PowerPoint or Prezi Instructions/Requirements Slide 1: Title Slide 2: Purpose/Why I Chose This Particular Career Slide 3: Educational Needs for This Career Slide 4: Societal Needs for This Career Slide 5: Statistics About This Career Slide 6-10: Steps One Needs to Take In Order to Achieve This Career Slide 11: Bibliography or Works Cited/References (Must include U.S.

Dept. Of Labor and 3 Galileo links as included Sources)

NO MORE THAN 24 words per slide. Bullet your outlines and include graphics. Be sure PowerPoint can be read from a screen. Do not let graphics interfere with the text.

Print each slide for your notebook


Appendix 2

Documentation of Community Service Hours

Directions: Submit official letters and/ or official documentation from the organization(s) where you

completed hours of community service or use this form/format. All documentation must be on official

organization letterhead or contain the organization’s official seal. Attach forms or letters as needed.

Student’s Name: _________________________________

Total number of community service hours completed: _____________________

Community service activities completed Date completed

__________________________________ ______________

__________________________________ ______________

__________________________________ ______________

__________________________________ ______________

Name of organization of community service: ______________________________________________

Organization’s Street Address: _________________________________________________

City: _______________________________State: ________ ZIP: _______

Organization’s Community Service Coordinator/ Representative:

Name: _____________________________________________________

Title: ______________________________________________________

Telephone Number: ( ) ________________________________________

Email Address: ___________________________________________________

Signature of Advisor: ______________________________________________

One of these is needed for each organization to which you have provided service.


Appendix 3 Senior Project

Dutchtown High School - Activity Journal

Date Activity Time Spent Advisor Signature


Appendix 4

Twelve-Week Classroom Grades Documentation Sheet

NAME_________________________________________________________

Name of Class Numerical

Average

Conduct Days Absent

Spring Semester

Teacher Signature

1st Period:

2nd Period:

3rd Period:

4th Period:

5th Period

6th Period:

7th Period:


Jane Doe #000

Mrs. Thompson-Smith

British Literature.

3 December 2015

Title of your Paper

This template is designed to help you with the format of your research paper. Begin

typing the introduction of your paper with your hook (draw in your reader with a quotation,

questions, startling statement/statistic/fact, or an allegory). Next, you need your overview; if you

paper is not about a literature selection provide an overview of your topic OR if your paper is

about a literary selection, you will write your T.A.G. sentence; this is where you identify the title

of the story, play, or novel, the author, and the genre. Next, summarize the topic or entire story,

play or novel in two to three sentences. Finally, end your introductory paragraph with your

thesis statement: one sentence which tells the reader of your paper what your paper will be

about BUT IT DOES NOT EVER USE THE WORDS “In this paper, I will”.

Remember to begin each body paragraph with a topic sentence; your topic sentence

cannot be a quotation or a question. Then identify the example that you will use to support your

paper (in other words the support for your reason). Next, you must setup the example you plan

to use to support this part of your thesis. The setup can be either a paraphrase (written in your

own words but the same length as the original) of the source OR a summary (written in your

own words but shorter than the original text) of your source OR a direct quotation (verbatim or

word for word from the original and placed within quotation marks) of your source. You will

use in-text citations/parenthetical notes to document any information you have borrowed from

another source (Roebuck 206). This includes information that is paraphrased, summarized,


and/or a direct quotation. Always explain how your example (paraphrase, summary, or

quotation) supports your thesis prong immediately after you have cited it in your paper. If you

have another example, you will follow the same procedures as outlined above, if not, you will

end the paragraph with a clincher sentence. This sentence closes out the current paragraph and

gives clues or hints at what is to come in the next paragraph.

After you have discussed all parts of your thesis in the order they were presented in your

thesis statement, you will end your essay with your concluding paragraph which starts by re-

stating your thesis. This means that you will divide your thesis into two different sentences, so

that it’s not verbatim to your original thesis statement. Then summarize or highlight the key

points of your paper (i.e. revisit the thesis prongs or main points). Finally, end with a call for

action which leaves the reader thinking. It is a good idea to end your essay the way you began

(this means if your hook was a question, end your essay with a new equally thoughtful question

or if it was a quotation, end your paper with a different but equally thought-provoking question).

The last thing you need is your works cited page which should be saved with the rest of your

paper NOT as a separate document. All sources should be listed alphabetically.

REMEMBER, it is NOT a research paper if you have no outside sources. You must use the

research from Galileo NOT Bing, Google, or Wikipedia. Good luck!


Works Cited

Albom, Mitch. Tuesdays with Morrie. New York, NY: Penguin Books, 1979.

Author’s Last name, First name. Title of the book should be underlined and accurate. City of

publication, State of publication: Publisher, YEAR.

Author’s last name, First name. Title of Play. Trans. (for translator) Translator’s First and Last

Name. Title of Book. Place of publication (if available): Publisher, year. Rpt. in Title of

Anthology. Ed. Editor’s first and last name. # of ed. Place of publication: Publisher. Year.

Pages # - #.

Author’s last name, First name. Title of Play. Place of publication: Publisher. Year


Appendix 6

Critical Reading Log - Daily Log Sheet (Make copies as needed)

Title Author Year Read 2-3 Sentence Summary


Appendix 7 Senior Project TIME LOG

Name:

Senior Project Time Log Date Hours Description

Total Hours:


Appendix 8

Dutchtown High School

Mentor Acceptance Form

Student’s Name_______________________________________________________________

Mentor’s Name_______________________________________________________________

Field of Expertise______________________________________________________________

Email_______________________________________________________________________

Thank you for volunteering to mentor__________________________throughout his/her Senior Project. This is

a very important role and your efforts, time, and commitment are greatly appreciated.

For the Senior Project, all senior students will:

Write a research paper on an approved, self-selected topic

Complete a hands-on or service-oriented project related to the research paper topic (requiring a

minimum of 20 hours of documented hours of work)

Compile a portfolio of coursework and,

Present findings to a board in a formal oral presentation during the spring semester

The suggested responsibilities of the mentor are:

Provide feedback and guide the student through the Senior Project process

Confirm the number of hours

Help the student pace him/herself to meet all deadlines with ease

Set upcoming goals

Troubleshoot potential difficulties

Review completion of goals

Discuss the student’s accomplishments, discoveries, frustrations, questions, obstacles, etc.

Review the materials or artifacts the student gathered

Suggest additional resources or contact

Verify that the student is working to complete the project

Verify and sign the student’s project log

Complete the mentor evaluation form at the satisfactory completion of the Senior Project

Please plan to meet with your mentee on a regular basis- at least twice or more per month. The student is

responsible for making and arranging all scheduled appointments with you, perform all necessary research,

planning and implementing the project, and providing any necessary supplies as needed.

If you have any questions, please contact Mrs. B. Jones at [email protected] the student’s

Senior Project Advisor/ELA instructor.

Thank you for your support.

mailto:[email protected]


Appendix 9

Learning Log

Senior Project Learning Log

DATE DESCRIPTION (detailed description of activity) TIME


Appendix 10

Dutchtown High School SENIOR PROJECT

FIELD SUPERVISOR EVALUATION

Student’s Name_________________________________

Student’s Project________________________________

Please circle the appropriate phase: 1 2 3 4

Field Supervisor: Please circle the points for each category.

Points 18 12 6 0

Attendance Attends all meetings /

classes/ sessions

Attends most meetings /

classes/ sessions

Attends few meetings /

classes/ sessions

Attends no meetings /

classes/ sessions

Attire Always wears appropriate attire

Usually wears appropriate attire

Rarely wears appropriate attire

Never wears appropriate attire

Initiative

Demonstrates a

high level of enthusiasm

during meetings/classes/ sessions

Demonstrates an

average level of enthusiasm

during meetings/classes/ sessions

Demonstrates a

below average level of

enthusiasm during meetings/classes/

sessions

Demonstrates no

enthusiasm during meetings /

classes/ sessions

Skill level

Skill level is

above average for someone with

the student’s experience.

Skill level is

appropriate for someone with the

student’s experience.

Skill level is

below average for someone with the

student’s experience.

No skills are

evident.

Progress

Student has shown above average progress

since the last evaluation (see

timetable).

Student has shown average progress since

the last evaluation (see

timetable).

Student has shown below average progress

since the last evaluation (see

timetable).

Student has shown no progress since the last evaluation

(see timetable).

Total Hours Worked with Field Supervisor:______________________ Field Supervisor’s Signature__________________________________

Comments:____________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

FIELD SUPERVISOR VIDEO STATEMENT: (This may be recorded by video camera or on your phone)

Today is ________________. My name is ________________ and I am Field Supervising

_____________. I have Field Supervised ____________ for ___________ hours and his/her

progress to date has been _____________.

(Today’s

Date)

(Field Supervisor’s

name) (Student’s name) (Student’s

name) (# of hours)

(Describe progress)


Dutchtown High School Senior Project Presentation Rubric

*REMEMBER TO BRING A COPY OF THIS RUBRIC TO YOUR SCHEDULED PRESENTATION

otherwise YOU RECEIVE AN AUTOMATIC 10 POINTS DEDUCTION!

Student’s Name: English Teacher:

Project Title: Period 1 2 3 . 4 5 6 (circle one)

Directions for Part I – Score each component for the CONTENT area of each Presentation according to the following scale:

10 = Excellent 9=Above Average 8=Average 6=Below Average 5=Failing

Area I: CONTENT SCORING SCALE

Introduction

Begins with an appropriate attention grabber 10 9 8 6 5

Establishes topic of Paper, career link, why he/she

chose this topic, and how paper relates to Product 10 9 8 6 5

Body of Speech

Explains process for creating Product, problems encountered,

changes made, discusses facilitator, reflects on research paper

and how it relates to the product

Effectively uses visuals/audio props into Presentation 10 9 8 6 5

Presents information in a logical and organized manner using

transitions to move from one point to the next 10 9 8 6 5

Conclusion

Concludes with an explanation of what he/she has learned

about himself/herself as a result of completing the SENIOR PROJECT

and explains how this journey will be reflected in his/her postsecondary

endeavors 10 9 8 6 5

Product

Product is of a professional quality with a finished feel, evidence of effort 10 9 8 6 5


Questions form Judges

Responds to questions from Judges thoughtfully and maturely reflecting

Knowledge/skills acquired as a result of Project. 5 4 3 2 1

(See BACK for Part II) CONTENT TOTAL= __________/75pts.


Directions for Part II – Score each component for the DELIVERY area of each Presentation according to the following scale:


Area II: DELIVERY SCORING SCALE

1. Makes eye contact with Judges (does not read from notes) 5 4 3 2 1

2. Maintains Body Composure (poise, gestures, posture) 5 4 3 2 1

3. Moderates Voice/Vocal Expression

(rate/volume, pacing, inflection, enthusiasm) 5 4 3 2 1

4. Uses appropriate Language (avoids slang) 5 4 3 2 1

5. Dress/appearance (appropriate) 5 4 3 2 1

DELIVERY TOTAL= __________/75pts.

OVERALL GRADE________OUT OF 100 POINTS

Time: (FIVE POINTS will be deducted for every minute below 8 minutes. Students should NOT be

allowed to present over 10 minutes).

Comments:

senior project - henry county schools /...

Documents