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NORTHSIDE HIGH SCHOOL

GRADUATION PROJECT

NORTHSIDE HIGH SCHOOL

GRADUATION

PROJECT

2018 - 2019

Mission Statement:

Close the achievement gap by preparing all students for college readiness and success in a global society.

North Carolina State Board of EducationMission Statement:

In accordance with Onslow County Board of Education Policy 3460, students must satisfactorily complete a senior project in order to meet local graduation requirements.* The Graduation Project provides the opportunity for students to apply concepts, knowledge and skills necessary for success in post-secondary education and careers in the 21st Century.

*Special consideration will be given to transfer students arriving in the second semester of the senior year.

PURPOSE

The Graduation Project is a multi-disciplinary performance-based assessment completed over time. It provides students the opportunity to connect content knowledge, acquired skills and work habits to real world situations and issues. Through the Graduation Project process, students will demonstrate computer knowledge, employability skills, information retrieval skills, reading/language/writing skills, teamwork and thinking/problem-solving skills.

The Graduation Project is a performance-based exit assessment that provides students with a vehicle to demonstrate what they know and are able to do as they prepare to graduate from high school. Although the project culminates in the senior year, students should already possess and begin to demonstrate specific required skills beginning in the 9th grade year or earlier.

The objective of the junior level research paper is to meet the North Carolina English Language Arts Standards as follows:

CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Organize information and ideas around a topic to plan and prepare to write.

b. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

c. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

d. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the argument presented.

g. Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Table of Contents

Mission Statement

1

Works Cited Handout

48

NC Board of Education Mission Statement

2

Avoiding Plagiarism51

51

General Information

Basic Paper Format

52

Requirements for the Graduation Project

5

Parenthetical (in-text) Citations

53

Special Products

6

Quotations

55

Early Graduates

6

Writing Tips

57

Timeline: Project Due Dates

7

Works Cited Instructions

58

Statement of Integrity

8

Works Cited Sample

59

Getting Started: Forms and Reflections

Research Paper 1st Draft Checklist

60

Parent/Guardian/Student Consent Form

10

Research Paper Submission Checklist

61

Video Release Form for Student

11

Onslow County Research Paper Rubric

62

Parental Release/Ethical Commitment Form

12

State Research Paper Rubric

64

Advisor Can and Cannot Do

13

Portfolio

Reflection Guidelines

14

Order and Contents of Portfolio

67

Reflection Content

15

Letter of Intent & Sample

68

Topic and Product

Onslow County Portfolio Rubric

70

Choosing a Topic and Product

17

State Portfolio Rubric

71

Topic Selection Worksheet

18

Presentation

Topic Approval Form

19

Presentation Guidelines

73

Sign of Commitment

20

Presentation Attire and Questions to Practice

75

Mentor

Instruction for the Presentation Visual

76

Mentor Description

22

Presentation Planning Worksheet

77

Mentor Arrangements

23

Practice Presentation Verification Form &

Presentation Equipment Check

78

Mentor Commitment Form

24

Mentor Information Letter

25

Onslow County Practice Presentation Rubric

79

Mentor Progress Check

26

Onslow County Presentation Rubric

80

Product Mentor/Independent Work Log

27

State Presentation Rubric

81

Mentor Evaluation of Product

28

Appendix

Thank-you Letter Format and Sample

29

Special Situations for Products

83

Physical Product Checklist

31

Lesson Plan Format

85

Onslow County Product Component Rubric

32

Fundraising

87

State Product Component Rubric

33

Audience Verification Form

88

The Research Paper

Application for Use of School Facilities

89

Guidelines for The Research Paper

35

Subject Permission for Personal Service

90

Creating a Thesis Statement

36

Appeal Form

91

The Research Process: Source and Note Cards

40

Appeal Topic Approval Form

92

The Research Process: Structured Notes

41

The Research Process: Annotated Bibliography

43

Interview Resources

44

Sample Outline

47

In this section:


Special Products

Early Graduates

Timeline: Project Due Dates



PAPER PRODUCT

PORTFOLIO

PRESENTATION

REQUIRED COMPONENTS

· A 5-7 page research paper written on an approved topic of student choice

· A product related to the paper that requires significant hours of work

· A portfolio that reflects the Graduation Project process

· A presentation to a panel of community and faculty members

*HN, AP, and CTE teachers have the discretion to increase these requirements as they see fit for their students. Similarly, if individual students require modifications with proper documentation, teachers have the discretion to make changes as they see fit.

Research Paper: Students will choose an area of interest and a specific topic for research. The selected topic should be approved by a school-based committee. Development of the research paper should follow routine procedures for composing a research paper. The paper should reflect the results of a purposeful, focused, in-depth study on a specific topic of choice.

Product: Students must create a tangible or intangible product related to the research project. The process of production will demonstrate applications of learning, critical thinking skills, problem-solving skills, teamwork and personal employability skills, such as responsibility, persistence and independence. The quality of the product should reflect a minimum of fifteen (15) hours of student work. Students may use job-shadowing, internship or apprenticeship experiences as products. These experiences may result in a physical product, such as a scrapbook or journal.

Portfolio: Students will maintain a learning record of the process and progress through all steps of the Graduation Project. The portfolio should contain a collection of Graduation Project documentation, such as work samples, pictures, work schedules, interview logs and reflections, as a showcase of the student's progress throughout the Graduation Project process.

Presentation: Students will demonstrate public speaking skills in an 5-7 minute oral presentation to a review panel. The focus should be delivery of accurate, credible information on the chosen topic. Students should also be prepared to respond to questions from the Graduation Project panelists.

SPECIAL PRODUCTS

· Any student considering products that involve fundraising must refer to the Fundraising Requirements (See Appendix).

· Any student producing a product involving the use of school facilities must fill out the Facility Use Form (See Appendix) and have the Graduation Project Coordinators’ approval.

· Any student completing a product involving teaching a class must refer to the Teaching a Class Guide for the required criteria (See Appendix).

· Any student whose Product involves coaching must refer to the Coaching Guide (See Appendix).

· Any student choosing a product involved with a business plan should refer to Creating a Business Plan (See Appendix).

As a junior, you picked your topic and worked on the research paper component with an understanding of refining the paper your senior year. As a senior, you need to choose and complete your product per the deadlines in this manual and the deadlines your English teacher sets. Some of you may have started your mentoring and physical portion over the summer. Be sure to have all forms completed and returned to your advisor for review.

***All FOUR parts of the project are REQUIRED for completion in order to successfully receive a high school diploma in Onslow County (OCSB Policy #3460).

Early Graduates

If you are an early graduate who will complete your senior year in January, you need to see the Graduation Project Coordinator, Ms. Livermore (Rm 316) immediately. You are still required to complete the Graduation Project. Here are a few items to keep in mind:

· Just like all other seniors, everything is to be completed in the Fall, and you will present in December. It is simply even more imperative for you to stay focused and complete the project on time.

· Work closely with your English teacher, but also the Graduation Project coordinator, Ms. Livermore.

· If you do not complete this project during first semester, you will have to return for the second semester to complete the work.

2018-2019 Graduation Project Major Deadlines

Your English teacher will have specific deadlines for each item, and you will receive a grade for each item submitted. Late points will be deducted per your teachers’ deadlines. If you miss the deadlines below, consequences will be beyond grades. Submit everything to your English teacher.

On or Before Sept. 14, 2018

The following forms are due to your English teacher:

Topic Selection Worksheet Completed and Approved

Parent/Guardian/Student Consent Form SIGNED

Video Release Form for Student SIGNED

Parental Release and Ethical Commitment Form SIGNED

Sign of Commitment


On or Before Oct. 5, 2018


One Mentor Progress Check #1

Draft of the Letter of Intent

Finalized Research Paper

Reflection #1 (on the research paper process)

On or Before Oct. 26, 2018


Mentor Progress Check #2

Thank You Letter to Mentor

Final Letter of Intent

On or Before Nov. 16, 2018


Product Mentor/Independent Work Log completed

Reflection #2 (on the product and mentor process)

Documentation of product (pictures with captions)

Presentation Planning Worksheet

*Once your portfolio is complete and approved by your English teacher, your teacher will assign you a practice presentation date and time. Once you successfully complete the practice presentation and put the final two documents (below) into your portfolio, your teacher will sign you up for your official presentation date and time.

By Nov. 30, 2018

Complete Practice Presentation

Practice Presentation Rubric

Reflection #3 (on the whole senior graduation project)

By Dec. 7, 2018

FINAL day to sign up for official presentation date and time

Dec. 11th and 13th, 2018

Presentation Nights

The Issue of Timeliness and Procrastination

One of the real-life skills that the Graduation Project hopes to develop in every student is the ability to meet deadlines. Students are to return all items on time. Printer or technology problems are NOT acceptable reasons for late items. There will be penalties for late items. These may include point deductions and/or required attendance at the Mandatory Help Sessions after school. Do NOT miss deadlines.


Plagiarism, dishonesty, and cheating are unacceptable and have serious consequences.

I. Plagiarism is the act of presenting someone else’s ideas as your own. It can also mean writing facts or opinions that you got from someone else without identifying your source. Unintentional plagiarism still counts as plagiarism, so be careful.

Plagiarism is:

1. copying word for word without quotation marks or acknowledging the author or the source.

2. using some key words or phrases without quotation marks or acknowledging the author or source.

3. paraphrasing and giving no author or source credit.

Know the rules for correct crediting of sources. Your English teacher can help.

II. Forgery of signatures or initials or making up information on the Graduation Project sign-off sheets is dishonest. Be safe and do not take chances!

III. Not completing the work as you have agreed is an ethical issue. Be careful to complete all parts of the project as you plan. If anything changes, complete an appeal to the Graduation Project Advisory Board using the specified form. These are available from the Graduation Project Coordinators/Advisors.

These ethical issues can result in a failing grade on the research paper, an incomplete on the Graduation Project, ISS, or suspension from school.

Each student is to complete and sign the Graduation Project Ethical Commitment form of this packet. Please turn this in with your Parent Release Form.

Appeals Process

If you need to change any part of your Graduation Project, you are required to submit an Appeal Form to the Advisory Board. This form, found in the appendix of this handbook, is to be completed, explaining the nature and reason for your appeal. You must have your parent’s signature on the form. You may get a form from your Advisor and return to the Graduation Project Coordinators for approval.

In this section:


Video/Photo/Image Release Form for Student

Parental Release and Ethical Commitment Form

Advisor Can and Cannot Do

Reflection Guidelines

Graduation Project


As the parent and/or guardian of (print name)______________________________, who is a student

enrolled at Northside High School, I am aware that he/she must complete the Graduation Project in order to fulfill the requirements for Graduation.

My son/daughter has decided/written a research paper on _______________________________.

For the Physical Product, he/she will be _____________________________________________

____________________________________________________________________________.

I understand that shadowing/observing a person is not sufficient to complete the product; there must be an actual product. This physical product and the research paper must be related and represent a learning stretch for my son/daughter.

I understand that a third component of the Graduation Project is the completion of a portfolio, which documents the entire process. My role in this process is to periodically check on my son’s/daughter’s progress so that he/she will successfully meet due dates.

Finally, in completing Graduation Project, I understand that my son/daughter will deliver an oral presentation to a board of judges chosen from the community and NHS staff. In order to best prepare my son/daughter for this aspect of Graduation Project, I am willing to coach him/her.

I understand that my son/daughter will be responsible for meeting with a faculty advisor and mentor(s), who will be signing verification forms for the time spent on the physical product. She/he will also be interviewing an expert on his/her topic during the research process.

As part of this project, the student and the parent or guardian hereby agree to complete all work with the Graduation Project with honor and integrity. We, the undersigned, agree not to plagiarize, falsify documents, use another person’s work, or cheat in any way. We also understand that failure to adhere to these standards will result in the possibility of failure.

Please sign below indicating your agreement and understanding of these terms.

Parent Signature: ___________________________________________ Date: ____________

Student Signature: __________________________________________ Date: ____________

Video/Photo/Image Release Form for Student

(In addition to completing this form for NHS use, you also use this form if you are videotaping others.)

Dear Parent/Guardian:

During the current school year, your child's image/photograph or work may be included in a classroom or school project in one of the following ways:

· used as a demonstration project/activity in education workshops/classes/conferences used as a sample project/activity on CD's/USB’s created by Northside High School for use in education workshops and student classrooms.

· posted on the school or OCS web pages on the Internet.

· submitted as samples to program publishers or as contest entries to sponsors and/or appear on videotape made during a student presentation of their project, or in broadcasts or videotapes demonstrating computer multimedia in general.

· videotaped to appear in a school related program to be used by a local television station or school/county project.

· used in a printed publication such as a newspaper or a magazine.

No last name or address will be included with your child's picture when publishing on the Web. There is no monetary compensation for the use of the work, but it will provide other students a good example. Please sign the release form below and return this sheet to your child's Advisor. Your permission grants us approval to publicize without prior notification. Thank you!

Release Form

I/We do give permission for ____________________________________________’s

(Child's full name)

image/photograph or work to be used as described above. We are willing to release this into the public domain and understand that there is no monetary compensation for the use of the materials.

_____l/We do not give permission for ________________________________________'s

(Child's full name)

image/photograph or work to be used as described above.

Parent/Guardian's Name(s)________________________________________________________

Parent/Guardian's Signature(s) _____________________________________________________

Address _______________________________________________________________________

City, State, Zip Code _____________________________________________________________

Phone number_______________________________________ Date ______________________

Please return this form to your child's Advisor. Thank you for allowing your child to participate!

Advisor:_________________________________________ Date: _______________________

Northside High School Graduation Project Parental Release and

Ethical Commitment Form

Name of Student: _______________________________________

Topic of Project:________________________________________

For Parent/Guardian:

· I have read and approved the content in my child’s Topic Selection Worksheet pg. 20.

· I read the statement concerning integrity, plagiarism, cheating, or dishonesty, and understand the consequences.

· I understand the consequences if my senior fails to complete all aspects of the Graduation Project.

· I understand that my senior will be working with a community mentor.

· I understand that during the Graduation Project, Northside High School is not responsible for providing transportation.

· I understand that Northside High School is not responsible for any injury my child may receive during the course of the Graduation Project fieldwork or product work.

· I have read the Graduation Project Ethical Statement page. My child and I understand the consequences of not following these guidelines.

PARENT/GUARDIAN SIGNATURE: ________________________________________________

DATE: _________________________________

For Student:

· I, and I alone, will complete the research necessary to write the research paper component of the project.

· I will not use a paper and/or information gathered by another student.

· I will not use a template, paper, or parts of a paper from the Internet or any other electronic device or prepared source. I will accurately document any sources used in my paper to avoid plagiarism.

· I, and I alone, will complete all of the work necessary for the completion of the product/project that evolves from the research paper.

· I will collect accurate verifications on all the work-necessitating signatures.

· I will not forge any verification documents.

· I will complete a project. I will not buy or falsify the completion of a project. I will not exaggerate or misrepresent my project in any way.

· I will include only work that I have completed in the portfolio.

· I will not include any work of any type that belongs to another person. The portfolio will reflect the work and effort that I, and I alone, have exerted through the completion of the Graduation Project.

· I will complete the project as approved by the Advisory Board. I will complete the Appeals Form for approval if I want to change my topic after approval.

· I agree to adhere to the above criteria in completing my Graduation Project. I understand that if I fail to adhere to these standards and submit work that is not my own creation, it may result in my NOT completing the requirement for graduation. If it is necessary for me to begin the Graduation Project again, I will do so with the possibility of choosing a new topic.

Student Signature: ___________________________________________ Date: _________________

Faculty Advisor (English Teacher)

Can and Cannot Do

The role of your advisor is to encourage, listen, give advice, advocate, and act as a role model. The following is a guideline for any NSH staff person who will assist you in the process. Advisors are assigned by homeroom.

An Advisor CAN

An Advisor CAN NOT

Be committed to helping you overcome difficulties with your Graduation Project.

Do the work involved with your Graduation Project, including but not limited to: research, writing, typing, downloading graphics, creating the product, designing the portfolio, making the PowerPoint, crafting the tri-fold board, writing the presentation

Encourage you to push your limits and go beyond previous experience skill levels.

Transport you for any reason.

Read your research paper.

Purchase supplies for you.

Verify that the research paper is completed.

Excuse you from another class to work on your Graduation Project.

Verify that the product is completed and keep track of your Graduation project requirements.

Meet with you off campus.

Confirm the number of hours you spend working on your product.

Work with you on campus before or

after school.

Be an audience for practice presentations and provide feedback.

Look at your tri-fold board or PowerPoint presentation and make suggestions.

Attend any fundraising projects.

Reflection Guidelines and Content

1. There will be a minimum of 3 journal/reflection entries. One after the research paper component is complete. One after the mentor/product portion is complete. And one final reflection of the whole graduation project; after you have completed the practice presentation and portfolio (before the actual presentation).

2. Type reflections in Times New Roman, 12 point font, double-spaced with 1 inch margins.

3. Include your name, reflection number, and date for each. E.g.:

Jane Doe Reflection #1

November 8, 2018

4. Each entry should be 1 full page of a minimum of 300 and maximum of 500 words.

5. Use the reflection content guide on the next page to help with responses.

6. Use the reflective comments (sample reflection phrases below) throughout each entry.

7. Vary sentence structure in the entries.

8. Be specific about what you have done and how this affected what you have learned about yourself.

9. All reflections will be returned to your advisor on the required due dates.

Suggested reflection phrases to incorporate into your writing:

* Upon reflection...

* This comment tells me that...

* I realized that this activity is...

* After observation...

* It is important for me to realize that...

* This is significant because...

* This activity prompted me to ...

* These events indicate...

* This could be more effective if...

* Continuing to reflect on....

* This helped me recognize that...

* I focused on...because...

* To promote continued progress, I...

* This helped me realize...

* I have greater awareness...

* I realized that...

* The impact of this activity...

* The evidence of this was...

Refection Content

Reflection #1 (After the research paper phase is complete)

· What is my goal with this choice of topic for my graduation project?

· Explain how this research paper related to the product.

· What was the most difficult phase of the research process? Why?

· What was the easiest phase of the research process? Why?

· What is the most significant aspect of the research process learned? Explain.

· What would you do differently if you were just beginning to research this topic?

Reflection #2 (Complete after the mentor/product phase; must address whole process)

· Explain how this research topic related to the product.

· How did you find your Mentor? Explain what went well or poorly in finding your mentor.

· What were you first impressions when meeting your mentor and being at the product site?

· What responsibilities did you encountered? What responsibilities of other workers did you witness?

· What suggestions has your mentor made?

· What questions do you have for your mentor?

· What surprised you about the physical product?

· What was the most interesting thing you during your session with your mentor?

· What was the most challenging thing you did during the session with your mentor? Or without?

· What other materials will you need to complete your physical product?

· Do you foresee any problems and if so, how will you solve this problem?

· Did you meet the goals that you made from reflection #1?

· Give details of your major accomplishments.

· What do you hope to accomplish the next time you meet with your mentor?

· What have you learned from your mentor?

· What will you need and do to prepare for the presentation of your product?

Reflection #3 (After the practice presentation and portfolio are complete)

· What were the best moments of the entire process? What were the worst moments of the entire process?

· How has the Graduation Project affected the way you approach work, dealing with people, or presenting yourself publicly?

· What would you change if you could do this again?

· What advice do you have for next year’s seniors?

· Which aspect of the Graduation Project process stretched you the most?

· How did you react to this challenge? How do you feel now that it is over?

· What talents or attributes have you discovered about yourself this year?

· Has this experience influenced your future planning, terms of work, education or the development of personal interests?

· In what way(s) has Graduation Project changed your concept of yourself? Are you more confident in your abilities? Are you more focused and directed? Are you more willing to take a risk?

· Has it raised more questions than given answers?



Topic Approval Form

Sign of Commitment


Is This a Product?

YES

NO

Raising catfish

Making a PowerPoint about catfish

Producing a brochure and other

promotional items about

Jacksonville and distributing it

through the Chamber of Commerce

Making a brochure about

Jacksonville

Building a generator

Making a poster about how to build

a generator

Teaching music to children

Explaining different kinds of music

to the judges

Learning how to install car

speakers and installing them in a

friend’s car

Already knowing how to install

speakers and installing them in a

friend’s car.

Creating a brochure to recruit animal shelter volunteers

And distributed them throughout the community

Creating a brochure listing facts about cats from your research paper

Creating a PowerPoint showing pictures of you teaching reading to children

Creating a PowerPoint on how to teach reading

Creating a web site you designed

Creating a poster about how to design a web site

Creating a poster with photos of you giving your friends makeovers

Creating a poster with magazine pictures of makeovers

Creating a series of game videos you shot as a service to the

athletic department

Using a video of a game shot by the coach’s wife


Student’s Name: ___________________________________________ Date : ______________________

Identify Academy/Pathway: To create relevance and to increase content understanding, research paper topics must be aligned with the student’s Academy/Pathway. Please identify Academy/Pathway.

Academy

Focus

Academy

Focus

Business and Industry Academy

Culinary

Public Service

Academy

JROTC

Foods

Teacher Cadet

Business Mgt.

STEM

Academy

Engineering

Global Arts &

Language Academy

Art

Game Design

Band

Graphic Design

Chorus

Health Sciences

Dance

AVID

Academy

Grade 11

Foreign Language

Grade 12

Identify Research Topic:

Insert complete thesis statement in the space provided below:

Briefly explain how this topic directly relates to your Academy/Pathway Level 2 (or higher) Course:

Select intended research paper format.

Research Paper Format

Argumentative: investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.

Compare and Contrast: describe the similarities and differences between two or more people, places, or things. Comparison tells how things are alike and contrast shows how they are different. To add a persuasive stance, explain which is better and why.

Cause and Effect : explain how things affect each other and depend on each other. The writer identifies a clear relationship between two subjects, focusing on why things happen (causes) and/or what happens as a result (effects).

Problem-Solution: identify a problem and proposes one or more solutions.

approval status English III Research topic Proposal

Both teachers must approve topic.

Current English Teacher:___ ____________________________________________________

Academy Director: ____________________________________________________________

Graduation Project Sign of Commitment

A Sign of Commitment is a poster that visually illustrates what your Graduation Project is. It should show the connection between your topic and the product. Your sign will be posted in the hallway for all students.

· Use the following as guidelines.

· The size is 8 ½ x 11.

· Your name should be on the front.

· Include the subject of your research and a product description. Use a verb phrase to the describe project. For example:

Student’s Name:

Research: Forms of Poetry

Product: Write a book of original poems

It must include pictures, drawings, etc. to describe your project. You can be colorful and creative. Have fun with your Sign of Commitment.

Student’s Name: Jane Doe

Research: Forms of Poetry

Product: Write a book of original poems

In this section:

Mentor Description

Mentor Arrangements




Product Mentor/Independent Work Log

Mentor Evaluation of Physical Product

Thank-you Letter Format and Sample


Onslow County Product Component Rubric


Mentor Description

Finding a Mentor

A mentor is a person who can give you guidance in the completion of your product. They should NOT do the work for you. They do not necessarily have to be an expert on the specific product that you are trying to complete. However, some relevant experience would be very helpful. At minimum, you should choose a knowledgeable adult who can help you problem solve, organize, and complete your product on time. They should also be dependable, motivational, and supportive. A mentor’s role is to encourage, listen, give advice, advocate, act as a role model and share information and experience. It is also very helpful if they live in the Jacksonville area.

A Mentor...

is selected by you, not assigned.

must be at least 21 years old

easily available to work with you.

verifies that the product has been completed and signs off on the mentor log.

confirms the number of hours you spend working on your project.

helps you define the exact product you will do.

To be sure that your mentor meets requirements, complete the following

Your mentor is at least 21.Yes No

Your mentor will be available to you throughout the GP process.Yes No

Your mentor is enthusiastic about helping you during the GP process.Yes No

Your mentor is a local resident.Yes No

Your teacher can easily reach your mentor.Yes No

If the answer to any of these questions is “no,” you need to rethink your choice of mentor.

Mentoring Arrangements

Calling to Arrange a Mentorship

Listed below are some tips to help you, the Graduation Project student, arrange for a mentorship. Space is provided so that you can write out the required information before making a call. Remember to have a pencil and paper ready when you make the call. Practice before calling.

Many people whom you call will not know what mentoring for Graduation Project entails. If you explain who you are and give an explanation of what mentoring is, the person will be more likely to grant your request. Calling can be scary for some of you; breathe deeply and be yourself.

1. Introduce yourself.

2. Explain the reason for your call.

3. Explain mentoring if the person is not familiar with the responsibilities of a Graduation Project mentor.

4. Request a mentorship opportunity.

5. When you get a positive response, arrange a date and a time at his/her convenience and at his/her place of employment or site approved by your parent(s)/guardian(s).

6. If the person cannot accommodate your request for a mentorship, ask if s/he could suggest another person you might contact.

7. Thank the person for his/her time. Let him/her know you are looking forward to meeting with him/her.

****The Day of the Mentorship Meeting****

1. Dress appropriately for the workplace. See Presentation Attire pg. 78.

2. Be on time for your appointment.

3. Have your list of questions ready and be prepared to ask them.

4. Be courteous. Turn off all electronic devices!

5. Thank the person for his/her time.

6. Ask for a business card so that you know where to send a thank-you note.

7. Send the thank-you letter (VERY IMPORTANT). See page 31-32.


Each student will need to have a mentor should be at least a 21 year-old adult who resides in the community or in a nearby location; experience in the student’s Graduation Project area is ideal, but more importantly the mentor should be someone trustworthy and committed to guiding the student through the completion of his/her product without actually doing it for them . . .

1. be willing to help the student with his/her product;

2. find/give information to the student;

3. provide guidance for the student;

4. be a resource;

5. help the student identify the exact product that he/she plans to complete;

6. give support and encouragement to the student;

7. help the student stretch to go beyond his/her current skills and attempt something that he/she has not previously tried;

8. verify that the product has been completed by the student;

9. confirm/verify the number of hours spent working on the product.

If you have any questions, please feel free to contact the Graduation Project coordinator, Rachel Livermore at [email protected] or by calling (910) 455-4868.

I ________________________________________________(Print mentor’s name) understand what will be expected of me as a mentor, and I agree to be a mentor for ___________________________________________ (Print student’s full name) with his/her Graduation Project of ________________________________________________________

__________________________________________________________________________

Mentor’s Address: __________________________________________________________

Mentor’s Home Phone: ___________________________ Cell: ______________________

Mentor’s Email: ____________________________________________________________

Mentor’s Signature: ___________________________________ Date: _________________

Student’s Signature: ___________________________________ Date: _________________


Dear Mentor:

Thank you for agreeing to be a mentor for’s Graduation

Project. Below are some guidelines to help clarify your role in this assignment.

Graduation Project is a four-phased assignment completed during a student’s final year in high school. This assignment involves writing a research paper, developing a physical product, compiling a portfolio and delivering an oral presentation before a small group of faculty/staff and community members. Your role will be to assist the student in the second phase of the project: completing a product.

1. The first phase of the Graduation Project is the research paper, which was completed during the junior year with the understanding that it will be refined during the senior year.

2. The second phase of the Graduation Project is the development of a physical product. Product completion date is November 16, 2018 or sooner. Your primary role is to verify that the student has invested a minimum of 15 hours towards the completion of this product. Any advice or assistance you can offer will not only increase the quality of the product but will also enhance the overall learning experience of the student.

Please complete Mentor Progress Check(s) with the student. These forms verify that you have seen the product in various stages of its development and can attest to the student’s involvement. The student will return these forms to his/her English teacher. This phase concludes your role as a mentor in the graduation project.

3. The student will independently compile a portfolio that reflects the journey of the Graduation Project. You may assist the student by taking pictures and/or videos of his/her progress. However, you have no other responsibility in the completion of the portfolio.

4. The final product will be evaluated by the panel of judges on the final presentation night. Presentations will be December 11th and 13th, 2018.

Thank you again for taking time from your busy schedule to share your knowledge and expertise with this student. Please feel free to contact your student’s English teacher or the Graduation Project Coordinator if you have any questions regarding your role as a mentor.

Northside High School: 910-455-4868

Advisor: _____________________________________________

Project Graduation Coordinator: Rachel Livermore


Students must document their progress on the product with verification by the mentor. You should meet at least twice with your mentor so that they may verify your hours and evaluate the progress you have made on the product.

Student: ________________________________ Date: __________________

Student spent from ________ o’clock to _______ o’clock

Total time today: _______________________

---------------------------------------------------------------------------------------------------

Please comment on the following categories:

1. Progress or actual work completed today:

Excellent

Average Below Average

2. Did the student use his/her time wisely today?

Yes

No

Somewhat

3. What are the goals for the next visit?

Mentor Signature: _____________________________________

Student Signature: ____________________________________

*COPY AS NEEDED

Product Mentor and Independent Work Log

Mentor Must Sign His or Her Full Name (No Initials)

The log should indicate what the student did during the total 15 hours spent on the product. The mentor should verify at least 4 of the hours logged. *Copy this form as needed.

DATE

AMOUNTOF TIMEININCREMENTSOF HALFHOURSSUCH AS1 1/2 HOURS

DESCRIPTION OF TASKS COMPLETED.WRITE LEGIBLY IN MATURE SENTENCES USINGBLACK INK.

SIGNATURE

OF MENTOR(NO INITIALS)

If you worked independently, write Independent in this section.

Thank-You Letter Format

The words “thank you” are powerful that will take you far in life, especially in the workplace. A verbal thank-you is thoughtful and polite, but a written one is even more thoughtful.

Compose and type a thank-you letter to your mentor and deliver it to them. See the sample letter on next page.

1. Be sincere and prompt (preferably less than a week after the occasion).

2. Avoid sending a form letter that could apply to anything; say exactly what this person did to merit your thanks.

3. The form of a thank-you letter is like that of a business letter, but it is shorter. Type the note with Times New Roman 12 pt. font and 1-inch margins.

4. Proofread, run spell-check, and make corrections. Have a classmate proofread the letter.

5. ASK YOUR ENGLISH TEACHER or ADVISOR TO PROOFREAD IT. Make corrections. Proofread the letter again.

6. When the letter is perfect, sign it in black ink.

7. Address the envelopes correctly and place a stamp on each.

8. Photocopy each signed letter. These photocopies will be included in your portfolio for judges’ review.

10. Follow your teacher’s instructions on mailing the letters.

Thank-You Letter Format Sample

133 Hummingbird Lane

Heading

Jacksonville, North Carolina 28546

Your Street Address

October 7, 2008

Mr. Theodore Pookeepsie

Inside Address

25 Whatever Lane

Person receiving the letter

Jacksonville, North Carolina 28546

Dear Mr. Pookeepsie,Salutation

Body

Your help as my mentor during Graduation Project has been invaluable. I have learned so much under your guidance throughout the process of refinishing my family’s heirloom dining room furniture. Without your expertise, outlining the steps I needed to do, I could not have completed this project. As you know, the finished product is beautiful, and my entire family is pleased with the outcome.

Also, the information you provided during the interview for my research paper added the details I needed for a thorough discussion of my topic, “Refinishing Antiques.” I did well on my paper, and, knowing this background information, I feel confident I can answer the judges’ questions about it.

You have helped me in so many ways. I appreciate the time you took for me during this semester and sharing your knowledge with me. Thank you for your time and assistance.

Sincerely,

Closing; press Enter 3 times then type your name

Elmer Buddusky

Your hand-written signature in black ink

Elmer Buddusky

Your Typed Name


The student should do all work on the product. Product selection and any changes must be approved by your English teacher. Documentation throughout the creation of the product is required for the portfolio.

Documentation includes:

Yes NoMentor Commitment Form

Yes NoProduct Mentor/Independent Work Log/s listing activities and meetings related to production signed by mentor if applicable.

Yes NoMentor Progress Check(s): 2-3 contacts, at least an initial contact and a final contact in order to verify that the product is complete and that 15 hours of time were spent working on the product.

Yes NoPictures/video documenting the process; make sure you are in your pictures when appropriate.

Yes NoOther physical evidence documenting the process (brochures, surveys, recordings, certificates of completion, fundraising forms, lesson plans, etc.).

Yes NoReflection

Yes NoCompleted product for presentation

Yes NoCompleted thank-you letter sent to recipient.

Yes NoAudience Verification Form (if applicable)

Yes NoDVD/USB of teaching or performing (if applicable)

Be sure that all forms are signed at the time the meetings take place. Do not put your mentor in the position of filling out documentation at the last minute.

___ I HAVE WATCHED ALL OF MY VIDEO/DIGITAL PRESENTATIONS AND REALIZE THAT I AM PERSONALLY RESPONSIBLE FOR ALL OF ITS CONTENT. I REALIZE THAT I CAN BE SUSPENDED/EXPELLED FROM SCHOOL FOR INAPPROPRIATE CONTENT.

Include all items required for those teaching a class, creating a business plan, coaching a team or fundraising.

Onslow County Schools Graduation Project:

Product Component Rubric

Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines to evaluate the student’s product.

Student: ________________________________Topic: ___________________________________

Time

Exemplary

Satisfactory

Developing/ Emerging

Resubmission Necessary

Exceeds number of recommended hours.

Demonstrates effective time management.

Learning Stretch and Depth of Knowledge

Chooses a challenging product representing a significant learning stretch

Demonstrates a logical and relevant link to research topic.

Demonstrates critical analysis of research in producing an original product

Demonstrates significant creative thinking, decision-making, reasoning, and/or problem-solving

Demonstrates extensive connection to real-world situations

Quality of Work/Effort

Exhibits creative and exceptional results using talents, abilities, and varied resources

Displays extensive use of detail

Shows evidence of consistent self-directed actions

Displays evidence of exceptional technical skills

Ethics

Consistently demonstrates ethical standards in product development

Successfully Completed: ________ Not Successfully Completed: ________ Date: ________________

Advisor: ____________________________________________________________

Notes:

Students will present their products to be evaluated by the Graduation Project Advisor. Students who fail to meet Satisfactory or above on any of the criteria will have the opportunity to make corrections and re-present the product by the Deadline for Approved Products. Failure to achieve an approved product by the deadline may result in a repeat of the project with a possible new topic next semester unless extenuating circumstances have been documented and given prior approval.

Product Approved: _________________________________________ __________________

Advisor Teacher’s Signature

Date


Review the descriptions below to determine the criteria used to evaluate the Graduation Project product. In order to successfully complete this component, students must earn at least satisfactory status on all criteria.

<<<<<<< Successful Completion >>>>>>>>

<<<<<<<<<<<Has Not Completed >>>>>>>>

Exemplary

Satisfactory

Developing/Emerging

Resubmission Necessary

Not Submitted

Time

Exceeds number of recommended hours.

Meets number of recommended hours.

Does not meet number of recommended hours.

Shows evidence of little to no hours invested.

Fails to submit product

Demonstrates effective time management.

Demonstrates sufficient use of time management.

Demonstrates minimum use of time management.

Demonstrates no use of time management.

Learning Stretch and Depth of Knowledge

Chooses a challenging product representing a significant learning stretch

Chooses a product representing a sufficient learning stretch

Chooses a product representing a limited learning stretch

Chooses a product with no learning stretch


Demonstrates a logical and relevant link to research topic.

Demonstrates an adequate and relevant link to research topic.

Demonstrates a minimal link to research topic.

Shows no link to research topic.

Demonstrates critical analysis of research in producing an original product

Demonstrates reasonable evaluation of research in producing an original product

Demonstrates limited understanding of research in producing an original product

Demonstrates no understanding of research in producing an original product

Demonstrates significant creative thinking, decision-making, reasoning, and/or problem-solving

Demonstrates sufficient creative thinking, decision-making, reasoning, and/or problem-solving

Demonstrates limited creative thinking, decision-making, reasoning, and/or problem-solving

Demonstrates no evidence of creative thinking, decision-making, reasoning, and/or problem-solving

Demonstrates extensive connection to real-world situations

Demonstrates sufficient connection to real- world situations

Demonstrates limited connection to real-world situations

Demonstrates no connection to real- world situations

Quality of Work/Effort

Exhibits creative and exceptional results using talents, abilities, and varied resources

Exhibits adequate results using talents, abilities, and varied resources

Exhibits ineffective results using talents, abilities, and varied resources

Exhibits unacceptable or no results


Displays extensive use of detail

Displays sufficient use of detail

Displays minimum use of detail

Lacks use of detail

Shows evidence of consistent self-directed actions

Shows evidence of requiring some prompting for self-directed actions

Shows evidence of requiring continuous prompting for actions

Shows no evidence of self-directed actions

Displays evidence of exceptional technical skills

Displays evidence of competent technical skills

Displays evidence of minimal technical skills

Displays no evidence of technical skills

Ethics

Consistently demonstrates ethical standards in product development

Generally demonstrates ethical standards in product development

Demonstrates limited understanding and application of ethical standards in product development

Demonstrates unethical standards in product development


In this section:

Guidelines for the Graduation Project Paper


The Research Process

Interview Tips

Interview Evaluation Form

After the Interview

Taking Purposeful Research Notes

Sample Outline

Works Cited Handout

Avoiding Plagiarism

Basic Paper Format

Parenthetical (In-text) Citations

Quotations

Writing Tips

Works Cited Instructions

Research Paper 1st Draft Checklist

Research Paper Submission Checklist

Onslow County Research Paper Rubric

State Research Paper Rubric

Guidelines for the Graduation Project Research Paper

The following are the requirements for the research paper portion of the Graduation Project. This paper will be written as part of the English IV requirements and will count as part of the English grade and as part of the requirements for the entire Graduation Project. The final paper and all its requirements are to be included in the portfolio.

1. The research-based paper can be written in any genre, including but not limited to:

· Expository

· Compare and contrast

· Cause and effect

· Argumentative (persuasive)

· Analytical

· Literary

*Again, teachers have the discretion to require a certain type of research paper. For instance, most AP teachers require an argumentative research paper.

2. The Research Paper must be 5 to 7 pages. This is a minimum of 4-6 pages of text and a 1 page MLA works cited. OPTIONAL: Students may include ONE half page visual and interview if it enhances their research. You’re English teacher will be the judge of this. Please consult your teacher on how to accomplish these tasks should you desire to include them. *Again, HN, AP, and CTE teachers have the discretion to make the visual and interview required elements rather than optional elements.

3. A minimum of 6 sources are required. Of course, more sources may be included.

4. Sources must be scholarly. Wikipedia is NOT an acceptable source; do not use it. Your English teacher will teach you how to evaluate sources.

5. Use MLA format. If using Citation Maker/Citation Machine/EasyBib to compile bibliography entries, double-check them against this packet to make sure you have completed all information correctly. Students must carefully document all research information they cite in their papers, including parenthetical documentations and a list of Works Cited at the end of the paper.

6. Conducting research: The method of research will be determined by your English teacher. She/he may give you choices or require a specific method such as source and note cards or an annotated bibliography. Source and note cards may be done electronically using PowerPoint. If your teacher requires source and note cards, she/he will determine the number of each. However, the minimum requirement is 6 sources and 3-5 note cards per source is standard. Your English teacher will be responsible for checking your work on them, but the final portfolio need not include the source and note cards.

7. Evidence of planning must also be included. Your English teacher will instruct you on different methods such as bubble maps, outlines, etc. This evidence must be included in your portfolio. Everything that goes in your portfolio should look neat and professional.

8. The rough draft must be typed, double-spaced, Times New Roman, 12 pt. font, 1”margins. Submit a hard copy of the rough draft to your English teacher for editing. Save all drafts and the final copy electronically in multiple places. A hard copy of the final research paper as well as the completed rubric must be included in your portfolio.


Using your Topic Selection Worksheet, you will create a workable thesis statement.

This statement tells readers specifically what you plan to put in your paper. It also serves as a guide to keep you on track as you research your subject. A thesis statement is subject to revision as you research your topic.

How to Generate a Thesis Statement if the Topic is Not Assigned

Even if your assignment does not ask a specific question, your thesis statement still needs to answer a question about the issue you would like to explore. In this situation, your job is to figure out what question you would like to write.

A good thesis statement will usually include the following four attributes:

· a take on a subject upon which reasonable people could disagree

· deal with a subject that can be adequately treated given the nature of the assignment

· express one main idea

· assert your conclusions about a subject

How to Tell a Strong Thesis Statement from a Weak One

1. A strong thesis statement takes some sort of stand.

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects are vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and it is specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader will not be able to tell the point of the statement and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader cannot decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become clearer. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: Many clear and engaging thesis statements contain words like because, since, so, although, unless, and however.

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about and help you to keep your paper to a manageable topic. For example, if you are writing a 7 to 10 paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger cannot be discussed thoroughly in seven to ten pages. Second, many causes and effects are vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it identifies the specific causes for the existence of hunger.

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

1. Equations: Think about the thesis equations as you ask questions and move toward a tentative thesis.

A tentative thesis should look something like this:

· Specific topic + Attitude + Angle/Argument = Thesis

· What you plan to argue (specific topic) + Why you want to argue (attitude) + How you plan to argue it (angle/argument) = Thesis

2. Thesis Stems: Consider using these stems to help students move from proficient to advanced thesis statements.

Rank with justification

· Most important to least important

· Least important to most important

Contrasts (of perspectives of sources)

· Although newspapers at the time claimed X, the most significant cause/explanation/reason, etc. is

· While So and So maintains that ................, more accurately/importantly, etc, # 2's position is the stronger one. (Substitute "most historians" for So and So and the appropriate person or view or source for #2.)

Perception versus reality:

Although Turner himself may have believed X, the real causes were Y and Z.

Good versus bad reasons:

Historians generally list six reasons as the cause for X, but among these are four that are valid and two that are not.

Cause and Effect:

· Certainly, X was the cause and Y was its effect, but between the two are two other factors of equal importance.

· Separately the causes would have not necessarily led to a rampage; however, together their effect was inevitably murderous.

· Although the effects of the rampage were . . ., the causes were understandable/justifiable/inevitable.

· The more important effects of Nat Turner's rebellion went beyond those of the local rampage.

Challenge:

Nat Turner's rebellion was not a righteous response to the injustice of slavery; it was motivated purely by disturbing psychological issues.

Developed by Carol Rohrbach and Joyce Valenza, Springfield Township School District

Thesis Checklist:

_____ identifies a limited, specific subject

_____ focuses on a particular feature or feeling about the subject

_____ is stated in a clear, direct sentence

_____ can be supported with convincing facts and details

_____ meets the requirements of the assignment

The Research Process: Source and Note Cards Method

You will now begin to research based on your research question and/or thesis statement. Both of which can change as you research. Take notes on materials that you feel you can include in your research paper. Once you decide to take notes on the source, you must complete a source card. This can also be completed electronically using Microsoft PowerPoint.

Source Information:

Complete a source card for every source that you decide to write notes.

Be sure to record all the source information for the works cited page. Use the Works Cited Handout on pg 48 for the correct written format of the source.

Source A

Author(s). Name of Page. Date of Posting/Revision. Name of institution/organization affiliated with the site. Date of Access .

Sample

Fields, Ricky. Stream Fishing. 30 Nov. 1998. University of Georgia. 20 Nov. 2006

http://www.streamfishing.org/today/again.html.

Where you found the source

Ex: Northside library, JSTOR database Type of source:

journal, scholarly article, book etc.

Once you completed your source card, you are now ready to take notes on your note cards.

Note Card format:

Topic/subtopic (main idea of paragraph(s) Source Card Label: A1

This is also your outline indicator

Write your notes here: Paraphrase, summary or “quote” from the source.

Page # if available

The Research Process: Structured Notes Sheets

*Your teacher can provide you with electronic and/or blank copies of the structured notes sheets.

The Research Process: Structured Notes Sheets Examples

The Research Process: Annotated Bibliography

INTERVIEW TIPS

The most important aspect of this process is the preparation you do before the actual interview. Being focused and polite will help you get the information you need.

TIPS:

1. Select someone to interview who is an expert in the field you are researching. Remember that you want to gain as much specific information as possible about the topic so that you can incorporate these facts/data/statistics into your paper.

2. Make an appointment with a specific date, time, and location. Make sure you are on time and dressed neatly for this appointment. A good rule of thumb is to arrive at least 10 minutes before the scheduled time. Turn off all electronic devices upon entering the work environment.

3. When arriving, introduce yourself in a professional manner. This means a firm handshake, smile, and eye contact. Remember to speak clearly and loudly enough to be heard easily. Do not sit until to do so.

4. State the purpose of the interview again and thank the person for his or her time.

5. Bring a notepad and pen to take notes. (If you would like to tape the interview, you must ask permission.)

6. During the set-up call, you may want to ask about any pamphlets or other sources that the interviewee can provide for you as additional resources that you can take home with you after the interview.

7. Prepare a list of questions. Look at your working outline and write detailed questions that you hope this person can answer. Be aware that other questions/answers will come up during the interview. This is a good thing! Write down this additional information as well.

8. During the interview, do not be afraid to ask the interviewee to clarify information. While most of the notes will be written in phrases and bulleted, any direct quotes must be written EXACTLY. It is OK to say, “Let me make sure I’ve quoted you correctly. You said....” Then read back the sentence or sentences to him or her.

9. At the end of the interview, thank this person again for his or her time and give them the interview evaluation form and an envelope.

*Remember, you are a representative of Northside High School and your family.

Make us proud!

Interview Evaluation Form

This form must be completed and signed by any person you interview during the Graduation Project Research paper or product.

To the Interviewee:

Thank you for taking the time to help our senior in the Graduation Project at Northside High School. This interview will help in the process. The interviewer will use this information for the research paper, product, and presentation. We would find it very helpful if you could spend a few minutes completing the following information regarding the interview. This information will help determine how effectively the student used this opportunity. After completing the evaluation, please mail it to the Graduation Project Coordinators, address below. An addressed and stamped envelope should have been provided for your convenience.

Please print:

Student: _____________________________________Topic: ____________________________

Advisor: _________________________________________________________________

Name of Person Interviewed: _______________________________________________________

Address: _______________________________________________________________________

Phone: __________________________________ Cell: ____________________________

Length of interview: ________________________________________

The student ...

Excellent

Good

Poor

was punctual.

was neatly dressed.

had preared a list of appropriate questions.

phrased questions well.

spoke clearly.

was polite.

took notes.

**SIGNATURE of person interviewed: ____________________________________________

Please add written comments:

After the interview:

· Write a thank-you letter to the person. See page 29.

· Review your notes as soon after the interview as possible.

· Imbed one of the answers to one of your questions into your research paper where appropriate.

· Do not forget to create a proper citation on the Works Cited for the interview.

· Record direct quotes are accurately. If in doubt about a specific comment, contact the person again for clarification.

· Make a list of additional resources you have uncovered during the interview.

Sample Outline

You will turn in evidence of planning to your teacher. There are many methods to complete an organizational plan for your paper. Your teacher will provide lessons on how to organize information and may require you to complete a formal outline. If so, it should be typed, double-spaced, Times New Roman, 12 pt. font with 1-inch margins.

I. Introduction

A. Include your hook or opening statement. *Remember that this is a formal research paper, so you will not use first or second person.

B. Thesis statement

II. Body:

A. 1st Assertion to support thesis statement

1. Evidence

2. Explanation

3. Evidence

4. Explanation

B. 2nd Assertion to support thesis statement

1. Evidence

2. Explanation

3. Evidence

4. Explanation

C. Continue the same format as many times as needed to complete paper

III. Conclusion

A. Conclude your paper by restating your thesis

B. Use a clincher sentence.

Works Cited Handout

In documenting your sources, you need to include the following basic information: author, title, place of publication, publisher, and date of publication. Follow the examples below for each type of source.

Books

Author(s). Title of Book. Place of Publication: Publisher, Year of Publication.

Book with one author

Adams, Henley. The Family Tree. Athens, GA: Booth Publications, 1989.

Book with more than one author

Finlen, Anna and Lori Finstein. Not Far from the Tree. Reidsville, IL: Whirlwind Press, 2005.

If there are more than three authors, you may list only the first author followed by the phrase et al. the abbreviation for the Latin phrase “and others”) in place of the other authors’ names, or you may list all the authors in the order in which they appear on the title page.

Book with no author named

Encyclopedia of Geography. Chicago: Billson, 2004.

Anthology or collection

Chin, Beverly Ann, ed. Literature: The Reader’s Choice. Columbus, Ohio: Glencoe, McGraw-Hill, 2000.

A part of a book (such as an essay in a collection)

Author(s). “Title of Article.” Title of Collection. Ed. Editor’s Name(s). Place of Publication: Publisher, Year. Pages.

Article in a reference book

“Kenya.” World Book Encyclopedia. 1999 ed.

The Bible (specific editions)

The New Jerusalem Bible. Susan Jones, gen. ed. New York: Doubleday, 1985.

Newspapers and Magazines

Author(s). “Title of Article.” Title of Source Day Month Year: pages.

Ponzy, Jeffery. “Giraffes in North Carolina.” North Carolina Today 10 Sept. 2006: 80-81.

Basic Forms for Electronic Sources

If no author is given for a web page or electronic source, start with, alphabetize by the title of the piece, and use a shortened version of the title for parenthetical documentation.

A web site

Author(s). Name of Page. Date of Posting/Revision. Name of institution/organization affiliated with the site. Date of Access .

Fields, Ricky. Stream Fishing. 30 Nov. 1998. University of Georgia. 20 Nov. 2006 http://www.streamfishing.org/today/again.html.

An article on a web site

Author(s). “Article Title.” Name of web site. Date of posting/revision. Name of institution/organization affiliated with site. Date of access . Pollock,

Jeff. “The Real Reason.” Now is the Time. 2003. Livingstone Lab. 29 Oct. 2006 http://www.nowtime.com/vol5/research.html.

An article in an online journal or magazine

Author(s). “Title of Article.” Title of Journal Volume. Issue (Year): Pages/Paragraphs. Date of Access .

E-mail (or other personal communications)

Author. “Title of message (if any)” Email to person’s name. Date of message.

Email to you

Cassidy, Odette. “Re: Medical Assistance.” E-mail to author. 12 Nov. 2006.

Article in a reference database on CD-ROM

“World War II.” Encarta. CD-ROM. Athens, NC: Roseduck, 1999.

Other Sources

Government publication

United States Dept. of Health and Human Services. Healthy People 2010: Understanding and Improving Health. Washington: GPO, 2000.

Pamphlet

Office of the Dean of Students. Resources for Success: Learning Disabilities and Attention Deficit Disorders. West Lafayette, IN: Purdue University, 2000.

Interview that you conducted

O’Neal, Carrie. Personal Interview. 5 Oct. 2006.

A Lecture or Speech

Putty, Daniel. “Beowulf, the Great.” 2005 English Teacher Conference. NCETA. Sheraton Hotel, Durham, NC. 10-12 Oct. 2005.

Advertisement

Dove. Advertisement. Newspeak 20 Jan 2005:15.

Television or radio program

“The Blessing Way.” The X-Files. Fox. WCTI, Greenville. 20 June 2004.

Sound recording

The Beatles. Yellow Submarine. Apple Records, 1973.

Film

The Usual Suspects. Dir. Bryan Singer. Perf. Kevin Spacey, Gabriel Byrne , Chazz Palminteri,

Stephen Baldwin, and Benecio del Toro. Polygram, 1995.

TV Advertisement

Staples. Advertisement. CBS. 3 Dec, 2006.

Avoiding Plagiarism

Plagiarism is…

1. Copying word for word without quotation marks or acknowledging the author or the source.

2. Using some key words or phrases without quotation marks or acknowledging the author of the source.

3. Paraphrasing and giving no author or source credit.

To avoid plagiarism, you should:

· Cite not only direct quotes but also ideas that you borrow from your sources. Basically, if you did not think of it yourself and it came from one of your sources, you must document it.

· When summarizing or paraphrasing a writer’s idea, credit the author by name and cite the work in which you found the idea.

· Give a new citation when using additional information from a previously cited source.

· Remember to use quotation marks around words or phrases taken directly from the source.

· Cite everything that you borrow, unless you are certain it is common knowledge.

Documenting means:

· Using parenthetical documentation within your paper.

· Listing sources in a list of works cited to give credit to those from whom you borrowed information.

Common knowledge is not documented. Material is common knowledge

if:

· reliable authors refer to it without citing the source.

· most people knowledgeable in the field accept it as fact.

· few experts would dispute it.

· it is reported in most introductory textbooks or basic reference books on the subject.

Plagiarism (n.):

The presentation of another writer’s ideas or words as if they were your own, without acknowledging the source.

Intellectual Property (n.):

Property that results from original creative thought.

Plagiarism is unacceptable and will result in a “0” on the paper.

Basic Paper Format

General guidelines:

· The paper will be 5-7 pages long in its final form.

· A student-produced visual must be WITHIN the body of the paper.

· Double-space your entire paper.

· Use 12 pt. Times New Roman font only.

· Use 1-inch margins top, bottom, left, and right.

· Create a header that numbers all pages consecutively in the upper right-hand corner, 1/2 inch from the top and flush with the right margin.

· Use underlining throughout your essay for highlighting titles of longer works and providing emphasis.

Formatting the first page of the paper:

· Provide a double-spaced entry in the top left corner of the first page that lists your name, your instructor’s name, the course, and the date.

· Center your title on the line below the header with your name and begin your paper immediately below the title.

Sample First Page

(1-inch margins: top, bottom, left, and right)

Rosent 1

John Rosent

Mr. Ken Ross

English IV

12 November 2006

A Look at the Future

It is not unusual that one might be willing to look to his future with anxiety and anticipation. Science Fiction writers have written many books, which show the desire of mankind to know what is or is not going to happen in the years to come. Much of this is based on fact and much on fiction.

Parenthetical (In-Text) Citations

MLA Format follows the author-page method of citation. This means that the author’s last name and the page numbers(s) from which the quotation is taken must appear in the text, and a complete reference should appear in your works cited list.

Works with an Author:

The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence.

Example

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings”

(Wordsworth 263).

Works with two or more authors:

Two authors with the same last name: Use first intial

Although some medical ethicists claim that cloning will lead to designer children (R. Miller 12), others note that the advantages for medical research outweigh this consideration (A. Miller 46).

Two works by the same author: Use the title of writing piece

Ligthtenor has argued that computers are not useful tools for small children (“Too Soon” 38),

though he has acknowledged that early exposure to computer games does lead to better small motor skill development in a child’s second and third year (Hand-Eve Development 17).

Many students object to the development of the on-line college transcripts (Richards New Ways 59). They would rather have paper forms mailed in a timely manner in order to avoid tampering by unwanted sources (Richards Next Year’s).

Works without an author:

If the work you are making reference to has no author, use an abbreviated version of the work’s title or name that begins the entry in the Works Cited page.

For non-print source, such as films, TV series, pictures, or other media, or electronic sources, include the name that begins the entry in the Works Cited page.

Example

An anonymous Wordsworth critic once argued that his poems were too emotional (Wordsworth

Is a Crybaby 278).

Quotations

When you directly quote the works of others in your paper, you will format quotations differently depending on whether they are long or short quotations. Here are some basic guidelines for incorporating quotations into your paper.

Short Quotations

To indicate short quotations (fewer than four typed lines of prose or three lines of verse):

· Enclose the quotation within double quotation marks and incorporate it into your text.

· Provide the author and specific citation (in the case of verse, provide line numbers) in the text, and include a complete reference in the works-cited list.

· Punctuation marks such as periods, commas, and semicolons should appear after the parenthetical citation.

· Question marks and exclamation points should appear within the quotation marks if they are a part of the quoted passage but after the parenthetical citation if they are a part of your text.

For example:

According to some, dreams express “profound aspects of personality” (Foulkes 184), though others disagree.

According to Foulkes’s study, dreams may express “profound aspects of personality” (184).

Is it possible that dreams may express “profound aspects of personality” (Foulkes 184)?

Cullen concludes, “Of all the things that happened there/ That’s all I remember” (11-12).

Long Quotations

· Place quotations longer than four typed lines in a freestanding block of typewritten lines.

· Omit quotation marks.

· Start the quotation on a new line, indented one inch from the left margin, and maintain double-spacing.

· Your parenthetical citation should come after the closing punctuation mark. When quoting verse, maintain original line breaks. (You should maintain double-spacing throughout your essay.)

· Avoid long quotes unless necessary.

Block Quotation Example:

Nelly Dean treats Heathcliff poorly and dehumanizes him throughout her narration:

They entirely refused to have it in bed with them, or even in their room, and I had no more sense, so, I put it on the landing of the stairs, hoping it would be gone on the morrow. By chance, or else attracted by hearing his voice, it crept to Mr. Earnshaw’s door, and there he found it on quitting his chamber. (Bronte 78)

Indirect Quotation

Sometimes you may have to use an indirect quotation. An indirect quotation is a quotation that

you found in another source that was quoting from the original. For such indirect quotations, use

“qtd. in” to indicate the source.

For example:

Ravitch argues that high schools are pressured to act as “social service centers, and they don’t do that well” (qtd. in Weisman 259).

How to Quote

1. Always introduce your quote, paraphrase, or summary.

Ex: John Smith, world-renowned scholar on Mayan culture, elaborates on the influence the ancient civilization has had on today’s world, “We will probably never know to what magnitude the Mayans have truly influenced our everyday lives.”

2. Quote should support ideas.

3. Quote should flow smoothly into the paper.

Ex: Do not say:

The following quote is about….Or on page 32 in the poem the author means…

4. Keep a direct quote as written.

5. If a quote is 4 lines or less:

a. integrate it into the paper

Ex: “It was the best of times, it was the worst of times,” wrote Charles Dickens of the eighteenth century.

b. place the period after the citation

Ex: your quote goes here” (Shaw 32).

6. If a quote is longer than four lines:

a. isolate the quote from the text

b. introduce the quote with a colon:

c. use no quotation marks around it

d. place the period at the end of the quotation; hit the space bar twice and write the citation

e. double space the text of the quote just like the rest of the paper

f. tab twice from the left margin; the right margin remains one inch

Ex: At the conclusion of Lord of the Flies, Ralph and the other boys realize the horror of their actions:

The tears began to flow and sobs shook him. He gave himself up to them now for the first time on the island: great, shuddering spasms of grief that seemed to wrench his whole body. His voice rose under the black smoke before the burning wreckage of the island; and infected by that emotion, the other little boys began to shake and sob too. (Golding 186)

7. Never have back-to-back quotes or over quote.

Writing Tips

Introduction:

· Begin with an attention grabber. An attention grabber can be an interesting quote, an example, a case study, or an analogy. Involve the reader and make him or her want to read the paper.

· Write 3-4 sentences that may include some history or just general-specific information about your topic.

· Include the thesis as it is written on the revised outline towards the end of the introduction.

Body Paragraphs:

· Write a topic sentence for each paragraph.

· Write a sentence to introduce the sub point.

· Use information from the note cards to write sentences to explain each section. The note cards are in the order that you want to use them based on your outline. Transfer the information from each card to the paper.

· Remember to cite the information by using parenthetical citations.

· Use at least 2 sources for each sub point.

· REMEMBER: You must include at least 2 in-text citations per sub point. Elaborate! Explain!

· End each paragraph with a concluding sentence that sums up the main idea for the paragraph or transitions to the next paragraph.

NOTE: Decide whether you need to create more than one paragraph at the end of each sub point or main idea. This depends on how much information you have. If the paragraphs are very long, you may want to break them up.

Conclusion:

· Write 1-2 sentences to summarize each Roman numeral of your outline.

· Restate the thesis using different words but focusing on the same main idea.

NOTE: The conclusion is different from the intro in that you gave the readers a taste of what you were going to discuss in the beginning; in the conclusion, you reiterate exactly what you explained.

WRITING TIPS:

1. Do not use the pronoun ―you.

2. Do not use contractions.

3. Use spell check.

4. Write in complete sentences.

5. Follow standard mechanical and grammatical rules.

6. Follow the outline. If you decide you want to change the order as you write, you must also make this change on the outline.

7. Write in-text citations/parenthetical citations AS YOU WRITE THE P

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