Name __________________________________

English 12: Senior Exit ProjectUnit Packet Includes Step-by-Step Instructions for the Entire

Project Process researching, creating an annotated bibliography, project ideas and construction requirements, final exam process.

Contents/OverviewStep 1: Assignment: Topic approval form (pages 2-3)

Choose a topic that is of great interest to you that can be described as a “cause.” Identify a problem in your community or beyond and generate a topic idea. You will be more specific than these categories. You will be choosing a topic proposal from one of the following general categories: Public Health & Safety The Environment Human Rights Poverty/Homelessness Bullying & Violence

Discrimination Education National Defense and Foreign Affairs Physical & Mental Health

*alternates may be approved by teacher

Step 2: Determine Personal Action (page 4) How can you impact this issue?

Step 3: Research & Annotated bibliography (pages 5-9) Research your cause using the web. Save sources to Word, highlight and annotate electronically Evaluate and write about your sources in four areas: article summaries; author qualifications; author bias; comparison of

source content and value

Step 4: Exam Part 1: Synthesis essay (pages 10-19) Synthesize your research and write an essay based on your research Tips for MLA writing (samples, in-text citations, works cited page)

Step 5: Mass Media (pages 20-26) Create a website, documentary, or digital narrative advocating for your issue.

Step 6: Presentation (pages 26; 28-29) Your persuasive presentation to the class advocating for your cause. This will be completed the week before exams.

Step 7: Exam Part 2: Peer Assessment (page 27) Keep a set of notes from your classmates’ presentations to use in writing your exam essay.

Step 8: Exam Part 3: Reflective Essay (pages 30-32) You will write a narrative reflecting upon the process you went through researching and creating your project. You will do

this over two days during exam week.

STEP 1What Do You Care About?

Find a Cause You Can Promote

The first step in the process of creating your Senior Project is to determine a cause or issue worthy of your time and efforts. Even though you may already have an idea of the cause you wish to promote, the sites below may be able to give your ideas direction with concrete ways to proceed with promoting awareness and taking action.

Start by browsing the sites below looking both for causes as well as ways to bring those causes to the public so that you can make a difference.

DoSomething.org is one of the largest organizations in the U.S. that helps young people address causes they care about. By leveraging the web, television, mobile, and pop culture, DoSomething.org inspires, empowers and celebrates a generation of doers: teenagers who recognize the need to do something, believe in their ability to get it done, and then take action.

http://www.dosomething.org/

Act Now: The Matrix: This section of the site lets you choose a cause, and then gives you ideas about how to make it your own.

o http://www.dosomething.org/actnow

CAUSES: We’ll help you change the world.We’re focused on ambitious projects and believe that each day we come to work we’re making the world a better place. We proudly go one step further than not doing evil; we’re doing good. Causes is the world’s largest platform for activism and philanthropy. We empower

individuals to create grassroots communities called “causes” that take action on behalf of a specific issue or nonprofit organization.

o http://www.causes.com/

Causes on Facebook: This page gives you information on projects that are currently being pursued by category. You could adapt one of these to make it your project. The problem: This is a Facebook link and must be viewed from home or from a mobile device.

o http://apps.facebook.com/causes/causes

Also, check out McLeod’s website (Dakotamcleod.weebly.com) for other specific causes students have succeeded with in the past. Note: Not all topics have earned high marks. This project is what you make of it!

2

Request for ApprovalSenior Project Topic/Cause

1. What is the specific cause/issue you want to research? Be specific in your wording. (What conflict?)

2. Why is this cause/issue important to YOU? Explain in a paragraph of at least 5 sentences why this issue is important to you personally.

3. List 5 things you already know about this issue.

a.

b.

c.

d.

e.4. List 5 things you want or need to learn about your topic.

a.

b.

c.

d.

e.

3

5. How does this topic affect the world? Who is your audience (Not: “my English 12 teacher”)?

4

STEP 2Personal Action Demonstrating Leadership

MUST BE AT LEAST COMPLETED TWO WEEKS PRIOR TO FINAL EXAM DAY. Taking personal

action outside of the main project is worth 10% of the project grade. Your action must be related to your cause.

Before taking action, make an action proposal to your teacher to get prior approval

Your service must be documented on a form provided by the teacher and turned in with the final rubric

Decide early and start early – this element should be one of the first things you plan in your

project

Things you could do to take action might include, but are not limited to, the following.

1. Create a letter-writing campaign

Write a total of 5 letters to five different sources (one to a legislator (local and/or national), to a

cause/website, organization, company, newspaper letter to the editor etc.).

The letters must be customized and specific to the recipient.

Formal, business letter format and voice are required.

Put letters in envelopes, address and put stamps on them, but DO NOT seal. Bring them to the

teacher to check and mail.

2. Participate in a rally, walk or fundraiser

You must document your participation. Include pictures/artifacts on your website or emailed to

the teacher.

3. Volunteering

You must document your participation. At least 4 hours spent volunteering. Include

pictures/artifacts on your website or emailed to the teacher. Volunteer hours should be specific to

this project and not used for NHS/Key Club.

4. Social Networking Campaign

Create an active account gaining at least 50 followers with at least 50 posts of relevant info

which is linked to your project. Postings cover at least two weeks. Cite all information posted.

5. Alternative Option

Submit your own proposal to your teacher which highlights your strengths and unique

perspective.

5

STEP 3Research and the Annotated Bibliography

Research Requirements

1. 8 different sources HIGHLIGHTED AND ANNOTATED with the following labels

1. Only one article may be used from each source (for example, only one article from the New York

Times; only one article from the ASPCA, etc.)

oFour sources dealing with the PROBLEMS/CAUSES OF THE PROBLEMS

oTwo sources dealing with the SOLUTIONS

oTwo sources dealing with CURRENT PROGRAMS THAT SUCCESSFULLY ARE

RESOLVING THE PROBLEM

2. Wikipedia or any wiki site may not be used as a source, but if there is credible information

found on one, follow the links and use that source.

3. Sources must be credible and should vary: interviews, films, websites, articles and books.

4. Save EACH SOURCE as a separate word document for annotation (copy and paste article from

website).

2. Turn in for score (use rubric for annotated bib)

1. ONLY ELECTRONIC COPIES OF SOURCES WILL BE ACCEPTED. THEY MUST BE

SUBMITTED VIA BlackBoard @ bb91.misd.net

oEach source submitted must have the Source Evaluation Worksheet completed and the

highlighted and annotated article in ONE ELECTRONIC DOCUMENT

2. Annotated copy of each article used (for books, scan pages to be used as a source; for interviews

or films turn in an extensive set of notes). Use the “comment” function on Word to add your

thoughts, questions, etc.

3. Complete the Source Evaluation Worksheet for each source and attach to articles

Remember your PURPOSE:

Finding background proving there is a problem and its causes,

Learning about possible solutions to solve the problem,

Finding out what is currently being done to solve the problem (programs that are successfully dealing

with the problem).

Creating other solutions with reasoning why they would be viable.

6

ResourcesDakota’s Media Center: http://www.chippewavalleyschools.org/schools/high-schools/dhs/media-center/

Gale Virtual Reference Library: (Access from home PW: cougars)

http://go.galegroup.com/ps/start.do?p=GVRL&u=maco64960r

MEL Databases: Visit www.mel.org. Click on eResources at the top. The following databases may be helpful for your research:

Britannia School High: https://school.eb.com/levels/high

Education Source:http://web.b.ebscohost.com/ehost/search/basic?vid=0&sid=0260349c-000b-4498-92ea-b98a541e5f69%40pdc-v-sessmgr02

Explora for High School http://web.b.ebscohost.com/web/src_ic/home?preview=false&usrNo=-16065559

Health Source – Consumer Education: http://web.a.ebscohost.com/ehost/search/basic?vid=0&sid=91f50420-11ad-47a1-bb2a-f56f43f29656%40sdc-v-sessmgr02

Newspaper Source Plus http://web.b.ebscohost.com/ehost/search/basic?vid=0&sid=a69d6716-b51b-4006-b651-edcf55045ea9%40pdc-v-sessmgr05

Opposing Viewpoints in Context http://go.galegroup.com/ps/start.do?p=OVIC&u=lom_accessmich

Points of View Research Center http://web.a.ebscohost.com/pov/search/basic?vid=0&sid=51a89d5b-5308-4ae9-aeb5-bc392240c061%40sdc-v-sessmgr04

Masterfile Complete http://web.a.ebscohost.com/ehost/search/basic?vid=0&sid=23e96839-fe4b-49af-8f25-f2289afdcba0%40sessionmgr4009

Google Scholar: https://scholar.google.com/ 7

McLeod’s Website: Listing of interesting, and mostly current, articles in various areas of society.

http://Dakotamcleod.weebly.com

Source Evaluation Worksheet This worksheet must be completed for each of the 8 required sources and submitted as part of the file,

then posted to Black Board (bb91.misd.net). Copy and paste this page into your document to accompany your annotated bibliographies and articles

Topic/stance/subject:

Part 1 – MLA 8 Citation (use citationmachine.net, knightcite, citefast.com). Do not use the autocite feature! Use manual cite.

Example:

Public Affairs. “What Is the U.S. Opioid Epidemic?” HHS.gov, Https://Plus.google.com/ HHS, 2019, www.hhs.gov/opioids/about-the-epidemic/index.html.

For additional information on citations, visit the OWL Purdue: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html

Part 2: Intext/Parenthetical Citation:Example: (Public Affairs)

Part 2 – Source Focus This source dealt primarily with (mark 1 only):

_____Problems/Causes of the problem

_____Solutions

_____Current programs

Part 3 – Source Information The nature of this source is:

_____ from an organization associated with my topic (like the Michigan Humane

Society)

_____ from a News-Oriented source (such as Time, Newsweek, CNN, etc.)

8

_____ from a Government Publication (such as .gov sources)

_____ University or College study or report (such as .edu sources)

_____ other (explain)

Step 3: Annotated Bibliography Example

Format Hanging indent for citation Summary and assessment paragraphs indented to match hanging indent Single space bib citations and within each individual paragraph; double space between sections

and paragraphs (it should look like the following example)

Answer these questions for each article/source and include them in this order in separate sections on your AB:

Summarize (2-3 sentences): What are the main arguments? What is the point of this book or article? What topics are covered?

Assess Source (1-2 sentences): What are the qualifications of the author? If no individual author is listed, provide the name of the organization or website as the author. Discuss the credibility of the source (author, magazine, organization, or web site).

Assess Bias (1-2 sentences): Is this source biased or objective? How do you know? Why is this a valuable source (if can’t answer this question, find a new source!)?

Reflect: (1-2 sentences): What does this source offer to my research? How will I use this information to inform my position?

Ehrenreich, Barbara. Nickel and Dimed: On (not) getting by in America. New York: Henry Holt and Company, 2001. Print.

In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Wal-Mart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation. Ehrenreich’s project is timely, descriptive, and well-researched.

An experienced journalist, Barbara Ehrenreich is also the author of 14 books and has been a contributor to magazines such as Harpers, The New York Times, Time and The Nation. She went “undercover” as a minimum wage worker and described her experiences in this book.

There is some bias in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. As she experiences the trials of being a member of the working poor, she comments on how difficult life is for low-wage workers.

Ehrenreich writes a testimonial of what it is like living in poverty. She effectively uses pathos to draw empathy from the reader. Her anecdotes would beneficial for personal testimonials as part of the research mass media assignment.

9

Source Annotations and Evaluation1. Research (40 points total; 5 points per source)

8 different authoritative/credible sources each extensively annotated oHighlighting and margin notes BOTH required

4 problems with causes for each 4 possible solutions/current programs

oSource Evaluation worksheet completed for each

Annotated BibliographyRubric

2. Annotated Bibliography (24) Proper citations using MLA style

oCitation style _____/24 Full source info provided Double spaced Hanging indents Alphabetical order

Article analysis (48) _____/48

oFour separate paragraphs for each article in this order

Complete summary of article content Discussion of source credibility Discussion of source bias

Does the article put forth a single point of view or present all sides of the issue? How do you know?

Reflection of source usage in research

Total _____ 72

10

Step 4: Synthesis Essay

Using the information from your research, create a well-organized and thorough SYNTHESIS ESSAY that pulls together information from your multiple sources to define, explain, and comment on your topic.

Prompt: Using the focus of your senior project research, synthesize information from multiple sources to communicate the problems, existing solutions, and further actions needed in a well-crafted essay.

The synthesis essay is a researched conversation. You will be entering a persuasive discussion about a topic that has already been written about discussing the problems created by the issue and what should be done to solve the problem.

There are specific characteristics of a synthesis essay:1. It uses sources to support thesis with a clear, organized position.2. It considers purpose, audience, and point of view.

Your job as the writer is to pull together your sources and make a claim about your topic.

How to Write ItSynthesis means pulling together two or more sources and making a CONNECTION or describing a RELATIONSHIP between them. Your body paragraphs should explore the different topics related to your issue and show how different sources cover/explain/describe it.

Your body paragraphs should have two primary points of content:1. A COMPARISON of what two or more sources have said about the topic2. YOUR COMMENTARY- your thoughts, analysis, and explanation

Sample Body Paragraph – paragraph 2 of an essay on food allergies

One problem that is posed by students with food allergies is that school staff and fellow students are not as educated or aware of the dangers of food allergies as they need to be. In the article “Study: Food allergies more common, more severe among children,” Landau interviews Dr. Ruchi Gupta, associate professor of pediatrics at Northwestern University Feinburg Medical School, who mentions that most people only think of food allergies as a “rash or stomach ache” and not a severe medical condition that could lead to going to “the hospital and even [death].” Mullan goes even further to suggest, from her research, that even if staff in schools are knowledgeable in how to deal with food allergies, they often are not confident in actually doing what they know is best, like calling an ambulance and not administering an EpiPen as required. Unfortunately, ignorance is not bliss in this situation. When someone is having a severe allergic reaction, people need to quickly react. Sometimes, a person in anaphylaxis cannot help themselves, especially if they are only young students. School staff and other students realizing the seriousness of a reaction and the procedures to help someone is a matter of life and death. Someone with anaphylaxis could die in

11

Clear topic sentence states problem

Comparison of two different sources; in this case the sources agree with one another. Note the use of word that characterizes the comparison: goes even further.

Student’s own analysis adds further information. Note that the student included information gathered during the research to support her position and connects it to the articles cited.

minutes, so time wasted by trying to decipher how to handle the situation could be deadly. Schools’ lack of knowledge could lead to the death of a student by means of an allergic reaction.

Essay OutlineIntroduction

Grab the reader’s attention Frame the discussion regarding your topic Begin with a broad perspective (maybe even global) of your topic and narrow Include a clear and concise thesis statement

SECTION 1: THE PROBLEMS Begin each paragraph with a main assertion/point in the topic sentence (ex.

Chemical pesticides should not be used on foods because these chemicals are altering the DNA of human beings).

Support: support your assertion using your research Explain: discuss how the evidence supports your assertion (problem) based upon

the overall knowledge of the topic; put emphasis on showing the extent of the problem and why action is needed

SECTION 2: CURRENT SOLUTIONS Assert what programs already exist concerning your topic Support your assertion using the research to identify the existing programs Explain how/why your program or other programs are needed and what they will

add to the programs that already exist or how they will contribute to the topic overall based upon your overall knowledge of the topic from all research

Evaluate current programs, is there enough being done? What is missing, theorize why people are not aware of the problem, explain how/why programs are needed and what they will add to programs that already exist, or how they will contribute to the topic overall

SECTION 3: ACTION PLAN Assert what the audience needs to do (specific action) Support your assertion with research proving it’s possible or that it would work Explain how/why their contributions would make an impact

Conclusion Start specific with a reworded thesis Bring the topic out to a broad perspective Signify what the reader can do to contribute positively to your topic Conclude with a positive, hopeful tone

Thesis WritingThere are 3 general ways to develop a thesis statement. Use one of these methods:

1. Direct Statement: Eating too much sugar is dangerous, but step can be taken to change our consumer culture to prevent problems.

12

2. Use a Subordinate Clausea. Begin with a Subordinating Clause (Use Since, When, Because, Although, etc.) Because of the

multiple health risks sugar can cause, eating too much is dangerous, but step can be taken to change our consumer culture to prevent problems.

b. End with a Subordinating Clause. Eating too much sugar is dangerous because of the multiple health risks it causes, but step can be taken to change our consumer culture to prevent problems.

3. State a three-part series: Eating too much sugar can cause weight gain, diabetes, and tooth decay, but step can be taken to change our consumer culture to prevent problems.

Synthesis Essay Thesis Development Worksheet

Purpose: To develop a strong thesis statement for the synthesis essay.

There are 3 general ways to develop a thesis statement. Use one of these methods:

1. Direct Statement: Eating too much sugar is dangerous, but step can be taken to change our consumer culture to prevent problems.

2. Use a Subordinate Clausea. Begin with a Subordinating Clause (Use Since, When, Because, Although, etc.) Because of the

multiple health risks sugar can cause, eating too much is dangerous, but step can be taken to change our consumer culture to prevent problems.

b. End with a Subordinating Clause. Eating too much sugar is dangerous because of the multiple health risks it causes, but step can be taken to change our consumer culture to prevent problems.

3. State a three-part series: Eating too much sugar can cause weight gain, diabetes, and tooth decay, but step can be taken to change our consumer culture to prevent problems.

Now try drafting a thesis using EACH of the methods listed above:

1. ________________________________________________________________________________

________________________________________________________________________________

2.a. __________________________________________________________________________

__________________________________________________________________________

b. __________________________________________________________________________

__________________________________________________________________________

13

3. ________________________________________________________________________________

________________________________________________________________________________

Write the thesis statement you like best on your Planning Sheet (in Project Packet), then review this worksheet with your teacher.

Synthesis Essay: The Opener and ConclusionFirst, there are SEVERAL methods, or HOOKS (openers), to get your reader’s attention. These are the types that will earn credit if done correctly and effectively.

Method Explanation Example1. Quotation Simply repeat the EXACT words

of someone else. You MUST state the source’s name and punctuate correctly. Then add a tie-in to your topic (this would be at least one sentence that connects the quote to your topic.

“The Senior Exit Project is to develop leadership by creating awareness and requiring action on a cause students feel is important,” according to the Michigan Department of Education’s website states, (2011).

2. Anecdote An interesting story or amusing incident, usually about an individual. It must clearly be related to your topic, so you may need to include a sentence that explains how the anecdote is relevant to the topic.

Resident Warren St. John first noticed the shadows when he took his daughter to a playground near Central Park's southern border on a sunny, blue-skied fall day. All of a sudden, though, it became chilly. He remembers the parents zipped up their kid's jackets and hurried off. He looked up, "and that's when I realized the sun was behind this new building I'd never paid any attention to," St. John says. "But what really got me was that about six months later, I was at a playground a mile north of here and the exact same thing happened. I looked up, and it was the same building." Although developers love them, in New York — the city of skyscrapers — residents have been upset at the shadows these buildings cast over public spaces like Central Park (Adler).

3. Dramatic Statistic

The number must be shocking or thought provoking in some way. Also, it MUST be REAL and CITED!

Eight-eight percent of social media-using teens say they have seen someone be mean or cruel to another person on a social network site. Twelve percent of these say they witness this kind of behavior “frequently,” (Gilkerson).

14

For the SYNTHESIS ESSAY you will select one of these methods. Then your will FRAME the

discussion regarding your topic. That is to provide the information NECESSARY for the reader to

understand your topic. It could be a brief history or explanation of the topic’s background. This

paragraph will END with your THESIS STATEMENT!

For the CONCLUSION PARAGRAPH, you will BEGIN by restating your THESIS STATEMENT in a NEW WAY. After restating the thesis, you must do more than summarize by selecting one of the methods in the chart below. Remember NEVER add new source information!

Method Explanation1. State a Logical

ConclusionExplain that the evidence provided in the essay leads to a specific result or outcome.

2. Call for Action Tell or remind readers what they can do now that they are informed.

3. State a Personal Impression

What has the writer learned through the research process? This can be challenging to write and still maintain the THIRD PERSON VOICE.

Examples

Should we test products on animals?Therefore, testing new products on animals protects the safety and well-being of people in

society. But society needs to make sure that animals that are used for testing new products have the minimum of suffering. However, animal testing is necessary, and it will continue to benefit humans in new and wonderful ways.

Who are the better parents – men or women?In summary, parents share equally in the responsibility of raising children. This is not an

either/or question. Both men and women have strengths and skills that are important for children’s psychological growth. Both parents must play an important role in the family in order to give children a good start in life.

Who learns quicker – adults or children?In conclusion, neither the child nor the adult can be said to be the better learner. It is not

appropriate to generalize about children or adults being better learners. It depends on the situation and the motivation of the person, and the level of enthusiasm he or she has for learning.

15

Should dangerous sports be banned?In summary, it is not necessary to ban so-called dangerous sports. Society would be healthier if

more people took part in sports of all kinds. Organizations should continue to try to prevent accidents and injuries. However, we should also ensure that sports are challenging, exciting, and, above all, fun.

The Synthesis Essay: Pre-Write/Planning WorksheetTopic:

1. Introa. Attention-getting opener (quote or anecdote):

b. Background/context/setting:

c. Thesis: (A solid thesis must indicate the topic, that problems stem from the topic, and that there are solutions to solve the problems. These do not need to be stated directly. They can be implied. Write as a complete sentence.)

2. Section One - Problem One:a. Proof from source A:

b. Credibility of source A:

c. Relationship word(s):

d. Proof from source B:

e. Credibility of source B:

16

f. Your discussion of problem and why it needs a solution:

3. Section One - Problem Two:a. Proof from source C:

b. Credibility of source C:

c. Relationship word(s):

d. Proof from source D:

e. Credibility of source D:

f. Your discussion of problem and why it needs a solution:

4. Section Two - Solution One:a. Proof from source:

b. Credibility of source:

c. Relationship word(s):

d. Proof from source:

e. Credibility of source:

17

f. Your discussion of solution and why it will work:

5. Section Two - Solution Two:a. Proof from source:

b. Credibility of source:

c. Relationship word(s):

d. Proof from source:

e. Credibility of source:

f. Your discussion of solution and why it will work:

6. Section Three: Current Programs: What’s already being done about it? What is succeeding? What is failing?

a. Topic Sentence

b. Proof from source

c. Proof from another source

d. Explanation

18

7. Section Three: Audience Actiona. The belief(s) you want the audience to hold on this subject:

i. What research says about this/these belief/s:

b. The physical action(s) you want the audience to take:

i. What research says about this/these action/s:

8. How will you do more than summarize in the second part of your conclusion? How will you bring out the relevancy and importance or consequences of following through or not following through?

(Example Works Cited)

Works Cited

Dean, Cornelia. "Executive on a Mission: Saving the Planet." The New York Times, 22 May 2007,

www.nytimes.com/2007/05/22/science/earth/22ander.html?_r=0. Accessed 12 May 2016.

Ebert, Roger. Review of An Inconvenient Truth, directed by Davis Guggenheim. rogerebert.com, 1 June 2006,

www.rogerebert.com/reviews/an-inconvenient-truth-2006. Accessed 15 June 2016.

Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of

Sustainability." International Journal of Sustainable Development and World Ecology, vol. 14, no. 1, 2007, pp.

27-36.

An Inconvenient Truth. Directed by Davis Guggenheim, performances by Al Gore and Billy West, Paramount,

2006.

Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology. Springer, 2005.

Milken, Michael, et al. "On Global Warming and Financial Imbalances." New Perspectives Quarterly, vol. 23, no.

4, 2006, p. 63.

Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global Warming." American Economic

Review, vol. 96, no. 2, 2006, pp. 31-34.

---. "Global Warming Economics." Science, vol. 294, no. 5545, 9 Nov. 2001, pp. 1283-84, DOI:

10.1126/science.1065007.

Regas, Diane. “Three Key Energy Policies That Can Help Us Turn the Corner on Climate.” Environmental Defense

Fund, 1 June 2016, www.edf.org/blog/2016/06/01/3-key-energy-policies-can-help-us-turn-corner-climate.

Accessed 19 July 2016.

19

Revkin, Andrew C. “Clinton on Climate Change.” The New York Times, 17 May 2007,

www.nytimes.com/video/world/americas/1194817109438/clinton-on-climate-change.html. Accessed 29 July

2016.

Shulte, Bret. "Putting a Price on Pollution." US News & World Report, vol. 142, no. 17, 14 May 2007, p.

37. Ebsco, Access no: 24984616.

Uzawa, Hirofumi. Economic Theory and Global Warming. Cambridge UP, 2003.

From Purdue’s Online Writing Lab: https://owl.english.purdue.edu/owl/resource/747/12/

Synthesis Essay: Rubric1. Synthesis/Structure

Essay effectively synthesizes the information from six or more sources in assembling a purposefully persuasive essay

o Correctly compares two or more different established and credible sources in each body paragraph using relationship words

o Develops clear and convincing arguments using sourceso Essay aptly refers to at least six different sourceso Transitions between paragraphs

Essay demonstrates understanding of the complex ideas presented in each of the sources choseno Half of each body paragraph comprised of student’s own analysis

□ Introduction (10 pts.) _____ /10 Grab the reader’s attention Introduce the topic Include a clear and concise thesis statement suggesting problems and solutions

□ Body (50 pts.) Paragraph 2: Problem #1 _____ /50

Assert the problem using a clear topic sentence Show a relationship between two sources Provide analysis

Paragraph 3: Problem #2 Same as problem #1

Paragraph 4: Solution #120

Assert the solution using a clear topic sentence Show a relationship between two sources Provide analysis

Paragraph 5: Solution #2 Same as solution #1

Paragraph 6: What’s already being done Describe what programs already exist concerning your topic Suggested Discussion: Evaluate currents programs. Is there enough being done? What is

missing? Theorize why people are not aware of the problem, explain how/why programs are needed and what they will add to programs that already exist, or how they will contribute to the topic overall

Paragraph 7: Audience Action Assert the action using a clear topic sentence Show a relationship between two sources Provide personal analysis

□ Conclusion (05 pts.) _____ / 5 Start specific with a restated thesis/summary Do more than summarize Conclude with a positive, hopeful statement

2. Writing Conventions MLA format

o MLA 8 essay format (5 pts.) _____ / 5o Internal citations/Works Cited used and formatted correctly (20 pts.) _____ / 20

At least six different sources listed Alphabetical Order Citations formatted using MLA 8 style In-text citations match works cited entries

Demonstrates control over language (10 pts.) _____/ 10o Punctuation, sentence clarity, vocabulary/word choice, transitional words/phraseso Appropriate balance of quote, paraphrase and summary

Total _____ 100

STEP 5Mass Media

Ideas and CriteriaThe purpose is to demonstrate leadership by creating awareness and requesting action on a cause you feel is important.

Plagiarism/Academic Dishonesty When creating mass media, the rules about using material from outside sources in essays also apply to

web sites, blogs and documentary productions It is never acceptable to use information in your work from an outside source without giving credit to

that source It is rarely appropriate to use information verbatim (word-for-word) on your web site or in your

documentary. o Most information should be paraphrased and summarized

Save the occasional quotation for highly dramatic statements that would lose their impact if not quoted verbatim

o Information that is used as a quotation must include a parenthetical citation (MLA format) immediately following the quote

21

You must provide a Works Cited page that includes all sources, images, videos, etc. used. This list should be in MLA format. Refer to the Purdue OWL Other Common Sources website for more information on citing images, videos, etc.

Main Components At least 1 mass media/social media element detailing the issue

o Web site, blog, documentary posted online, digital story posted online, audio story posted online, PSA posted online and broadcast locally

Free web hosting sites http://www.wix.com/ http://www.weebly.com/

Free video posting https://www.youtube.com/

o Video projects must be posted to You Tube and then linked to a social media site such as a one-page web site or a public Facebook page dedicated to your topic

Personal Action Demonstrating Leadershipo Completed separate from mass media (Page 4)

o Volunteering, community service or other activism related to the cause

o 10 percent of project grade

o Make this known (with proof) in your final project

Sections of Mass Media – each option must include these sections (These could be pages in a website) Introduction/Overview

o This section should explain the purpose and why your audience should care about the topic. Problem/Causes

o Explain the problems related to your issue and what causes the problems Solutions

o Discuss solutions that will work to solve the problems – this section must clearly state how the solutions discussed will solve the problems noted previously

Testimonials o First-hand accounts of people that have dealt with this problem, or are creating solutions

Take Actiono What have you done (Share your personal action)?o What can the audience do to help solve the problems?

What specific steps does the audience need to follow? – be very specific here How will these steps affect the problems?

More Informationo Live links to resources the audience can visit to learn more about the topic

22

Each live link must also include the name of the organization to which the audience is being linked and what the organization is about

For example, o World Wildlife Fund: WWF’s mission is to conserve nature and reduce

the most pressing threats to the diversity of life on Earth. www.worldwildlife.org

o Live link to other students’ projects, with descriptions as to what they entail About the author

o Who you are and why you created the site (part of your senior English class experience to show leadership in a cause important to you); why the cause is important to you (from Project Proposal). Don’t focus on this in the presentation. Do not give too personal of information.

Sourceso A list of ALL resources used to create this project (your Works Cited page)

MLA 8 style citations Include images and graphics

Mass Media OptionsOption 1 – Create a website showcasing an issue. (Social Media accounts are not options)

Powerful images and/or video clips/interviews that demonstrate problems related to an issue A thought provoking, memorable title for the site Powerful images or linked video related to topic ALL 7 sections must be included

o Home page introductory section (overview and purpose of site)o Problem/Causeso Solutionso Testimonialso Take Actiono More Information with live linkso About the authoro Sources

Option 2 – Create a documentary showcasing an issue and suggesting solutions or next steps. Video clips, first-hand interviews, photos, graphic images and narration that demonstrate a problem and

its solutionso The student film maker will interview individuals relevant to the cause and incorporate these

along with narration about the topic Posted with a live link to a mass/social media site

o Site must include an Overview, More Information, About the Author, and Sources At least 5 minutes in length Must include the following information/sections

o Attention-Getting Titleo Introduction to Topico Problems/Causes

o Solutionso Testimonialso Take Action

Option 3 – Create a digital story showcasing a cause and individuals who have exhibited social responsibility.

23

Videos, photographs, background music, interviews and narration that tells the story of the cause presented

At least 5 minutes in length Posted with a live link to a mass/social media site

o Site must include an Overview, More Information, About the Author, and Sources Must include the following information/sections

o Attention-Getting Titleo Introduction to Topico Problems/Causeso Solutionso Testimonialso Take Action

24

Mass Media ChecklistUse this as a checklist to make sure your mass media is comprehensive and clear. These requirements will appear as categories to be scored on the rubric.Content Requirements – ideas and information used to create mass media

□ Advocacy Messageo All materials created must effectively enhance the advocacy message related to the issue chosen.

Text Images

□ Problemo Clear statement of at least 2 problems

Who problems affect Why problem exists When problem began Where problem exists

□ Solutionso Clear statement of the solutions being requested

oHow will solution solve problem/issue?oWhy is this solution the best?

□ Testimonialso Who is this problem affecting?o Who is working on solutions?o What proof is there of their involvement?

□ Actiono Clear statement of the action being requested

How will the action solve problem/issue? Who should take action? When should the action begin? What is the timeline for the action to work?

o Action requested must have two aspects Physical action–request for audience to do something: donate, write letter, volunteer, etc.) Change in attitude – the way you want people to think differently

o Clear declaration and proof of how you took action□ Learn More

o List of at least 3 resources for people to learn more about the issue□ Sources

o Complete bib information in MLA format listing ALL sources used (including video & images) Must be a separate tab/section for web page or blog or at the end of a video production

□ About the Authoro Information about you and why you created the project

oWho you are (your name and school)oWhy you created the work and the research behind it

25

oWhy the issue is important to youoWhat you hope to accomplish through your work

□ Powerful Imageso Video or still images that vividly capture the issueo Images must clearly advocate for the issue/problem. Additional images could relate to solutions

□ Audienceo A clearly identified target audience (audience must be named within project)

oAudience must be the group MOST able to affect the issue□ Testimonials

o People who are known – or well known – are useful in promoting a cause Noteworthy people who have supported your cause Those affected by the issue who have an emotional appeal to the audience Must include two

□ Appeals to pathos, logos and ethoso Must include materials that appeal to all three areas

oPathos (Emotion): moving images/audio; use of emotionally charge language; vivid, concrete language; emotionally loaded language; connotative meanings; emotional examples; vivid descriptions; narratives of emotional events; emotional tone; figurative language

oLogos (Logic): charts/graphs; statistics; literal and historical analogies; definitions; factual data; quotations; citations from experts and authorities; informed opinions

oEthos (Ethics): language appropriate to audience and subject; restrained, sincere, fair minded, balanced presentation; appropriate level of vocabulary; correct grammar, clear indication you care about the issue (mostly part of the “About the Author” section)

Format Requirements – the manner in which the mass media is constructed

□ Titleo Attention-gettingo Clearly indicates an issueo Smoothly integrated into project format

□ Effective Packaging/Project Formato Info presented in a package that is attractive and effective in conveying required informationo Chosen format is most effective to reach intended audience.

Are multiple formats needed to effectively reach audience? For example, if you make a video and it is too large to upload to a website, you will need to post it on You Tube and link it to your site.

□ Clearly and Effectively Organizedo Web site uses tabbed pages to organize contento Blog pages have clearly identified posts relating to required contento Video has chapters clearly identifying the required content

26

□ Clear communication of ideaso Includes correct grammar, appropriate word choice and clearly written sentences.

Senior Mass Media Rubric (website, documentary, or digital story)Part 1: The Issue (40 points) _____/40

Overviewo Minimum paragraph summary of the issue and why it is important to the audienceo Audience clearly indicated

Problem/Causeso Clear, thorough presentation of at least two problems and their causes

Information is powerfully persuasive and cited (uncited information will not count!) Solutions

o Several solutions that clearly affect the problems Explanations of how cited solutions resolve the problems

Awareness is not a solution or explanation Testimonials (at least two)

o People who are known – or well known – or who are victims of the problem Described or quoted with details and explanations and cited

Sourceso MLA 8 formatted source information for ALL research used (in-text and works cited)

Learn More o List of three resources (formatted as live links) for audience to learn more about the issueo Each link is described with explanation as to what it offers

About the Authoro Who; why; personal importance of issue; hopes

Part 2: Audience (30 points) _____ /30 Audience Identified

o A clearly identified target audience must be identifiedo Audience must be the group MOST able to affect the issue

Audience Action□ Clear statement of action requested: both physical action AND change in attitude

Appeals to ethos, pathos, and logos□ Must include materials that appeal to all three areas

Part 3: Technical Aspects (20 points) _____ /20 Powerful Images that Advocate for the Cause

□ Video or still images that vividly capture and advocate for the issue Clear communication of ideas

□ Includes correct grammar, appropriate word choice and clearly written sentences. Effective Packaging/Project Format

Information presented in a package that is attractive and effective in conveying required information

Part 4: Personal Action (10 points) _____ /10o Clearly shown in projecto Action you have taken personally to make a difference with the issue/cause chosen

o Must provide clear, timely documentation of work completed27

o Live links are provided for any social media accountsTotal _____/ 100

Submitting Your Final Mass MediaInstructions

It is your responsibility to make sure you turn in your project in the format described below. Double check your document to make sure it meets the criteria listed.

1. Turn in an electronic copy of your project on a Word documenta. Submit to Blackboard: bb91.misd.net b. Username: chp + school id #c. Password: Last four digits of home phone, or 1234 (see McLeod with issues)

2. Include the following information:a. A LIVE LINK to your project (it will turn blue and be underlined)

i. You must test your link before you turn it in – a dead link may result in a project that cannot be viewed

b. Any documentation of personal action not already included in project (See volunteer sheet later in the packet)

STEPS 6-8: Presentations and Reflections

Step 6 – Your Presentation (approximately 5-10 minutes)Suggested Presentation PlanIntroduction

Introduce yourself and your topico Provide your name and the creative title for your projecto Clearly summarize the problem, and suggest that there are solutions that work (thesis)

Body Your Awareness Project – show what you have done to create awareness of the issue

Present an advocacy message to the class Every piece must include powerful images that advocate for your issue Should be completed in bulleted format EXPLAIN each of the following

o Main problemso Solutions for each problemo Action the audience should takeo Testimonials that emphasize problems or solutions or both

Conclusion Summarize what the viewer can do to contribute, and conclude with a positive, hopeful tone

Presentation Tips and Tricks Use this list to help you rehearse before you present□ Use professional language.

28

□ Be aware of your tendencies: question inflections, “like” or “um”, etc. □ Don’t go through your “about the author.”□ Rehearse: get in front of an audience and run through the presentation multiple time. Get feedback!□ Don’t end with “And that’s it.” End with your conclusion and “positive, hopeful tone.”□ Don’t admit any possible faults in your presentation (that’s tattling on yourself!).□ Time your presentation in advance.

Step 7 – Project Peer-Assessment

You will be required to assess the projects done by fellow students so that you have information to use in

writing the essay on exam day. Use the questions/statements below in taking notes. You will use these notes on

your final exam.

Presentation Viewing Notes

While students present their individual projects, you should take notes on the information listed below. This

information will be used to write one portion of your final exam. Use specific examples in your notes so it will

be help you in writing your exam.

1. Student name, topic and the central problem requiring action.

2. Project format

3. Evaluation Elements:

a. How thorough was the project in terms of the written components? Did the student do a good job

of explaining the problems/causes, solutions, current programs and audience action?

b. How well was the project organized? Did the student have clear sections? Did the sections use

headings and subheadings to help organize? Did the student keep paragraphs short or use

bulleted summaries? Were audio narratives clearly organized using headings on the screen or

verbal introductions?

c. Was the project visually/graphically effective? Did the project include powerful images in every

section? Did the project include text wrapping around images?

d. What do you think was the most effective/best element of the project presented? Why?

e. What do you think was the least effective/worst element of the project presented? Why?

f. Did they use professional language?

Step 8 – Written Essay

29

On exam day you will write a Reflective Essay in which you will be asked to evaluate what you have done

while creating the project, and to compare what you have done to what others in class have done. The essay will

be worth 10 points of your exam grade.

Senior Project Presentation Rubric

Introduction (6 points) _____ /6

Introduce yourself and your topic before having us look at your project

o Provide your name and the creative title for your project

o Clearly summarize the problem, and suggest that there are solutions that work (thesis)

o Define any jargon associated with your project

Your Awareness Plan (20 points) _____ /20

Present an advocacy message to the class

EXPLAIN each of the following:

o Main problems

o Solutions for each problem

o Action the audience should take

o Testimonials that emphasize

problems or solutions or both

o Personal Action Taken by author

o Do not present “about the author

page”

Conclusion (4 points) _____ /4

Summarize what the viewer can do to contribute, and conclude with a positive, hopeful tone and

message as to how this can be helped (do not discuss works cited page)

Clear communication of ideas (20 points) _____ /20

Presentation engages audience and is an effective visual aid: Clear organization and structure. Font size

and color is appropriate

Speaking is clear and informed and not read from the screen: Eye contact with audience is important

Presentation is free from grammatical errors

You present with authority, command, and confidence: no distracting behavior

Professional Dress

Pace is appropriate for content (between 7-10 minutes)

30

No videos shown (unless student created it)

Do not show “source page”

You will be docked points for any disrespectful behavior while others present.

Total _____ 50

Final Day Reflective Essay

For your senior project you have chosen an issue or cause which is important to you for some reason. For your final exam, you are being asked to produce a reflective essay that will describe and analyze your experience in producing this project. A reflective essay is a form of personal narrative providing a thoughtful analysis of the work you have completed and comparing that work to what others have done. This is a flashback process where you will explore a problem and think over what you have learned from it.

Prompt:Reflect upon and describe the process you used to develop your senior project and compare what you have done to what your classmates have produced.

At first it may seem extremely difficult to collect your thoughts on a subject you care about in a way that would be clear to others. A reflective essay really tends to be one of the most complicated essays to write because there is no set structure. So here are some useful tips on how to cope with the task of writing.

BrainstormBefore writing your reflective essay, collect all the materials you have used while studying the problem. Look through them carefully; write out the most prominent ideas. Look back at the difficulties you have been faced with, outline the ways of solving them. Make notes about the weak and the strong aspects of your work. Review the peer-evaluation worksheets and compare your work to what others have done on both similar and different topics.

Pre-write and OrganizeThe next stage is describing your work. Try to be as specific as possible. If you generalize, you will be graded down. Explain why the problem attracted your attention, and how it influenced your development. Evaluate the quality of your project. What can be done to improve it? Analyze your mistakes. Specify the results of your work. Say how you achieved your goals. Emphasize the influence your project will have on the world around you. What did others do that you wish you had done? What did you do that was better than what others have done?

Points to Consider: Stick to the point Be concrete – make examples specific. Describe specific moments in time in detail. What were your

thoughts and actions at that time? Give bright explanations that are highly descriptive and detailed Write in a clear style – organize before you begin. First person is appropriate.

31

Note that there’s no exact length limit for your reflective essay, but it must be thorough and specific. A five-paragraph essay is appropriate.

Here is a probable scheme of a reflective essay: The aim of the opening paragraph is to get the reader involved in the author’s story so use an attention-

getter. Then introduce your topic and conclude the first paragraph with a thesis. The body reveals a good variety of the author’s ideas on the topic and makes comparisons to what

others have done. The essay should be EVALUATIVE in nature. The concluding sentences summarize the main ideas and experiences of the essay. The author makes a

reflection of his general perception of the given topic.

Reflective Essay Rubric

Unsatisfactory0.5

Needs Improvement

1.0

Good1.5

Excellent2

Content The writer simply restates facts rather than reflecting on his or her own experience. The writer’s point of view is not evident.

Contains some interesting ideas, but the writer does not explore them thoroughly. Lacks detailed explanation or supporting examples.

Essay shows thoughtful reflection. Writer’s point of view is apparent.

Demonstrates fresh, original thought and ideas. Point of view is thoroughly explored and clearly expressed.

Organization No clear direction. Main ideas are vague and connections are confusing or incomplete.

Includes an organizational skeleton (intro, body, conclusion), but often strays from the main idea. Lacks transitions.

Organization is generally good, but there may be some unclear transitions.

Organization enhances the main ideas. Supporting information is presented logically. Transitions are smooth.

Sentence Fluency and Word Choice

Contains frequent grammar errors. Sentences are choppy, awkward, and hard to follow. Vocabulary is limited and words are used incorrectly.

Some errors in grammar and word choice. Sentences may be incomplete or rambling.

Generally applies standard English usage and appropriate word choices. Sentences are grammatical, but sometimes stiff or choppy.

The writing flows and shows a high level of sophistication. Strong and specific words are used to convey meaning.

Mechanics Frequent spelling, punctuation, and typographical errors. No evidence of proofreading.

Some distracting errors. Needs more thorough proofreading.

Contains occasional spelling, punctuation, and typographical errors, but the

Proofreading is thorough. Correct spelling and punctuation throughout.

32

errors are not overly distracting.

Concrete/ Relevant Examples

No peer examples used.

One or two peer examples are mentioned but are not explained clearly.

Two or three peer examples are mentioned. Explanations are present, though not full or completely relevant.

At least three peer examples are discussed. Explanations are clear and relevant.

Total _______ / 10

Reflective Essay Tips and Hints

1. A reflective essay is a form of a narrative. As such, it should bea. written in chronological (time) order, andb. written in first person.

2. Discuss the process of completing the project from start to finish choosing the most important moments in the process to narrate.

3. Discuss what you think you did well and what you think you could have improved upon.

4. The most important parts of this essay area. detailing the moments on which you choose to write, andb. being both critical and complimentary about what you have done.

5. Plan out the essay in advance and come to class with an outline or map of what you plan to write and the order in which you will present the narrative.

6. Possible topics for discussion in the body of the essay could includea. Choosing a topicb. Researching

33

21051 Twenty-One Mile RoadMacomb, MI 48044Telephone 586-723-2700Fax 586-723-2701www.dakotahighschool.com

c. Your choice of project formatd. Choice you made during the construction of the project regarding

how the project was put togethere. Time management during the processf. What you think you did very well or better than othersg. What you think you could have done better and that others did

better than you

Service/Volunteer ActivityDocumentation Form

English 12 Senior Project

Student Name

Date(s) service performed

Describe activity/service performed in detail

Amount of time spent performing activity – include arrival and end times as well as total time spent

34

DAKOTA HIGH SCHOOL“Focused on Learning”

Complete address of activity location

Name and title of adult supervising activity

Supervisor contact information (phone and/or email address)

I verify that the information above is accurate.Supervisor Signature, Position, and Date ___________________________________________________

Student Signature and Date ______________________________________________________________

35