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WANDO HIGH SCHOOL

SENIORTHESISWARRIOR PROJECT

STUDENT HANDBOOK1

FALL 2012~ENGLISH IV-CP

CONTENTSExplanation and Major Components of Senior Thesis 3General Policies, Information, and Overview of Process 4Senior Thesis Time Line 5

Quarter OnePERSONAL ESSAY

Personal Essay Guidelines 7Personal Essay Rubric 8

TOPIC SELECTIONTopic Selection Guidelines 10Sample Topics 11Topic Proposal Form 12Topic Proposal Form Re-do 13

TOPIC PRESENTATIONTopic Presentation Guidelines and Rubric 15

PARTICIPATION LOGSWeekly Progression, Participation and Reflection Logs 17-

28ANNOTATED BIBLIOGRAPHY

Annotated Bibliography Guidelines 30Source Evaluation Forms 31-44Annotated Bibliography Sample 45Annotated Bibliography Rubric 46

JOB SHADOW & INTERVIEWJob Shadow Guidelines 48Job Shadow Permission Form 49Job Shadow Contact Log 50Job Shadow Experience Log 51Interview Guidelines 52Interview Sample and Rubric 53Thank You Note Guidelines and Rubric 54Thank You Note Sample 55

PRESENTATION #2Presentation #2 Guidelines and Rubric 27Guidelines for Introduction/Background Paper &Rubric 59

Quarter TwoRESEARCH PAPER

Research Paper Guidelines &Sample Outline 60-61Research Paper Rubric 62

COVER LETTER & RESUMECover Letter Sample 64Resume Samples 65-66Cover Letter and Resume Rubric 67

PORTFOLIOPortfolio Guidelines 69

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Portfolio Rubric 70FINAL PRESENTATION

Final Presentation Guidelines 72-73PowerPoint Outline 74Presentation Outline 75Final Presentation Rubric 76-77Dress Code Form for Presentation 78

SELF-EVALUATION PAPERSelf-Evaluation Paper Guidelines and Rubric 80

EXPLANATION OF SENIOR THESISHigh school seniors are nearing the completion of 12 years of education. They have taken a variety of courses and developed an assortment of skills during those years. The senior year is a time for students to combine their knowledge and skills in a senior thesis to show what they have learned by choosing an area of interest and conducting in-depth research. The senior thesis contributes to a strong senior year of challenging courses and practical experiences that prepare students for the next step in the workforce and further education. A senior thesis involves several steps. First, students select a topic, gather information, write a research paper, and keep a portfolio of project activities. Second, students prepare a presentation that applies some aspect of the research. Then, students make this formal presentation to a panel composed of teachers and community leaders. After the presentation, members of the panel ask questions about the research, inquire what students learned during the process, and review the portfolios. Students are not alone during the development of their thesis projects. Each student will primarily use his or her English IV teacher for guidance and as a resource throughout the project. In addition, students may work with a member of the community who has expertise in their chosen area. Senior theses are challenging. They require considerable effort on the part of the student in showing what he or she has learned. A successful senior thesis requires students to plan in order to meet deadlines and manage the project successfully. Students have opportunities to gather information, integrate academic and career/ technical studies, develop verbal and nonverbal communication skills, and feel a sense of accomplishment for a job well done.

MAJOR COMPONENTS OF SENIOR THESIS

Portfolio 20% - Participation 20% - Presentation 60%Each student is graded according to the rubrics in the handbook. All students enrolled in English IV-CP and Honors classes are required to complete a Senior Thesis. The Senior Thesis has a computational weight of 20 percent in the final course average for English IV and is an integral part of both quarterly grades.

PORTFOLIOStudents will create a portfolio of work. This portfolio documents all the work, time, and money that students put into their projects through the course of the semester. The portfolio should reflect each student’s “journey” through the process and document his or her work. All returned and revised work must be

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included in a student’s portfolio. Included work includes but is not limited to: annotated bibliography, research paper, resume, cover letter, topic proposal, product proposal, project reflection, and presentation outline.

PARTICIPATIONBecause the senior thesis is such an in-depth and lengthy project, students are given a great deal of time in class to work on assignments. Students are expected to employ time management skills throughout the process to finish the project on time. Students will plan weekly the assignments to be completed and reflect upon the work done at the end of each week. These planning/reflection logs will be collected weekly and graded in consideration of the work ethic shown in class.

PRESENTATIONAll students are required to attend and present their project at a scheduled time. Any student failing to appear at the scheduled time will receive a zero for the presentation component. Any student who reschedules an appointment for unexcused reasons will automatically lose 30 percent of the presentation grade, which means the highest score possible on the presentation is a 70. Special circumstances may be presented to the teacher at least 2 weeks prior to presentation dates in order to avoid penalty.

GENERAL POLICIES AND INFORMATION

Late Policy for Missing Senior Thesis DeadlinesThe late penalty for Senior Thesis work is 10 points per day for any late assignment. If students are absent or leave school early, all work is still due on the assigned date. When absent, students should email the due assignment to their English IV teacher and then bring in a hard copy of the assignment upon return to school.

Losing HandbookAt the beginning of the semester, each student receives his or her own personal copy of the current Senior Thesis Handbook in a three-ring binder. This handbook contains all the necessary information and forms for the project. If a student should lose his or her copy, he or she may download and print a new copy from the school’s website or the English IV teacher’s SharpSchool page. Students are responsible for returning a white, 1”, three-ring binder in good condition at the end of the semester.

APEX English IVStudents enrolled in APEX English IV are required to complete a Senior Thesis through their APEX teacher and Ms. Randall. Students should contact Ms. Randall during the first week of the course for information.

OVERVIEW OF RESEARCH PROCESS I.Personal Essay

Write a five-paragraph essay exploring current ideas about a potential topic of choice.

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II. Topic SelectionFill out the preliminary Senior Thesis Topic Proposal Form. Make sure the topic is a

learning stretch for you.

III. Annotated BibliographyComplete a bibliography of seven sources, including the job shadow mentor.

IV. Job ShadowingChoose a person from the community in your research field to job shadow for one

workday. Students are allowed to be excused from school one (1) day in order to shadow during the semester. This absence will be excused if the appropriate documentation is

provided within two days.

V. Research PaperComplete a research paper on the approved topic. Complete a five-page paper (not

including the Works Cited page) with a definable thesis argument.

VI. The PortfolioCreate a portfolio of the entire Senior Thesis’s work. This portfolio documents all the work, time, and money put into the thesis through the course of the semester. The

portfolio should reflect students’ “journey” through the process and documentation of their work. All work in the portfolio should be clean and revised copies of

assignments.

VII. The PresentationMake a presentation at the conclusion of the Senior Thesis to a panel of community

members and teachers who will grade the presentation. The presentation should encompass experiences throughout the entire project.

SENIOR THESIS TIME LINEQuarter One

Weeks One-TwoPersonal Essay Due: Wed, Aug. 29Topic Presentations: Thur, Aug. 30Topic Proposal Forms Due: Fri, Aug. 31

Weeks Three-FiveMedia Center Work Days for Annotated Bibliography: Wed, Sept. 5; Fri, Sept. 7; Tue,

Sept.11; Thur, Sept.13Job Shadow Contact Log and Permission Form Due: Wed, Sept. 19Annotated Bibliography Sources 1-4 Due: Fri, Sept. 21

Week SixInterview Questions Due: Tue, Sept. 25Job Shadow Day: Thur, Sept. 27Job Shadow Experience Log Due: Fri, Sept. 28Thank You Note Due: Fri, Sept. 28

Week SevenMedia Center for Interview: Mon, Oct. 1Typed, Scripted Interview Due: Tue, Oct. 2

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Media Center Work Days for Final Annotated Bibliography: Thur, Oct. 4 and Fri, Oct 5

Weeks Eight-NineFinal Annotated Bibliography Sources 1-7 Due: Tue, Oct. 9Media Center Work Days for Research Paper/Presentation #2: Thur, Oct. 11; Fri, Oct. 12;

Tue, Oct. 16Introduction/Background Paragraphs of Research Paper Due: Wed, Oct. 17Presentation #2: Thur, Oct. 18

Quarter Two

Weeks Ten-ElevenMedia Center Work Days for Research Paper: Thur, Oct. 25 and Mon,

Oct. 29Research Paper Rough Drafts Due: Wed, Oct. 31

Week TwelveMedia Center Work Day for Research Paper: Mon, Nov. 5Final Research Paper Due: Wed, Nov. 7

Week ThirteenMedia Center for Cover Letter/Cover Letter Due: Tue, Nov. 13Media Center for Resume/Resume Due: Thur, Nov. 15

Week FourteenMedia Center for Presentation Outline: Tue, Nov. 27Presentation Outline Due: Wed, Nov. 28Media Center for Final PowerPoint Presentation: Thur, Nov. 29Final PowerPoint Presentation Due: Fri, Nov. 30

Week FifteenPractice Presentations: Mon, Dec. 3-Thur, Dec. 6Final Portfolio Due: Thur, Dec. 6

Week SixteenFinal Presentations: Tue, Dec. 11-Thur, Dec. 13

Week SeventeenSelf-Evaluation Paper Due: Mon, Dec. 17

***all dates are subject to change at the discretion of the teacher***

SENIOR THESIS6

PERSONAL ESSAY

PERSONAL ESSAY GUIDELINESPersonal essays allow you to have your say, get your gripes and raves off your chest, and discuss what you are interested in. Whatever you care about and are interested in is fair game for an essay topic.

And that’s the first point. Be sure your essay is about something you care strongly enough about to wax eloquent and passionate about it. Readers wants to know what you know, feel what you felt, and understand where you’re coming from.

In this essay, you should fill in the blanks and respond to the following statement: “I am interested in ________________________ because….” OR “__________________________ would make a good career because….” You should include an introduction paragraph with thesis statement, three body paragraphs (each of which provides a different point to prove your thesis), and a conclusion paragraph.

Details draw the reader in, generalizations keep them out. Be specific. Avoid using abstract expressions and phrases such as “the best day of my life” and “my

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happiest moment as a kid” to describe emotions of love, loss, anger, joy, satisfaction, etc. Make these emotions real and immediate by noting specifics and details that draw the reader into the experience, rather than just setting them aside as observers. The old ‘seduction not instruction’ rule – showing rather than telling – makes for a more compelling essay, as it does almost any piece of writing. While personal essays allows for the use of many fictional craft elements – dialogue, setting, point of view, characterization - if you use facts to anchor your piece or as a springboard for your opinions, you need to double-check them for accuracy. One factual error can prevent the reader from believing much else that you have to say.

Here are some guidelines to help you write essays that strike a chord with the reader.

1. Personal essays by definition contain a personal perspective. You should be there. Watch your construction. If every sentence begins “I,” you need to rephrase to provide a better rhythm and pace to your piece.

2. No extra points for the number of facts you include. Academic essays contain more facts than opinions, personal essays contain more opinion than facts. But ensure the facts you use are accurate. Check names, spellings, and #s.

3. Make connections. If you’re writing about a global theme (poverty, unemployment, or child abuse) bring the subject closer to home by relating it to specific, individual examples. If you’re writing about more mundane subjects (left-hand turn signals, the search for the best French Fries, your brother’s graduation) again, set your views against a wider backdrop or perspective so the reader can relate to it.

4. Writing essays is a great way to get your opinions off your chest, but avoid philosophical rants which make no connection to your reader’s experience. Again, keep it personal while relating to a wider world.

5. The hook is the device you use to get your reader’s attention. It’s the doorway through which you welcome and orient them to the piece. Try using: A question. A quotation from someone famous or something

you’ve read/overhead. A description of a person or setting. A strong statement that your essay will

either support or dispute. 6. Write as evocatively as possible. Employ all the senses. Using sight comes naturally to most

writers; push harder to convey ideas and images through sound, taste, touch, and hearing.

7. Think of your essay as a camera lens. You might start by describing a fine detail (your personal experience or perspective, a specific moment in the narrative), then open up the lens to take in the wide view (the general/global backdrop), then close the piece by narrowing back to the fine detail. Or go the other way. Start with the wide view, focus in, then open up to the wide view again.

8. Take your ideas from wherever you can. Note your reactions to everything, pursue passing preoccupations and distractions, consider what makes you, glad, angry, passionate in what you read, see and hear. Mine your own past for incidents, images, lessons and epiphanies.

9. In a personal essay you have the freedom to think what you like on a subject, but your reader should go away with a good idea of why you feel that way.

Personal Essay Rubric6 5 4 3 2 1

IDEAS

-Extremely clear and focused thesis. -Relevant anecdotes and details enrich the central theme. -Precise, relevant details “show, don’t

-Ideas/Content well marked by detail and information -More than half the time details are clear &relevant. -Some details are

-Thesis broad, but it’s clear where writer is headed. -“Showing, not telling” details are attempted, but don’t go far

-Topic not focused beyond the obvious -The writer has defined the thesis, but development is

-Paper hints at thesis; but none stands out-Details confusing -Reader can understand main

-Paper has no thesis-Writer still in search of theme -Details are limited, unclear, or insufficient to

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tell” the theme -Ideas fresh and original.-Writing makes connections, offers insight

general but stay on topic -Some new ways of thinking about the theme presented -Clear thesis is developed

enough to illustrate theme -Ideas fairly clear, but not expanded enough to show strong sense of purpose

basic or general. ideas but simple-Thesis lacks focus; reader must infer to get-Heavy reliance on “tell, not show”

determine theme -No thesis stands out yet; ideas emerging

ORGANIZATION

-Organization enhances the thesis. -Structure moves reader through text. -Attention grabber/hook is unique, draws reader in -Satisfying conclusion shows thesis; creates closure and resolution -Thoughtful transitions clearly show ideas connect -Title original, captures thesis

-Organization smooth with only a few bumps here and there. -Goes further than obvious in point of attack and conclusion, but could step up one more notch with unique approach -Transitions logical but lack originality -Pacing smooth, not masterful -Title settles for key idea rather than deeper thesis

-Structure strong enough to move reader through without confusion. -Attention grabber interesting but not compelling, or conclusion doesn’t tie in w/thesis -Some transitions work, some fuzzy-Title uninspired -Reader wants to move/add transitions

-Organization problematic; slows reader’s ability to engage in text. -Intro or conclusion formulaic or lacking meaning -Transitions repetitive or misleading -Title puzzling

-Organization begins to distract from content

-Organization needs a good deal of work to be effective

-Intro/conclusion ineffective

-Organization frustrates reader in trying to connect ideas -Writing lacks direction; ideas strung together randomly -No intro to set up what follows, no real conclusion -Impossible to get a grip on thesis

WORD CHOICE

-Words convey intended thesis in precise, natural way. Powerful and engaging. -Specific and accurate “showing not telling” -Striking words create images that linger in reader’s mind -Natural, never overdone -Lively verbs, precise nouns.modifiers add depth-Precision clear

-Attempts made to reach for better, more precise words, more possible -Words correct, in many cases, “just right” -Several word pictures created -Verbs are more active, nouns modifiers add depth, but more possible -Care and attention given to choosing best words for the piece

-Language functional but may lack energy -Words adequate and correct but simply lack flair. -Paper may have 1 or 2 fine moments but familiar words rarely capture reader’s attention -Attempts at colorful language go too far-Lackluster language

-Language requires some interpretation; lacks energy -Words adequate but add no flavor to the piece -Few attempts made at colorful “show not tell”; those tried are on basic level -Some misuse of parts of speech

-Writer struggles with limited vocabulary -Thesis lost to incorrect words -Repetition or misuse of words litter the piece.

-Wrong or weak words make understanding the piece difficult -Language very vague, heavily relies on telling, not showing-Difficult to infer meaning

VOICE

-Speaks to reader individually & engagingly-Writer takes risk by revealing who he is and what he thinks -Tone gives flavor/texture to the personal epiphany -Honest, from the heart -Piece screams to be read aloud; reader reacts to author’s POV

-Sincere attempt made to address the audience and purpose -Moments of insight make piece come alive -Many moments where reader feels connected -Individual voice strong throughout, misses few times

-Voice relies on reader to infer -Writing is humdrum and “risk free” -No detail to engage reader -Writing superficial and doesn’t reach out to reader

-Hard to find unique moments -Writer keeps reader at a safe distance -No special moments stand out -No care shown to help reader identify with thesis

-Writer sincere, but not fully engaged; personable, but not compelling -Only 1 or 2 moments surprise, delight, or move-Writer aware of audience, but chooses safe generalities

-Writer seems indifferent, uninvolved, or distant -Lack of voice lulls the reader -Writing lifeless, mechanical, or no point of view reflected

FLUENCY

-Writing has easy flow, rhythm, cadence. -Well‐built, varied sentence structure invites expressive reading. -Sentences vary in length &struc. Dialogue natural -Purposeful, varied sentence beginnings-Creative, connectives show how each thought builds on one before

-Text hums along, but more pleasant or businesslike than musical, more mechanical than fluid. -Sentences not artful but get the job done -Usually sentences constructed correctly -Some variety attempted -Piece has rhythm and flow, parts still need work.

-Technically sentences are correctly structured. -Some sentences phrased artfully, some sterile -Correct construction, dialogue & variety present, but not completely refined

-Technically correct sentences create sing‐song pattern. -No sense of fluidity -Sentences generally correct -Reliance on patterned sentence beginnings -Few/simple connectives only

-Reader must practice quite a bit to read this paper expressively -Sentences choppy, rambling, incomplete, or awkward -Sentences don’t hang together

-Many structural problems that cause reader to stop and start over -Phrasing not natural -Many sentences need to be reconstructed to improve flow -Connectives misused

CONVENTI

-Writer shows good grasp of conventions (spelling, punct., capit., grammar, usage). -Punctuation, grammar, usage, paragraphing correct,

-Writer tries more complex tasks in conventions, but makes a few mistakes -Few words misspelled -Punctuation mostly correct, shows strength, enhances

-Conventions sometimes handled well; some distract -Misspellings on difficult words -Some punctuation

-Writer stumbles on conventions even on simple tasks -Punctuation spotty or inconsistent. -Serious

-Many errors of several types scattered through -Many spelling errors -Only simplest punct/capitalizati

-Errors distract from the meaning of the text. -Frequent, noticeable errors affect meaning

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ON

even creative, and help to guide reader through text.

readability -Grammar and usage correct, few edits needed

incorrect -Grammar/usage errors present but don’t distort meaning

grammar, spelling, capit. errors sporadically

on correct -Much editing required

-Reader must decode meaning

MLA

No errors. 1 error. 2 errors. 3 errors. 4 errors. 5 or more errors.

SENIOR THESIS

TOPIC SELECTION

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TOPIC SELECTION GUIDELINESThe Hardest Part of the Senior Thesis…

PICKING A TOPIC

Selecting your topic is perhaps one of the most important steps in the Senior Thesis. There are several guidelines that one should follow in this process. Remember once a topic is selected and approved, in order to make any changes one must resubmit a proposal to his or her teacher, which will likely put him or her behind schedule.

1.You should choose a topic in which you are interested, but not an expert. The topic must lend itself

to the support of an arguable thesis. Your topic may be community service based or scientific experiment/research based.

2.Make sure the topic is a learning stretch. You should choose a topic that you have not researched in

the past. If you wish to research something of which you have current knowledge, you must find a new angle.

3.Your topic should be specific enough to be unique, but broad enough to be reasonable. Do not cover

too long a time period or too broad an area.

4.Your topic should be challenging both creatively and academically. Do not choose a topic that

involves expenses that you are not equipped to handle. Do not choose a topic that would endanger yourself or others.

5. You should choose a topic that is research, product, and presentation friendly. You should

incorporate primary research, when possible. If possible, you should interview a person who has a reputable and first-hand knowledge of your field.

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6.You will have to present your work to a panel of judges at the conclusion of the project. Your topic

must be appropriate for the school environment.

7.Once you have selected a topic you must complete the Topic Proposal Form and submit it to your

teacher by the deadline. If your topic is rejected twice, you must meet one-on-one with your teacher to further discuss your topic selection.

SAMPLE TOPICSTOPIC FOCUSED ARGUMENT JOB SHADOW

Nursing Home Abuse

Enforcing employee background checks is the best method to prevent nursing home abuse.

Director of Activities, Mt. Pleasant Manor

Surfing Surfing is not just a sport but has become a culture that affects a surfer’s behaviors, dress, speech, and other areas of their lifestyle.

Owner of a surf shop Professional or

competitive surferFashion Industry

The fall of the economy has had a negative effect on the fashion industry.

Designer – King Street

Psychology

Nurture is more essential in the development of a child than nature.

Psychologist Pediatrician Day Care

Sports When given the option, it is more beneficial for a high school athlete to play at the college level before entering the professional leagues.

College athletes should not be paid because they are already receiving the benefits of education and experience in the sport.

College Head/Assistant Coach

River Dogs

Wildlife Land developers are unnecessarily destroying our wildlife populations.

DNR Ducks Unlimited

Nursing Forensic Nursing has developed because of advancements in technology and crime scene investigation

USC’s Nursing Program outshines that of Trident or the College of Charleston.

Midwife vs. Doctor Home Birth vs. Hospital Birth

Nurse – anywhere Admissions Counselor Nursing Professor

Science Designer babies should be legal because they allow parents to ensure they get the type of child they want.

Cloning/stem cell research is a positive practice because it saves lives and improves knowledge in

Pediatric doctor Hospital

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the medical community.Military It is better to go to college before enlisting in the

military in order to enter the military as an officer with greater opportunities.

__________________ branch of the military is better than ____________________ branch of the military.

Recruiter Member of the military

Cars/ Engines

Hybrids are more economical and energy-efficient than regular cars.

Certain types of engines/car brands/car types are better than other types.

Automotive technician Car Salesman

Landscaping

Green roofs are more energy-efficient and aesthetic than regular roofs.

Landscaping can improve the property value of a home.

Horticulturist Landscaper Greenhouse worker Farmer

Law Advances in technology and information available on the internet have changed federal and state laws.

Mount Pleasant’s laws on golf carts are too strict.

Lawyer Police Officer

TOPIC PROPOSAL FORMName: ____________________________________________________________ Date: ___________________________________________

Topic: ________________________________________________________________________________________________________________

1. Discuss the specific elements you would like to research.

2. Keep in mind the topic must lend itself to the support of an arguable thesis. What do you want to prove?

3. What attracts you to this topic, or why did you choose this topic? How will it serve you in the future?

4. What, specifically, do you already know about the topic?

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5. Brainstorm at least three potential places / people to job shadow.BUSINESS CONTACT PERSON PHONE NUMBER

6. Brainstorm and discuss at least 2 ideas you have for a presentation on this topic. Think about what

visuals/ demonstrations you could include to make this topic interesting for a panel of judges

OTHER THAN a PowerPoint presentation.

1.

2.

________ Accepted ________Rejected Signature of Teacher: _______________________________ ____ Date: ______________

TOPIC PROPOSAL FORM RE-DO(LAST DAY TO SUBMIT A TOPIC CHANGE IS SEPTEMBER 18)

Name: __________________________________________________________________ Date: ____________________________________

Former Topic: ________________________________________________________________________________________________________

New Topic: __________________________________________________________________________________________________________

1. Discuss the reason(s) for your change in topic. Why did you choose to switch to this topic?

2. Discuss the specific elements you would like to research for your new topic.

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3. Keep in mind the topic must lend itself to the support of an arguable thesis. What do you want to prove?

4. What, specifically, do you already know about this new topic?

5. Brainstorm at least three potential places / people to job shadow.

BUSINESS CONTACT PERSON PHONE NUMBER

6. Brainstorm and discuss at least 2 ideas you have for a presentation on this new topic. Think about what

visuals/demonstrations you could include to make this topic interesting for a panel of judges

OTHER THAN a PowerPoint presentation.

1.

2.

__________ Accepted _________Rejected Signature of Teacher: ____________________________________ Date: __________

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SENIOR THESIS

TOPIC PRESENTATIO

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TOPIC PRESENTATION GUIDELINESFor this mini-presentation, you will present in front of your peers a 2-3 minute speech about why you picked your topic. You will have to cover all the categories in the rubric below to receive full credit.

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In your presentation, you should:-introduce yourself-state your topic-state why you picked your topic (what interests you about it, what you already know, etc).-tell what you want to learn from your topic-describe how your topic will serve you in the future. -propose your argument and thesis statement-present possible job shadowing ideas-present possible presentation ideas

This mini-presentation will help you greatly in preparation for your final presentation at the end of the semester.

TOPIC PRESENTATION RUBRICCategory/Points 4 3 2 1/0

TOPIC:What is the topic? Why did the student pick this topic? Interest level?What do they want to learn?How will it serve them in the future?Is this topic original, creative, and academic?

ARGUMENT/THESIS:What does the student want to prove about their topic?What is their thesis statement?

JOB SHADOW IDEAS:Are there at least 3 potential places to job shadow mentioned?

PRESENTATION and IDEAS:Are at least 2 presentation ideas mentioned (OTHER THAN a PowerPoint presentation)?

PREPARATION:Has the student demonstrated adequate preparation for this presentation? Does the student appear to have practiced?

TOTALS

TOTAL ____________________ / 20

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SENIOR THESIS

Participation Logs

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Senior Thesis Project Progress, Participation, & Reflection Log 1/12

The project log is how you will keep track of what you will accomplish with the senior thesis project. This project log is worth 20% of your FINAL EXAM GRADE. You must complete TWELVE progress logs throughout the semester while working on the senior thesis project. You will begin each log on Monday and turn it in on Friday of each week. Your ten best progress logs must be

turned in together at the end of the semester in the portfolio to receive your 20% of the grade. All boxes must be completed in full sentences/paragraph form to receive credit.

Student Name Dates Recorded Teacher/Block_______________________________ _____________________________________

_________________________________Exactly what I need to accomplish this week, including tasks, resources, & time: (to be completed on Monday of each week)

Problems/solutions, feelings/thoughts: (to be completed throughout each week)

When, where, what I will do next on my project:(to be completed on Friday each week)

Describe your evidence for this log – what have you done and turned in that shows your progress so far. Include any comments you may have regarding your home, class, and/or media center/lab work ethic and participation:(to be completed and turned in on Friday of each week)

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Total Hours This Week: ________ Total Cumulative Hours: _________ Grade _________/10 Teacher Initials _______








Describe your evidence for this log – what have you done and turned in that shows your progress so far. Include any comments you may have regarding your home, class, and/or media center/lab work ethic and participation:

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(to be completed and turned in on Friday of each week)









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SENIOR THESIS

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ANNOTATED BIBLIOGRAPH

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ANNOTATED BIBLIOGRAPHY GUIDELINES

WHAT IS AN ANNOTATED BIBLIOGRAPHY?-A list of citations to books, articles, and documents. -Each citation is followed by a brief descriptive and evaluative paragraph: the annotation. -Purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources.

THE PROCESS

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Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.

1.Locate and record citations to books, periodicals, and documents that may contain useful

information and ideas on your topic. These sources may be found primarily on DISCUS. You can reach DISCUS through www.wandohigh.com on the Media Center page. You must locate at least 4 scholarly sources (meaning the website ends in .org, .edu, .gov, or .net), and at least one interview as a source. As you find sources, be sure to record where they are (get URL’s) so that you can find these sources again in the future.

2.Briefly examine and review the actual resources. This will require skimming through all of the

articles thoroughly enough to get a feel for what the article is about and know enough to be able to evaluate the article.

3.Choose those works that provide a variety of perspectives on your topic. Complete a “SOURCE

EVALUATION” sheet for each resource that you choose to include in your bibliography.

4.In a Microsoft Word document (see sample format), cite the book, article, or document in MLA

format. The easiest way to do this is to go to www.citationmachine.net, click on MLA format in top left corner, select the type of source you are using, fill in the information for your source, and click submit.

5.Write a concise annotation that summarizes the central theme and scope of the book or article and

evaluates the source. The annotation should include:PARAGRAPH I: (a) a summary of the article (3-4 sentences)PARAGRAPH II: (b) an evaluation of the authority or background of the author

(is the author biased in any way?) (c) explanation of the intended audience of the

article (d) criticisms of the reliability of the source

PARAGRAPH III: (e) compare and contrast this work with another you have cited

(f) explain how this will/will not contribute to the writing of

your paper

6.Go back over your work and revise content and edit for grammatical and spelling errors. Have your paper edited by other people. Make sure your formatting follows MLA formatting rules.

7.Some final reminders:- SOUND SMART!! (this is a formal, research paper, your tone and word

choice should reflect 34

the audience and purpose for which you are writing)- NO CONTRACTIONS!!- NO 1st person or 2nd person!!- BE SPECIFIC!! (don’t hint around or give vague examples; reference the

article: Johnson argues…)

SOURCE EVALUATION FORM: Source #11.Type of document (website, journal article, interview, etc.): ____________________________________________

2.How accessed (Gale/DISCUS/Google Scholar/etc. and search term):___________________________________

3.Date of publication:_______________________________________________________________________________________

4.Title of document: _______________________________________________________________________________________

5.Author of document:_____________________________________________________________________________________

Credentials of author/organization:________________________________________________________________

6.For what audience was the document written? Is it a scholarly source or a popular source? _________________________________________________________________________________________________________________________

7.Brief summary (3-5 sentences). What does the document cover? What topics / issues are presented? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8.What is the thesis of the source? What is the main point the author is discussing and/or proving in the source? (direct quote) _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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9.List (at least) ten facts or statistics presented by the author in the source (direct quotes)

1.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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______________________________________________________________________________________________________________________________________________________________________

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10. Does the author reference any other sources / authors / studies? If so, what (how so)? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________If not, why not? (make a conjecture) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. What information could prove helpful in a research paper and presentation? How might this source be used in your project? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. Do you find any similarities between the facts (#9 on this worksheet) presented by this source and the facts presented in any other source? If so, what similarities and what other source? (reference by title and author last name) ________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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____________________________________________________________________________________If not, why not? (how is this source different from all the others) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________









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8.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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12. Do you find any similarities between the facts (#9 on this worksheet) presented by this source and the facts presented in any other source? If so, what similarities and what other source? (reference by title and author last name) ________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________If not, why not? (how is this source different from all the others) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________








7.Brief summary (3-5 sentences). What does the document cover? What topics / issues are presented?

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7.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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11. What information could prove helpful in a research paper and presentation? How might this source be used in your project?

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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________








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1.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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____________________________________________________________________________________

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10. Does the author reference any other sources / authors / studies? If so, what (how so)? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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If not, why not? (make a conjecture) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________







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1.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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3.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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12._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




SOURCE EVALUATION FORM: Source #7

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1.Type of document (website, journal article, interview, etc.): ____________________________________________










1.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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2.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ANNOTATED BIBLIOGRAPHY SAMPLE

Thompson 1

Elizabeth Thompson

Ms. Wier

English IV

20 August 2009

The Ethical Argument Against Stem Cell Research: An Annotated Bibliography

This is the introductory paragraph. In this paragraph, you will tell what your topic is and why you have chosen it. Lastly, in this paragraph you should discuss what you hope to gain from your research on this topic. Try not to use contractions or 2nd person.

Holland, Suzanne. “The Human Embryonic Stem Cell Debate : Science, Ethics, and Public Policy.” Science Journal. Boston: MIT Press, 2001. <www.websiteaddress.com>

This is the annotation of the above source. In this example, I am following MLA guidelines for the bibliographic information listed above. If I was really writing an annotation for this source, I would now be offering a brief summary of what this book says about stem cell research.

After a brief summary, assess this source and offer some criticisms of it. Is it a reliable and current source? Why? Is the research biased or objective? Are the facts well documented? Who is the author? Is she qualified in this subject? Is this source scholarly, popular, some of both?

After summarizing and assessing the source, you can now reflect on this source. How does it fit into your research? Is this a helpful resource? Too scholarly? Not scholarly enough? Too general/specific? Since "stem cell research" is a very broad topic, has this source helped you to narrow your topic? Are there any distinct similarities or differences between this article and another one you have read on this topic?

Senior, K. "Extending the Ethical Boundaries of Stem Cell Research." Trends in Molecular Medicine. 7 (2001):5-6. <www.websiteaddress.com>

Not all annotations have to be the same length. For example, this source is a very short scholarly article. It may only take a sentence or two to summarize. Even if you are using a book, you should only focus on the sections that relate to your topic.

Do not merely summarize what the source says; make sure you assess and reflect on the information.

Wallace, Kelly. "Bush Stands Pat on Stem Cell Policy." CNN. 13 August 2001. 17 August 2001.

This is the annotation of the above source. In this example, I am following MLA guidelines for the bibliographic information listed above. If I was really writing an annotation for this source, I would now be offering a brief summary of what this book says about stem cell research.

57

After a brief summary, assess this source and offer some criticisms of it. Does it seem like a reliable and current source? Why? Is the research biased or objective? Are the facts well documented? Who is

ANNOTATED BIBLIOGRAPHY RUBRICIn order to begin writing a research paper, one must first have an understanding of the text and the scholarly articles / resources that are centered on his or her topic. An annotated bibliography allows one to collect various articles, examine them, and compare/contrast them to then develop an idea or question to consider in the research paper.

For this annotated bibliography, students must have AT LEAST 4 scholarly journals / resources (DISCUS, .org, .gov, .edu) and AT LEAST 1 interview source. Remember, not all of these sources may be used in the research paper; these are just sources that could potentially be used in the paper. Follow the format provided and use the sample annotated bibliography as a example. This is your chance to SOUND SMART!

PROPER MLA FORMAT: 2 4 6 8 10 _________ / 10ABSTRACT / INTRO ¶: 2 4 6 8 10 _________ / 10SCHOLARLY SOURCES:

1st Source:Source and Evaluation _____/ 2Summary _____/ 2Assessment _____/ 3Evaluation _____/ 3 ________ /

102nd Source:

Source and Evaluation _____/ 2 Summary _____/ 2Assessment _____/ 3Evaluation _____/ 3 ________ /

103rd Source:

Source and Evaluation _____/ 2Summary _____/ 2Assessment _____/ 3Evaluation _____/ 3 ________ /

104th Source:


105th Source:


106th Source:

Source and Evaluation _____/ 2

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Summary _____/ 2Assessment _____/ 3Evaluation _____/ 3 ________ /

107th Source:


10CONVENTIONS: 2 4 6 8 10 ________ / 10

Grammar, Proofreading, etc.Total _________/100

SENIOR THESIS

JOB SHADOW & INTERVIEW

59

JOB SHADOW GUIDELINESOne of the goals through the project is to ensure students gain experience in a work place related to their topic. During the course of the semester, students have the opportunity to be excused for one (1) school day to job shadow. This absence will be excused provided that the appropriate documentation is submitted within two days. Students are required to contact the employer/place of business related to their topic and obtain permission to job shadow prior to the job shadowing day. This individual becomes their work-based consultant, who will be shadowed and interviewed by the student. All contacts with the employer will be documented and submitted. The information gathered through the shadowing and interview process will be used in the final presentation and as a resource in the students’ Annotated Bibliography and Research Paper.

Transportation, supervision, and conduct are also the responsibility of the student and parent, and it is the student’s responsibility for making and maintaining all contacts / appointments with the work-based consultant. This is not a vacation or “free” day but an experience that is meant to help in developing realistic career goals and plans.

PLEASE NOTE: SHADOWING A RELATIVE (parent, grandparent, sibling, aunt, uncle, etc.), TEENAGER, OR FACULTY MEMBER IS NOT ACCEPTABLE AND, THEREFORE, WILL RESULT IN AN UNEXCUSED ABSENCE FOR THE DAY.GUIDELINES1. Obtain the appropriate shadowing paperwork.2. Select a consultant from the community who has work experience or “expert” level qualifications in the research field.3. Spend at least 6 hours on job shadow day with the job shadow “expert.”4. Conduct an interview with your consultant as part of the research process.5. Return completed shadowing paperwork with appropriate signatures to your English IV teacher.

TIPS ON SHADOWINGIt is very important to make a good first impression with your consultant - you will never get another chance to make this impression with the same person. The image you portray from your first conversation until your face-to-face meeting may impact

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(positively or negatively) the individual who could be a potential employer. Remember, you are not only representing yourself but Wando High School as well.

Before the Visit:- Contact your consultant and arrange a day/time to shadow (preferably designated

shadowing day).- Submit your contact log for approval- Arrange satisfactory transportation to and from the work site- Confirm your appointment with the business/individual no later than 48

hours prior to shadowing.- Notify the business/consultant and your teacher in case of emergency or

if you are not able to go.

During the Visit:- Be on time and come prepared with interview questions, pen, notebook, forms,

lunch money, etc.- Dress appropriately for the business and exhibit proper work etiquette.- Observe all safety and confidentiality rules.- Be cooperative and courteous.- Interview the consultant.- Spend at least 6 hours on the jobsite with the consultant.- Thank the consultant for the opportunity to visit and learn.

After the Visit:- Turn in all required paperwork within two days in order to receive an excused

absence.- Write a thank you note and return to your English IV teacher.

JOB SHADOW PERMISSION FORMDue: WEDNESDAY, SEPTEMBER 19 to your English IV teacher

Student’s Full Name (Please Print): _______________________________________________________________________

Grade: ________________________ Student’s English IV Teacher: _____________________________________

Date of Job Shadowing Visit: ______________________________________________________________________________

COMPANY CONTACT INFORMATIONConsultant: __________________________________________________________________________________________________________

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Name of Company: __________________________________________________________________________________________________

Address: ______________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

Phone Number: ______________________________________________________________________________________________________

PARENT CONTACT INFORMATIONName: ________________________________________________________________________________________________________________

Phone Number: ______________________________________________________________________________________________________

Email Address:_______________________________________________________________________________________________________

SIGNATURESStudent: _____________________________________________________________________ Date: _________________________

Parent: _______________________________________________________________________Date: __________________________

JOB SHADOW CONTACT LOGName: _______________________________________________________

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Document all contacts made with your consultant from your first call to your job shadowing experience. Keep in mind you may need to contact more than one business/company until you are able to find a consultant willing to have you shadow and interview him/her. Record ALL contacts made below! Once you find a consultant, ask and record answers to the questions below to help you prepare for your job shadowing experience.

Phone #

Name of Company

Individual / Consultant

What was Discussed

Job Shadow

Opportunity

Time of Arrival: ______________________________ Time of Departure: ______________________________________

What to wear? _______________________________________________________________________________________________________

Location – if there are several. Where to go? ________________________________________________________________________

Directions: ___________________________________________________________________________________________________________

Parking? ______________________________________________________________________________________________________________

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Who to see? _________________________________________________________________________________________________________

Lunch Arrangements? _______________________________________________________________________________________________

Any money needed? __________________________________________________________________________________________________

JOB SHADOW EXPERIENCE LOGDate: ________________________________ Student Name: ______________________________________________________

Company: __________________________ Consultant: __________________________________________________________

TIME WHAT DID YOU DO? WHAT DID YOU OBSERVE?

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Student Signature: ___________________________________________________________ Date: _______________________

Consultant Signature: _______________________________________________________ Date: ________________________

INTERVIEW GUIDELINESAs part of your portfolio, presentation, and a possible source for your research paper, you will interview your job shadow consultant. This person is considered an expert in your topic area and can provide firsthand knowledge of your topic.

GUIDELINES1. You are responsible for scheduling and keeping your appointment with your consultant.2. You should ask AT LEAST 20 pre-written questions and AT LEAST 5 on-site, follow-up

questions during your interview. See below for sample questions.3. Once the interview is complete, transcribe your consultant’s responses according to the instructions

below.

STEPS FOR CONDUCTING THE INTERVIEW1.Call and set up an appointment with your consultant. If you need to cancel your meeting be sure to

do so within 24 hours of the scheduled appointment. Be sure to set up a new appointment as soon as possible. Remember to record all contacts made in your contact log!

2. If possible, record your interview. This will help in your transcription of the interview. Be sure to

ask your consultant’s permission before bringing in a recorder or camera. (This is not a requirement but is a strong suggestion).

3. Prepare and take your 20 questions to the interview. - You should not ask questions that are going to elicit a simple “yes” or “no” response.

-Ask 10 questions about the person’s job.-Ask 10 questions about your research topic.-Ask 5 follow-up questions while you are there to get more

information about topics of interest.

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5. Once the interview is complete, thank the individual for taking time with you.

TRANSCRIBING THE INTERVIEW1.The first step is to copy the material you collected during the interview (which is when a recording

of the interview would be helpful).2.Transcribe your consultant’s responses, noting and punctuating pauses, breaks in meaning,

questions, or exclamations. Use brackets [ ] to add information that is necessary to convey meaning to the reader but not directly said by the interviewee or interviewer.

3.Use the MLA format for interviews (see following sample)4 Being the transcription noting the consultant, place of business, job description, time, date, and

location of interview.5.Use the proper MLA citation (sample provided) when using the interview as a source in

the Annotated Bibliography or Research Paper.

SAMPLE QUESTIONS FOR THE INTERVIEW1.What is the amount or type of education needed for this job?2.What advice would you offer to someone who is interested in entering this or a similar career?3.In your opinion, what type of attitude, personality traits, or personal characteristics are needed in

order to be successful in this career?4. What do you find most difficult / enjoyable about this job?5. What is your opinion on…..(research topic / controversy within research topic)…..?

INTERVIEW SAMPLE AND RUBRICTom Smith

English IV

Ms. Smith

18 February 2011

Interview Type-Script

Interview with Bryce Florie, former Major League Baseball player and current coach / scout

Monday, February 15, 2011, 3:15p.m., Riverdogs Baseball Stadium

1. What are the education and skill requirements needed to be successful in this job?

66

Answeransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweansweranswer.

2. What do you find most difficult about your position?

Answeransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweansweranswer.

3. With today’s economy, would you recommend a high school athlete to go to college and receive a degree, or sign a professional contract, risk a career-ending injury and not have an education?

Answeransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweransweanswe.

CITATION FORMAT (@ end of Typed-Script, Annotated Bibliography, and Works Cited of Research Paper)Person Interviewed. Type of Interview (personal, telephone, email, etc.). Date.Example:Nakamura, Michael. Personal interview. 23 July 2004.

TYPED SCRIPT OF INTERVIEW RUBRIC MLA format __________ / 10

Grammar/Mechanics/Spelling ___________/ 10Questions not in bold, answers in bold __________ / 10Complete, thorough answers __________ / 10At least 20 questions asked and answered __________ / 30

At least 5 on-site follow-up questions asked __________/ 10 Interviewee/questions relate to career and thesis topic __________/ 10

Name of interviewee and job detail __________ / 10 TOTAL ___________/ 100

THANK YOU NOTE GUIDELINES & RUBRIC

DRAFTS:For handwritten notes, do a first draft on paper. You can brainstorm and rearrange your thoughts easily. Once you're satisfied with the note you’ve written, all you have to do is copy it onto your notecard.

APPEARANCE:A “Thank You” should always be handwritten. There are some cases where email is acceptable, but never type an email on your computer, print, and send via mail. If it is going in the real mail, it should have your handwriting. And use dark blue or black ink over colored ink. It is more easily readable and you are probably not a 10-year-old girl.

67

TIME:It's a good habit to send your thank you notes as soon as possible. For Job Shadowing thank you notes should be sent within the week of the shadowing experience.

HERE'S HOW TO GET STARTED:1. Dear [Name of person],

2. Thank you for [name and describe what exactly you are thanking them for].

3. At least two sentences about your experience; something you enjoyed doing, something you learned, a reason you liked being at that business, how the experience will help you, etc. Mention specifics – this makes the note feel more sincere.

4. Tell the person how you will benefit from this experience

5. Final Thank You.

6. Sign off.

Examples: "Yours Truly", "Regards", or "Sincerely"

7. Sign your name. Don't make this an autograph scrawl; neaten it up so they know it's you!

THANK YOU NOTE RUBRIC:

Pts. Possible Pts. ReceivedNOTE: Greeting (1) 5

“Thank You” Sentence (2) 5Personal Experience / Details (3) 15Benefits / Future (4) 10Final “thank you” (5) 5Salutation (6) 5Signature (7) 5

ENVELOPE:

Address 10

Return Address 10GENERAL:

Format 10

Spelling / Grammar / Mechanics 10Rough Draft Submitted and Peer Edited

10

THANK YOU NOTE SAMPLE

68

Dear Mrs. Turner,Thank you so much for your time and hosting me at MUSC this past Wednesday. I really enjoyed walking the halls and visiting patients with you – especially being able to check Mr. Watson’s blood pressure! It was also great getting to meet nurses in other units in the hospital and learn about their duties. I know the knowledge I have gained through this job

Envelope Sample

69

Dear Mrs. Turner,Thank you so much for your time and hosting me at MUSC this past Wednesday. I really enjoyed walking the halls and visiting patients with you – especially being able to check Mr. Watson’s blood pressure! It was also great getting to meet nurses in other units in the hospital and learn about their duties. I know the knowledge I have gained through this job

RETURNADDRES

S

ADDRESS

April Banes101 Hollywood TraceMt. Pleasant, SC 29464

Mrs. Debra TurnerMUSC – Cardiology Unit173 Ashley AvenueCharleston, SC 29425

STAMP!

SENIOR THESIS

PRESENTATION #2

70

PRESENTATION #2 GUIDELINESFor your final grade on your senior thesis, you will be doing an 8-10 minute presentation in front of three judges. These judges will score you based on how well you present your topic, argument, and information. The Presentation #2 is a 5-minute presentation in which you will be judged by your peers and is a chance for you to begin preparing for your final presentation. For this presentation, you will have to build a PowerPoint presentation that includes:

– Title SlideInclude: pictures, title, your name, English IV Senior Thesis Project,

English IV teacher– Table of Contents

List of your slides in order– Overview Slide

-What is your presentation supposed to be about?-How you became interested in this topic-Why you picked this topic

– Argument SlideYour thesis (should be the only complete sentence in your ppt)

– Background Slides1 – Explanation / definition of your topic (what exactly is it?)2 – Evolution / history of topic (include important dates, names,

timeline, etc.)– Works Cited

-MLA format– Thank You

PRESENTATION #2 RUBRICCategory 4 3 2 1/0

CONTENTInterest, explanation of topic, background, history, and ARGUMENTJob Shadowing Experience Works Cited SlideORGANIZATIONHooks the audienceClearly states the purpose and argumentMakes smooth transitions between ideasDELIVERYUses standard EnglishAvoids filler wordsTIME 5

minutes3-4

minutes2

minutes

1 minute

POWERPOINT features…Attractive designAccurate informationAppropriate informationText easily read and free of grammar errorsTitle slide, table of contents, overview, argument, background (explanation and evolution/history) works cited, and thank you slides includedPRINTOUT OF POWERPOINT SHOULD BE TURNED IN

71

PRIOR TO PRESENTATION TO RECEIVE THESE POINTS

TOTALS

TOTAL __________________ / 20

SENIOR THESIS

RESEARCH PAPER

72

RESEARCH PAPER GUIDELINESYou will complete a research paper on your approved topic. This paper will encompass all of your hard work up until this point. It should be very organized with well constructed paragraphs. All information should relate to your topic and be supported with details and examples. All sources should be accurately documented and in the required format.

INTRODUCTION/EXPLANATION/BACKGROUND PAPER

Before you jump into working on the whole research paper, you will turn in an initial draft of the beginning of your paper, which will include the introduction paragraph and explanation/background body paragraphs. These paragraphs should be 1.5-2 pages in length and include researched information (with citations).

INTRODUCTION/EXPLANATION/BACKGROUND PAPER RUBRIC

1—Poor 2—Fair 3--Good 4--Excellent

Introduction

Opening (grabs reader’sattention), Transition, ThesisExplanation of Topic

Topic is thoroughly defined and explainedTopic sentence properly used Supporting details present/ used properlyQuotations used/formatted properlyClosing sentence includedBackground/History of Topic

Topic is thoroughly defined and explainedTopic sentence properly used Supporting details present/ used properlyQuotations used/formatted properlyClosing sentence includedFormatting

73

First page info, Numbering, Spacing, Font, Margins Parenthetical Citations and Sources

Proper format and usage Content

Evidence of thought and researchWorks Cited

Completeness and correctnessConventions

Grammar, Punctuation, Spelling, Sentence StructureSix Discretionary Points

Style, Voice, Creativity

1 2 3 4 5 6

Total __________ /50 x 2 == ___________ / 100 FINAL GRADE

MORE RESEARCH PAPER GUIDELINES…1. Your paper should be five pages in length (not including Works Cited page).

2. You must accurately use at least four sources (at least one of which must be the interview source).

You may not use general encyclopedias as part of these four sources, and you may not use more than one Internet source (this does not include online data bases, i.e. DISCUS). If you exceed four sources, you may use a general encyclopedia or additional Internet information.

3.You must include in-text citations within your paper. Any paper without in-text citations (and,

thus, is plagiarized) will automatically fail. You must cite for the following reasons:

- You have used a direct quotation from your source.

- You have paraphrased the following types of information:

- Statistical information

- A hypothesis or theory

- Literary research

- Information obtained through an interview

- Any information that involves someone else’s original thought or research

74

5. You must use the MLA Manuscript Form.

6. You should have multiple drafts to ensure that the paper has been proofread and edited. One of the initial drafts that you will turn in will simply be a description of what you topic is and the background/historical information about this topic WITHOUT yet establishing your thesis statement.

7. Your research paper should include an in-depth explanation of the topic, a thorough background/history of the topic, and an evaluation of an issue related to this topic backed up with significant research and your own ideas.

RESEARCH PAPER SAMPLE OUTLINE

I.INTRODUCTION PARAGRAPH (4 sentence min)

-ATTENTION GRABBER (something about your topic to grab the reader’s attention): shocking statistic, interesting quotation, bold statement, amusing anecdote, etc…

-INTRODUCTION TO YOUR TOPIC: a transition from the attention grabber to the thesis in which you inform readers of the general topic of paper

-THESIS STATEMENT: a single, concise, and declarative sentence that states the argument you will make throughout the course of your paper

II. BODY PARAGRAPHS

-BODY PARAGRAPH #1: EXPLANATION OF THE TOPIC: describe for the reader exactly what you topic is and explain any processes/duties/essential elements involved in topic

-BODY PARAGRAPH #2: BACKGROUND/HISTORY OF TOPIC: describe for the reader the background and history of your topic. Be Specific!

-BODY PARAGRAPH #3: OPPOSITION EVIDENCE TO YOUR THESIS: give any opposing arguments or evidence to your topic here to show that you have a thorough knowledge of your topic and acknowledge faults of your argument. or however many -BODY PARAGRAPHS #4-6 or more if needed: each paragraph should focus on a different point to validate the thesis sentence

ALL BODY PARAGRAPHS FOLLOW THIS FORMAT:

-TOPIC SENTENCE: this tells what the paragraph will focus upon and transition from the previous paragraph

75

-POINT #1: each point in the body paragraph should be supported with evidence in the form of a quotation, statistic, or referenced information from another source



-CONCLUSION SENTENCE: wraps up major points in paragraph and leads into next paragraph

III.CONCLUSION: Restate thesis and show what the material presented really means overall.

-Analyze and evaluate main points for the reader…consider the consequences and general implications of these points to thesis

-No new information should be introduced

-Show the value of your research as well as your understanding of the material presented

-Answer the question, “SO WHAT?”

RESEARCH PAPER RUBRIC1—Poor 2—Fair 3--Good 4--

Excellent

Introduction Opening (grabs reader’s

attention) Transition Thesis

Topic sentences properly used

Supporting details present/ used properly

Quotations used 76

properly/format

Closing sentences in every paragraph

Conclusion Reworded Thesis Summary, Philosophy,

Analysis Clincher (so what?)

Formatting First page info Numbering Spacing Font Margins

Parenthetical Citations and Sources 4 + secondary

Proper format Usage

Content Includes explanation,

history, evaluation of issue

Works Cited Completeness Correctness

Conventions Grammar Punctuation Spelling Sentence Structure

Six Discretionary Points Style Voice Editing Evident

1 2 3 4 5 6

Total __________ /50 x 2 == ___________ / 100 FINAL GRADE

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SENIOR THESIS

COVER LETTER

& RESUME

COVER LETTER SAMPLEYour Name Your Address Your City, State, Zip Code Your Phone Number Your Email Address

Date 78

Name of person you are writing Title CompanyAddress City, State, Zip Code

Dear Mr./Ms. Last Name:

The first paragraph of your letter should include information on why you are writing. Mention the position you are applying for. Include the name of a mutual contact, if you have one. Be clear and concise regarding your request. Be sure to remind the person of how you know them.

The next section of your cover letter should describe what you have to offer the employer/why the person should write you a recommendation. Convince the reader that they should grant the interview or appointment or recommendation you requested in the first paragraph. Make strong connections between your abilities and their needs. Mention specifically how your skills and experience match the job you are applying for. Remember, you are interpreting your resume, not repeating it. Try to support each statement you make with a piece of evidence. Use several shorter paragraphs or bullets rather than one large block of text.

Conclude your cover letter by thanking the employer/teacher for considering you for the position/recommendation. Include information on how you will follow-up. State that you will do so and indicate when (one week's time is typical). You may want to reduce the time between sending out your resume and follow up if you fax or e-mail it.

Respectfully yours,

Handwritten Signature (for a mailed letter)

Typed Signature

RESUME SAMPLE #1Amanda Student

123 College Street 555-555-555579

State College, PA 12345 email: [email protected] ____________________________________________________________________________________________________________________________OBJECTIVE: To obtain a Bachelor of Arts Degree in Advertising from State University

EDUCATION: High School, Philadelphia, Pennsylvania August 2005 – May 2009 High School Diploma

Degree anticipated May 2009Current GPA 3.53

EXPERIENCE: Summer Intern June 2008 - August 2008 ABC Communications, New York, New York

Partnered with design intern to create and execute two sell sheets Created and presented collaborative intern campaign to entire

agency Awarded best campaign of competing teams Wrote radio script submitted with campaign proposal

Shift Supervisor / Trained Barista September 2007 - Present Coffee Shop, New York, New York

Trained new employees Opened and closed store Built satisfied customer relationships

ACHIEVEMENTS: Academic Honor Roll Spring 2006, Fall 2007

Best Advertising Campaign Proposal, ABC Communications Summer 2008

Best Advertising Campaign, Health & Wellness Club, High School Spring 2007

SKILLS: Computer Skills Proficient with Microsoft Word, Excel, and PowerPoint

VOLUNTEERISM: Big Brother / Big Sister August 2007 – May 2008

Mentored an underprivileged elementary school student

Arlington Literacy Program June 2006 – August 2007

Read to groups of elementary school students Produced pamphlets and programs for the program

INTERESTS: Girl Scouts September 2000 - Present

Arlington High School Tennis Team March 2004 - Present

REFERENCES: Mary Tildan [email protected] 444-444-4444

123 Cambridge Way, City, State, Zip Code80

Tom Brazell [email protected] 333-333-3333

234 Oxford Drive, City, State, Zip Code

Erin Mashburn [email protected] 222-222-2222

345 St. Andrews Street, City, State, Zip Code

RESUME SAMPLE #21715 Chatelain Way, Mount Pleasant, South Carolina 29466 Phone: 843.255.6677 – Email: [email protected]

AMANDA JOAN MACDONALDOBJECTIVE:

To obtain a position in a full service salon using my strengths in creativity, leadership, and attending to the clients’ individual desires.

WORK EXPERIENCE:

2001 – 2003 Master Barber A Touch of Eden Blue Ashe, Ohio

Maintained a strong rapport with clients and co-workersImplemented new promotions and advertising ideasObtained certification for the Japanese I-Straight system in

Columbus, Ohio

1997 – 2001 Master Barber An Upstairs Affair Cincinnati, Ohio

Developed a thriving clienteleMastered the art of foil highlightingAttended National Hair Shows in Columbus, Cincinnati, & Cleveland,

Ohio

1995 – 1997 Master Barber Beverly’s Hair Salon Myrtle, South Carolina

Attended National Hair Shows in North Carolina and South CarolinaEstablished a strong work ethic and gained confidence in the skills of

my trade

EDUCATION:

1992 – 1993 Roffler Hairstyling Institute Charlotte, North Carolina

Received National Barber License

1988 – 1992 University of South Carolina Columbia, South Carolina

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SKILLS:

Certified in Japanese I-Straight permanent hair straightening system

Trained in precision razor cutting

REFERENCES:

Gary Turner 777 East Westgate Lane Seaside, California 12345 (123) 444-8899

Mary Snow 235 Frankfort Avenue Shorewood, Illinois 12345 (111) 577-9999

Sheila Bell 455 3rd Avenue South Freeport, Illinois 12345 (111) 222-8888

COVER LETTER/RESUME RUBRICPOINTS AVAILABLE POINTS RECEIVED COMMENTS

ResumeOBJECTIVEWhat is the point of you sending out this resume?

10

ResumeEDUCATIONName/Address of high school; list major(s)

10

ResumeEXPERIENCEWork/volunteer work, job shadowing, relevant courses for objective

10

ResumeSKILLS and INTERESTSExtra curricular activities, certifications, computer programs, etc…

10

ResumeREFERENCES

10

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3 personal references with name, address, and phone numberCover LetterIntroductory Paragraph

10

Cover LetterMain Paragraph 10Cover LetterClosing Paragraph and Signature

10

FORMATCorrect headings, margins, indentions, spacing, font

Resume – 5

Cover Letter - 5

MECHANICSNo spelling/grammar errors, neatness

Resume – 5

Cover Letter – 5

GRADE RECEIVED 100

SENIOR THESIS

83

PORTFOLIO

PORTFOLIO GUIDELINESThe portfolio is an organized notebook documenting the process of your Senior Project. It will contain specific items outlined in the portfolio guidelines. Take pride in your portfolio because it will reflect you as an individual. The judges will review your portfolio during your presentation. By viewing your portfolio, the judges will see the process of your project, and it will give them an opportunity to prepare questions they might like to ask you.

REQUIRED PORTFOLIO COMPONENTS1.Cover — The cover is the OUTSIDE of your portfolio. It should include the title “Senior Thesis Portfolio” and your name. Choose graphics, color, and fonts that illustrate your personality. Do not use pencil or ink for the graphics unless you are an accomplished artist. Make sure that your cover is colorful and professional looking; it will provide the first impression of your work. This cover should in the clear cover on the outside of your 3-ring binder.

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2.Inside Cover/Title Page — The cover page is the first page on the inside of the portfolio. It should include your topic, name, and the date. You may use graphics. Follow the guidelines for the cover page.

3.Table of Contents — This should list in order all items in your portfolio and their page numbers. The page numbers must correspond with pages throughout the portfolio. If you title a section, remember to adjust the page numbers.

4.Personal Essay –Include your personal essay, even if the topic changed since the essay was written.

5.Topic Proposal Form — This section should include the teacher-approved Topic Proposal Form.

6.Annotated Bibliography – This section includes a clean, revised copy of final annotated bibliography.

7.Source Evaluation Forms and Copies of Sources –This section should include your source analysis forms and print outs of each source. Only include sources used in the final annotated bibliography.

8.Job Shadow Log – This section should include your job shadow experience log.

9.Typed, Scripted Interview – Questions and exact answers from interview with job shadow mentor.

10.Introduction Background Paper—This is the initial, introductory draft of your research paper.

11.Research Paper — This section should include a clean, revised copy of your research paper.

12.Resume and Cover Letter – This section includes clean, revised copies of your resume/cover letter.

13.Presentation Outline – This section will include your notes and structure of your presentation, along with any evidence of visuals or a “product” you may have for the presentation.

14.Print Out of Presentation PowerPoint – You should print out your PowerPoint that you use in your final presentation, with 8 slides to a page.

15.Dress Code for Presentation Form – This section should include your signed acknowledgement of the proper dress for a formal presentation.

16.Participation Logs—Include your ten (10) best weekly logs from throughout the year. Your teacher will evaluate these ten logs to calculate the “Participation” element of your final project grade (20% of overall grade).

PORTFOLIO RUBRICName: __________________________________________ Date: _______________________________________

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Topic: ______________________________________________________________________________________________________

REQUIRED COMPONENTS POINTS POSSIBLE POINTS EARNED COMMENTS

Neat and Professional Presentation 5

Outside Cover/ Inside Title Page

5

Table of Contents 5

Topic Proposal Form 5

Personal Essay 10

Job Shadow Log 5

Typed Scripted Interview

5

Annotated Bibliography

5

Source Evaluation Forms/ Sources 10

Introduction Background Paper

5

Research Paper 15

Cover Letter and Resume

5

Presentation Outline 5

Print Out of PowerPoint

5

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Dress Code Form 5

Participation Logs (10 best)

5

PORTFOLIO GRADE 100

SENIOR THESIS

PRESENTATION

87

PRESENTATION GUIDELINESThe presentation is the final step in the Senior Project process. It is a self-evaluation and reflection by you of all that you have accomplished. The

presentation should describe what you have learned from the project including the topic selection process, the interview of your consultant, the research

process, the paper, and the product.

Your presentation should last 15 minutes (a 10-minute presentation/five-minute question & answer period).

You are required to have a high quality visual aid. (See examples provided).

You should describe every aspect of your Senior Project. Of special importance is a description of what you feel you have learned from the total experience.

You will be evaluated on your preparedness, ability to communicate, ability to think on your feet, appearance, value of your product, and the overall quality of

the Senior Project by a panel of judges.

You should practice your presentation prior to the actual event. You will have the opportunity to do so in your English class.

All students are required to attend and present their project at a scheduled time. Any student failing to appear at the scheduled time will receive a zero for the presentation component. Any student who reschedules an appointment for

unexcused reasons will automatically lose 20 percent of the presentation grade, which means the highest score possible on the presentation is an 80. Special

circumstances may be presented to the teacher at least 2 weeks prior to presentation dates in order to avoid penalty.

______________________________________________________________________________________________________

TIPS ON MAKING A PRESENTATION1. Nothing can replace time well spent.

-Make sure that you start well in advance of the day of your presentation.

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2. Know your content.-The more you know about your content the better your presentation will

be.PRESENTATION

3. Test all technology before the time of your presentation.-Choose someone to click for you during a PowerPoint, or you may be able to use a cordless mouse. Do not use the timer. It will probably make you nervous and it may not be in the right spot at the time that you need it.-Check to make sure that whatever program you use is compatible with the

ones provided by school.-Cue all audio or video tapes prior to the presentation.

4. Take the time to familiarize yourself with new technology before your presentation.

-If you have questions about technology, check with the technology specialist in the media

center as soon as you discover that you have special needs.5. Practice, practice, and practice before the date of your final presentation.

-Know your facts and be natural.-The audience is on your side; they want you to do well.-Look comfortable and confident.-Greet the panel of judges.-Decide on the exact words you will use to introduce and conclude your

presentation.

OPENING YOUR PRESENTATION6.Treat the judges like normal people. Use first person and tell them exactly what you are doing.

- When you walk into the room, shake hands with the judges, introduce yourself and thank them for coming to your presentation.- “I would like to tell you about my Senior Project — how I chose my research topic, what led me to my product, the work I did with my consultant, the challenges I had, and what I got out of this process.”- “I appreciate your being here today to listen to my Senior Project

presentation. I am proud of the work I have done, and I’m excited about telling you what it has meant

to me.”- When you begin your speech, introduce your topic and your main components and steps.

CLOSING YOUR PRESENTATION7.Present a strongly constructed conclusion. Explain what you have learned.

-Include personal observations: “Senior Project has taught me a lot about time management, planning, perseverance, and problem solving. Although it has caused me a lot of stress, I’m glad I did it…and that it is finally over!”-Ask the judges if they have any questions.

8. Look presentable.-Treat the presentation seriously and dress accordingly (see dress code).

9. Pay attention to your body language.-How you conduct yourself sends nonverbal messages to your audience.-Avoid sitting, leaning on anything, moving too much, moving too little,

chewing gum, etc.89

-You want your audience to feel that you are not afraid and that you know your material.10. Make eye contact.

-Be sure that you try to make eye contact with as many people in the room as possible.

-Avoid focusing on one specific person or one side of the room.11. Pace yourself.

-Make sure that you have practiced so that you meet time limits.-You don’t want to seem rushed.

VISUAL AND AUDIO AIDS12.The visual should be something that helps the audience understand the content of your presentation as well as a device to keep your speech organized and on track.13. The visual should focus on substance, not show. Since it functions to help guide both you and the audience, it should not in itself be distracting, nor should it take attention away from you.14. Visuals that you may use, but are not limited to, include the following:

-PowerPoint (required) — Make sure that your presentation does not rely exclusively on PowerPoint. Be sure to use clear graphics and fonts large enough to be seen. NO COMPLETE SENTENCES SHOULD BE USED IN POWERPOINT. Citations required for all researched information. Citations page required.-Tri-fold display board — Make sure the display board is legible by picking

easy to read fonts and matting your pictures.-Web pages — Some students use Web pages to house a large amount of information that otherwise cannot be brought to school. If you use a Web page, make sure your audience can read it from the back of the room.-Brochures or handouts — These work well for information that you want everyone to have. You can make your own or distribute previously published material.-A flip chart outline-Video or audio tapes (1 minute limit). These must be student created.-Models, costumes, or demonstrations

POWERPOINT OUTLINEThe following is an outline of the MINIMUM number of slides needed for your final presentation:

(1) – Title SlideInclude: pictures, title, your name, English IV Senior Thesis Project, English IV teacher

(1) – Table of ContentsList of your slides in order

(1) – Overview Slide-What is your presentation supposed to be about?

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-How you became interested in this topic-Why you picked this topic

(1) – Argument SlideYour thesis (should be the only complete sentence in your ppt)

(2) – Background Slides3 – Explanation / definition of your topic (what exactly is it?)4 – Evolution / history of topic (include important dates, names,

timeline, etc.)

(1) – Opposing Evidence-What research / sources / common belief is there “out there” that contradicts your thesis?

Disprove / discredit / transition into major pointsCan be included on opposing evidence slide, a new slide, or in what

you say between slides

(1) – Major point / piece of evidence to prove thesis - #1



(1) – Personal Reflection-What have you learned?

(1) – Conclusion-Brief summary-“So What?” What is the significance of your argument?

(1) – Works Cited-MLA format!

(1) – Questions

(1) – Thank You

PRESENTATION OUTLINEThe following is an outline of what you will SAY during each slide of your PowerPoint.

I. Title Slidea. Introduce yourself and your topicb. What is the VERY FIRST thing you are going to say about your topic to grab the judges’

attention?

II. Table of Contentsa. Briefly discuss what will be discussed!

91

III. Overview Slidea. What is your presentation supposed to be about?b. How did you become interested in this topic?c. Why did you pick this topic?

IV. Argument Slidea. What are you going to prove? What is your thesis?

V. Background Slidesa. Explanation / definition of your topic (what exactly is it?)b. Evolution / history of topic (briefly explain and describe important dates, names,

timeline, etc.)

VI. Opposing Evidencea. Briefly explain the research / sources / common beliefs that oppose your thesis

VII. Disprove / discredit / transition into major pointsa. How can these points/this evidence not be true? Why are they not valid?

VIII. Major point / piece of evidence to prove thesis - #1a. Explanation of major point and how it proves your thesis

IX. Major point / piece of evidence to prove thesis - #2a. Explanation of major point and how it proves your thesis

X. Major point / piece of evidence to prove thesis - #3a. Explanation of major point and how it proves your thesis

XI. Personal Reflectiona. What have you learned?b. Have you learned/experienced something that has changed you?c. Do you still feel the same way about your topic as you did BEFORE starting the

project?XII. Conclusion

a. Provide a brief summary. What should the judges have learned or take away from this presentation?

b. “So What?” What is the significance of your thesis – now that you have stated it and proven it?

XIII. Works Citeda. Show/prove to the judges you have used reputable sources to support your thesis!

XIV. Questionsa. Ask if there are any questions and answer them as knowledgeably as you can. Be

honest if you don’t know!

XV. Thank Youa. Thank the judges for their time and attention

PRESENTATION RUBRICName: _____________________________________ Date: _______________ English Teacher: _______________________

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Topic: ______________________________________________ Time Start: ______________ Time Finish: _____________

CATEGORY 5 4 3 2 1 0 / Not Evident

CONTENT-Includes background and history of topic

Thoroughly explained, interesting, and pertinent with clear connections to thesis

Some explanation and somewhat interesting. Connection to thesis offered.

Mentioned, with connection to thesis.

Part(s) missing and/or connection to thesis not given.

Absolute minimum

-Includes a strong argument/thesis statement

Clear and engaging

Clear and interesting

Clear and logical

Somewhat clear and logical

Mentioned

-Adds support for at least three (3) points of discussion with thorough research, statistics, and opinion backed up by research

3 separate points, each supported by clear, useful research

3 separate points, each supported with research

3 separate points, with some reference to research

Less than 3 separate points with some reference to research

Less than 3 separate points without some reference to research

-Discusses job shadowing experience

Clear discussion in useful, interesting detail

Clearly discussed in useful detail

Clear discussion in detail

Discussed experience in some detail

Mentioned experience

-Opposing evidence/arguments acknowledged and addressed

Opposing evidence fully discussed

Opposing evidence discussed in some detail

Opposing evidence briefly discussed

Opposing evidence mentioned but not discussed

Opposing evidence barely mentioned

ORGANIZATION-Hooks the audience and presents a strong introduction of self, topic, portfolio, and overview of presentation

Strong, effective attention-grabbing hook; thorough introduction

Good, mostly effective hook and mostly thorough introduction

Some attempt at a hook and somewhat thorough introduction

Weak attempt at a hook; little introduction

No attempt at a hook OR no introduction

Both Missing

-Smooth transitions between ideas-Refers to/explains aids at appropriate points

Excellent transitions and explanation of aids

Good transitions and explanation of aids

Some transition and explanation of aids

Few or weak transitions and explanation of aids

Missing transitions OR no explanation of aids

Both missing

-Presents a strongly constructed conclusion

Strong conclusion w/“So What?” answered

Adequate conclusion with no loose ends

Conclusion given but lacking closure

Brief conclusion without much closure

No conclusion; only “thank you” and/or “question” slides

Just stops and

asks for questio

nsDELIVERY

-Uses standard No filler 1-2 filler 1-2 filler 3-4 filler 5 or more 93

English and avoids filler words

words; spoken grammar practically perfect

words OR 1-2 minor grammar mistakes

words AND minor grammar mistakes

words AND/OR 3-4 grammar mistakes

filler words AND/OR 5 or more grammar mistakes

-Avoids reading straight from PowerPoint and/or note cards; practice is evident

Does not read from PowerPoint or note cards; well-rehearsed

Minor reading from PowerPoint or note cards; practice evident

Some reading from PowerPoint or note cards; some practice evident

About half of PowerPoint slides or note cards read; little practice evident

Majority of PowerPoint slides and note cards read; little to no practice evident

POISE-Is dressed appropriately

Business formal dress

Between business formal and business casual

Business casual dress

Between business casual and little attempt

Little attempt at professional dress

-Demonstrates energy and personality; answers questions intelligently/ confidently

Answers questions with obvious knowledge and to the best of ability; energy and personality evident

Majority of questions answered with knowledge and to the best of ability; energy and personality mostly evident

Some questions answered with acquired knowledge; energy and personality somewhat evident

Has difficulty answering questions or answers questions based on unfounded knowledge; energy and personality evident at times

Not able to answer questions or makes little attempt to answer questions; little to no energy and personality

-Makes eye contact-Avoids fidgeting-Uses appropriate inflection-Uses appropriate volume-Uses appropriate pacing

All 5 criteria met

4 of the criteria met




POWERPOINTPowerPoint feature:-Attractive design; text easily read by audience-Text free of grammar errors

Font style/colors easily read; no grammar errors

Font style/color somewhat easily read OR a few grammar errors

Font style/color somewhat easily read AND a few grammar errors

Font style/color hard to read OR many errors

Font style/color hard to read AND many errors

-Appropriate amount of information per slide

No complete sentences except for appropriate quotes and thesis; uses bullets for key terms and phrases

Appropriate bullets for key words and phrases; a few complete sentences other than appropriate quotes and thesis

Several complete sentences used throughout other than appropriate quotes and thesis; bullet points a little long

Majority of bullet points in complete sentences; many long pieces of text OR too little info. on slides for audience understanding

No text OR complete paragraphs and sentences used throughout; too much text to be read by audience

-Accurate information on slides

Seemingly accurate informatio

Seemingly accurate info.

Seemingly accurate info.

Seemingly inaccurate information

Blaring inaccuracies in

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n w/citations on each slide for quotes and paraphrased info.

w/some citations on each slide for quotes and paraphrased info.

without citations OR seemingly inaccurate info. with citations

AND no citations

information; citations missing or incorrect

Includes: -title slide-presentation overview slide-thesis argument slide-topical slides including citations-works cited slide

Includes all 5 required slides

Includes 4 of the required slides




-Students present info. beyond what is found on PowerPoint presentation

Majority of info. provided exceeds what is written on slides

Most of the info. provided exceeds what is written on slide

Some of the info. provided exceeds what is written on slides

Little info. provided beyond what is on slides OR info. on slides not covered

No info. provided beyond what is on slides AND info. on slides not covered

TIME: Circle the time for this presentation PRIOR to questions.

8-10 min 7 min 6 min 5 min 4 or less min

DRESS CODE ACKNOWLEDGEMENT FORMStudents need to develop awareness for the image of their appearance. The purpose of the dress code is to uphold a professional image and to prepare students for the business world. If your project lends itself to a specific uniform or costume and you think wearing it would aid in your presentation, you may do so with prior approval from the Senior Project Coordinator.

MALES

-Business suit with collared dress shirt and necktie; or-Sport coat, dress slacks, collared dress shirt, and necktie; or-Dress slacks, collared dress shirt, and necktie.-Dress shoes and socks are required.-A banded collar shirt may be worn only if a sport coat or business suit is worn.-Jewelry should be kept to a minimum.

FEMALES

-Business suit with blouse; or-Business pantsuit with blouse; or-Business dress; or

95

-Skirt or dress slacks with blouse or sweater.-Dress shoes are required.-Jewelry should be kept to a minimum.-No clothing should be too tight, short, low-cut, or otherwise revealing.

INAPPROPRIATE ATTIRE INCLUDES:

-Denim or chambray fabric of any kind-Overalls, shorts, skorts, stretch pants, exercise or bike shorts-Backless, see-through, tight-fitting, spaghetti straps, strapless, extremely short, or low cut blouses/tops/dresses/skirts-Athletic shoes, industrial work shoes, hiking boots, combat boots, bare feet, or over the knee boots-Athletic wear-Hats-Bolo ties-Visible foundation garments

New fashion trends may be in style but not necessarily appropriate. The best way to operate is to avoid them. If there is a doubt, select something else to wear. Be a professional.

I agree to abide by this dress code and realize that a portion of my presentation grade will be based on my appearance.

Student Signature: _________________________________________________ Date: _________________________________

SENIOR THESIS

96

SELF-EVALUATION

PAPER

SELF-EVALUATION PAPER GUIDELINES AND RUBRIC

The Senior Thesis Self-Evaluation Paper should include a typed paper (1-2 pages) answering the following questions. The paper should be written in essay format and be grammatically correct and in MLA format. Do not simply type it in a question answer format.

Paragraph 1:-Describe the entire thesis project in a brief paragraph to give the reader an idea of what was accomplished.- What were the total hours spent on the project? (refer to your

progress logs)Paragraph 2:

- What were some of the biggest problems encountered while working on the project?

(List and describe at least three.)Paragraph 3:

- What did you do to manage your time effectively? 97

If you did not manage your time effectively, what would you change so that you could have done better?

Paragraph 4:- Describe the learning stretch that you took to complete this project.

Do you think you fulfilled the requirements for the stretch? Explain your

answer. How were the original plans for the project the same or different from the outcome of the project?

-What grade would you give yourself for the project?Paragraph 5:

- What personal satisfaction did you gain from the project experience?- What did you learn about yourself?- What would you do differently if you had to do this again?- What did you learn that could help you later in life?

Paragraph 6:- What advice would you give to future seniors?

SELF-EVALUATION PAPER RUBRICPOINTS AVAILABLE POINTS RECEIVED COMMENTS

Paragraph #1 14

Paragraph #2 14

Paragraph #3 14

Paragraph #4 14

Paragraph #5 14

Paragraph #6 14

MECHANICS andMLA FORMAT 16

GRADE RECEIVED 100

98

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