Created by C. Thompson-Smith March 2015
SENIOR PROJECT Dutchtown High School
2015-2016
Ms. Powell
Mrs. Thompson-Smith
The Senior Project Rationale
The faculty of Dutchtown High School believes that many seniors desire the opportunity to apply actively the knowledge learned over their entire educational career. As a result, Dutchtown High School has designed the “Senior Project.” It is our hope that this experience will act as an appropriate culmination to the participating students’ senior year as well as to the overall learning experience with Henry County Schools.
The program is designed to provide seniors with the opportunity to:
immerse themselves in an area of personal interest
extend their thinking beyond the classroom
develop independent learning techniques
develop self-direction, self-reliance, and self-confidence
This opportunity will come in the form of an ongoing project, focused on one, or some combination of the following areas:
community service
artistic/literary creativity
career exploration
academic research
Participating students will have the opportunity to propose their specific topic of study at the conclusion of their first or second semester of their senior year. We hope you will find this experience rewarding and memorable. There are four major things involved with this project:
1) Career Research paper 2) Creation of a product related to one’s chosen career field 3) Presentation of career research findings & 4) An Academic (i.e. argumentative) Research paper.
GOOD LUCK!
Created by C. Thompson-Smith March 2015
Senior Project SCORING SHEET FAILURE TO ATTACH/INCLUDE THIS GRADE SHEET WILL RESULT IN A 50pt. DEDUCTION!
Required Element Pts.
Earned Pts.
Poss.
I. Introduction (20 points total) Due 11/11 – ALL PERIODS!
A. Letter of Intent (10 points) B. Work Philosophy and Goals (10 points)
20
II. Employability Skills/Post-Secondary (80 pts total) Due for 6th per. 11/16, 5th per. 11/18,
4th, 7th, & 3rd per. 11/20
A. Resume (10 points) B. Letter(s) of Recommendation (30 points total @ 10 points each) x three C. Cover Letter (Work Related or College Related) (10 points) D. Thank you letters to judges and/or advisor (30 points total @ 10 points each) x three E. One Completed College Application (10 points-optional)
80
III. The Career Research Paper (200 points total) MUST SUBMIT ELECTRONIC COPY VIA
TURNITIN.COM or PAPER WILL NOT BE SCORED!!!!!! DUE: 6th per. 12/3, 5th
per. 12/10, 4th, 7th, & 3rd per. 12/17
A. The Research Paper with parenthetical documentation (100 points) B. Works Cited/References (5 minimum, Galileo required) (100 points)
200
IV. Work Samples/Achievements (60 pts total) DUE 6th per. 1/7/2016, 5th per.
1/14/2016, 4th, 7th, & 3rd per. 1/21/2016
A. Six High School Artifacts (60 points @ 10 points each) B. Reading Log (10 points-optional)
60
V. The ARGUMENTATIVE Research Paper (300 points total) MUST SUBMIT ELECTRONIC
COPY VIA TURNITIN.COM or PAPER WILL NOT BE SCORED!!!!!! DUE: 6th
per. 2/3/2016, 5th per. 2/10/2016, 4th per. 2/17/2016, 7th, & 3rd per. 2/24/2016
A. Annotated Bibliography (100 points) B. The Research Paper with parenthetical documentation (100 points)
C. Works Cited/References (5 minimum, Galileo required) (100 points)
300
VI. The Presentation (200 pts.) DUE 2/29/2016 – 3/31/2016 for ALL CLASSES
*STUDENTS MUST SIGN-UP using SIGN-UP GENIUS!!!
A. Project Product & Presentation (125 points) B. Documentation of Product Creation (75)
200
VII. Candidate’s Proof of Readiness/Growth (30 points total) Due 3/31/2016 for ALL CLASSES!
A. High School Transcript (10 points) B. Honors/Awards/Recognitions (10 points)
C. Reflection Letter (10 points)
30
VIII. 12-Week Progress Report Grades (10 pts ttl) DUE ON 3/31 for ALL CLASSES! (in binder 10
IX. Forms/Logs (100 points total) DATES ARE SUBJECT TO BE CHANGED see REMIND
A. Formal Proposal (10 points) Due: ____11/5/15_____________
B. Plagiarism Statement (10 points) Due: __11/4/15_ & Signature Form (10 points) ____11/4/15___
C. Contract Form (10 points) Due: ___11/4/15______________
D. Time Sheet for Field Supervisor (10 points) Due: _________________
E. Time Sheet for Mentor (OPTIONAL 10 points) Due: _________________
F. Log of Activities (50 points) Due: ___3/31/2016______________
G. Community Service Sheet (10 points-optional) Due: _____3/31/2016____________
100
TOTAL POINTS EARNED ~ ALL ITEMS MUST BE INSIDE A 3-RING BINDER! 1000
Created by C. Thompson-Smith March 2015
Dutchtown High School Senior Project Letter of Intent
Your mailing address City, State ZIP Today’s Date Mrs. Thompson-Smith/Ms. Powell Dutchtown High School 149 Mitchell Rd Hampton, Georgia 30228 Dear Mrs. Thompson-Smith/Ms. Powell: Paragraph 1: Describe your general area of interest (history, art, science, technology, recreation, etc.) and tell why you chose this area. Explain what you already know or have accomplished in this area. Paragraph 2: Describe your project. Tell what it will be, who will be involved, when and where it will take place, how it will be accomplished, how it is a “stretch” beyond your current abilities, and how much it might cost in time and money. Paragraph 3: Begin with a transitional sentence that shows the relationship between your project and your research paper. Then state your specific research topic. Include some of the ideas you hope to cover as well as some of your possible resources. Paragraph 4: Tell who your mentor will be or how you plan to obtain a mentor (an adult qualified to help you in your field). Explain whom you plan to interview for information and identify his/her expertise/background. Paragraph 5: Explain your understanding of plagiarism and repercussions of such an act, including the fact that this would result in failing Senior English and the Senior Project, both graduation requirements. Conclude with a statement affirming that you will not plagiarize or falsify any of the information in your research or your project. Sincerely, (your legible signature in blue or black ink) Your name typed
Created by C. Thompson-Smith March 2015
Senior Project Work Philosophy and Goals (sample)
Work Philosophy
My Philosophy Statement
I strive to provide competent and comprehensive nutrition therapy to each patient and their families. Thorough education of the patient and family is vital to success in any nutrition intervention and treatment program. Maintaining a healthy lifestyle is difficult today, and it is my goal to provide
patients and clients with the nutrition information necessary for disease prevention and treatment, and maintain optimal quality of life in the process.
Professional Goals
My Professional Goals
To finish my Master’s of Science Degree in Nutrition in May 2013. To continue with life-long learning through continuing education classes on diverse topics in the
nutrition field. To advance in my field and be selected for the position of Clinical Nutrition Manager at Baptist
Memorial Hospital-North Mississippi
To train Nutrition and Dietetics students from the University of Mississippi by educating them in the clinical aspect of nutrition.
Created by C. Thompson-Smith March 2015
S E N I O R P R O J E C T S A M P L E R E S U M E # 1 Y O U R N A M E
E-MAIL [email protected]
12345 MAIN STREET • ANY CITY, STATE 12345 • PHONE (123) 456-7890
OBJECTIVE
[Click here and type objective]
EXPERIENCE
2007–2009 St. Edward High School Bookstore Lakewood, OH
Sales Associate
Took orders, maintained inventory, and ran cash register.
Helped reconcile inventory twice annually.
Suggested new products that increased earnings by 10%.
May 2008–August 2008 Lakewood YMCA Lakewood, OH
Lifeguard
Worked 40hrs/week supervising recreational and instructional aquatic activities.
Assisted in maintaining pool facilities, including daily closing responsibilities.
Maintained Lifeguard and CPR certification by the American Red Cross Life Saving Certification and American Red Cross CPR.
June 2007–Dec. 2008 The Retail Shoppe Cleveland, OH
Sales Associate
Maintained and restocked inventory.
Provided customer service.
Operated computerized cash register system and inventory management system.
EDUCATION
Entering Fall 2009 Cleveland State University Cleveland, OH Intended major in Studio Art
2005–2009 St. Edward High School Lakewood, OH Member of the National Honor Society
INTERESTS
Running, gardening, carpentry, computers.
HONORS/AWARDS
Select text you would like to replace, and type your information.
Created by C. Thompson-Smith March 2015
S E N I O R P R O J E C T S A M P L E R E S U M E # 2 [Click here and type address] [Put phone, fax, and e-mail here]
Your Name
Objective [Click here and type your objective]
Experience Month/year–Month/year Name of Company Location
Title of Position
Insert a brief description of your responsibilities
Be descriptive yet brief.
Suggested new products that increased earnings by 23%.
May 2008–August 2008 Lakewood YMCA Southridge, WA
Lifeguard
Worked 40hrs/week supervising recreational and instructional aquatic activities.
Assisted in maintaining pool facilities, including daily closing responsibilities.
Maintained Lifeguard and CPR certification by the American Red Cross.
Life Saving Certification and American Red Cross CPR .
June 2007–Dec. 2008 The Retail Shoppe Cleveland, OH
Sales Associate
Maintained and restocked inventory.
Provided customer service.
Operated computerized cash register system and inventory management system.
Volunteer Experience 2007–Present Big Brothers Big Sisters Cleveland, OH
Big Brother
Mentor to a “Little,” now 12 years old.
Meet regularly, year-round, for social and educational activities.
Education Entering Fall 2009 Cleveland State University Cleveland, OH
Intended major in Studio Art
2005–2009 St. Edward High School Lakewood, OH
Accomplishments Sophomore Class Secretary, 2006-2007
Varsity Soccer, 2008, 2007; JV Soccer 2006, 2005
Academic Honor Roll, 2008-2009
Computer Skills Proficient with Microsoft Word, Excel and PowerPoint.
Tips Select text you would like to replace, and type your information.
Created by C. Thompson-Smith March 2015
Senior Project
THE COVER LETTER
A cover letter is used to accompany any resume mailed to a prospective employer. Its purpose is to summarize
briefly what you can offer to the employer. This letter should be carefully planned, written, and possibly
rewritten until you are satisfied that it is as effective as possible. The following guidelines will be helpful in
writing your cover letter.
The Heading
Your return address and date
The Inside Address
The name of the person to whom you are writing
The name of the company and its correct mailing address
Salutation or Greeting
If possible, address the letter to a specific person by name. Try to avoid "Dear Sir/Madam" or "To Whom It May
Concern." After the person’s name, type a colon [:].
The Body of the Letter
The body of the letter should include three paragraphs. These paragraphs may take several forms depending on your level
of experience or the type of position you are seeking.
Opening Paragraph
State why you are writing to this employer. Give the position or type of work for which you are applying. Tell how you
heard about the position or the company.
Middle Paragraph
Include a brief description of your education and work experience. Indicate how these relate to the position. Be positive
and confident; sell yourself.
Closing Paragraph
Tell the employer that you are available for a personal interview. Always close by thanking the employer for the
company's time and consideration.
The Signature
Legibly sign your name between the closing [“Sincerely,”] and your typed name
Created by C. Thompson-Smith March 2015
Senior Project
Student work reflective Cover Sheet
Instructions:
Create a reflective cover sheet for six artifacts you will include in your portfolio. Make six copies to attach to each artifact.
Each cover sheet must include the following introductory information using the format provided below:
Answer these questions as you reflect:
o Why did you select this item?
o How did the assignment challenge you?
o What else did you learn?
o What would you do differently next time?
o How might you use what you learned in your future?
Type the cover sheet using the following format:
o 1-inch margins
o 12 pt. Times New Roman font
o Double-spaced
o White paper, black ink
Organize your ideas in a thoughtful, logical, and coherent manner. Use language that communicates your ideas effectively. Follow the conventions of standard written English.
Name:________________________
The work that I have selected is from the following course/activity:
_____________________________________________________ _____________________________________________________
Grade Level:_________
Explain the activity/assignment in two-three sentences.
Created by C. Thompson-Smith March 2015
Senior Project Contract
Student Name___________________________________ Advisor’s Name__________________________________
Title of Project___________________________________________________________
Please write a brief essay describing your Senior Project, topic of your research paper, and a plan for your presentation. Be sure it is typed, 12 point font in Times New Roman. Return this contract with the essay attached to your advisor by ______________________.
As a graduating Senior at Dutchtown High School, I hereby agree to complete the above stated project in partial fulfillment of my Senior Project requirement. I understand that I will not be allowed to change my topic once it has been approved. I understand that I must also obtain the permission of my parent or legal guardian on this form before this agreement is valid.
Student Signature________________________________Date____________________
Advisor Signature________________________________Date____________________
PARENT PERMISSION
As a parent of ________________________________________________, a student attending Dutchtown High School, I am aware that my son or daughter must participate in Senior Project activities. The various components of the Senior Project will be factored into the grade for British Literature, a course which is required for graduation from DHS. I further understand that failure to complete the Senior Project, including the Senior Project Presentation, may result in my son or daughter not successfully completing English IV. Failure to pass Senior English/ British Literature will also result in not graduating from Dutchtown High School. I further agree to allow Dutchtown High School the rights to use any video or audio recordings of my son’s or daughter’s presentation for future training purposes.
Parent/ LegalGuardian________________________________________ Date______________
DUTCHTOWN HIGH SCHOOL PLAGIARISM POLICY
Dutchtown High School regards plagiarism as a very serious offense. Plagiarism is a form of cheating, and cheating will not be tolerated. Plagiarism is defined as:The use of another's words without acknowledging the source, whether found in printed material or in electronic media, including submitting the work of another, either published or unpublished, in full or in part, free or purchased.
It is the teacher's responsibility to provide instruction concerning documentation procedures. Ultimately, however, academic honesty is the student's responsibility. If plagiarism is not discovered during the writing process but appears in the final paper, the penalties listed below will apply.
Student research will be evaluated throughout the writing process. A paper containing blatant plagiarism will be returned. After having a period of time to confer with the teacher and make any necessary corrections, the student may resubmit the paper for a final grade with a grade no higher than 50% of the possible points. If the resubmitted paper still contains a pattern of plagiarism, it will receive a zero.
I understand that if the first final copy of my research paper contains plagiarism, it must be rewritten correctly in order for me to continue with my Senior Project. I also understand that when the paper is redone, it will receive a grade no higher than a 50%.
Student's Signature___________________________________ Date___________________________
Parent's Signature____________________________________ Date___________________________
Created by C. Thompson-Smith March 2015
12th Grade – Brit. Lit. Name: ________________________________________#:
Signature Form
Dutchtown High School Senior Project
Part A: Student
I AGREE TO Adhere as closely as possible to the schedule and objectives, which I have set for myself. Make progress reports at the times and in the form designated by my faculty advisor.
I UNDERSTAND THAT
I am free from all exempted academic requirements during the period of the project realizing the school encourages the taking of AP exams.
It is my responsibilities to notify all coaches and activity sponsors of my project. SUCCCESSFUL COMPLETION AND ACCEPTABLE REPORTING OF THE PROJECT ARE REQUIREMENTS FOR
SUCCESSFUL COMPETION ENGLISH IV
I am required to attend those activities required for graduation. I may NOT receive payment for this project. I may NOT work for a close relative. I may NOT work at a place of business where I have been employed previously. The school is not liable for any
injuries that I may sustain as a result of this project.
_________________________________________ (Student’s Signature) Part B: Parent
I have read the rationale, guidelines and Project Proposal and have discussed them with my son/daughter. In the case of out-of-town projects, I realize that the school cannot directly supervise him/her and understand that the school is not liable for any injuries that he/she may sustain as a result of this project.
___________________________________________
(Parent’s Signature) Part C: Faculty mentor (*optional) I accept the responsibilities as faculty mentor for_______________________ if his/her project is accepted as proposed. I
will contact the project’s supervisor before this student begins this project. I will be willing to give help to this student as needed before the project begins and during this project.
_______________________________________
(Faculty Mentor’s Signature)
Part D: Field Supervisor (Current English Teacher)
I have seen a copy of the rationale and guidelines for Senior Project at Dutchtown High School, and have been given a copy of The Role of the Field Supervisor. The student has discussed with me the aims and objectives of the Senior Project. We have discussed both the goals and our mutual expectations. I have read his/her proposed project. I approve it and will fulfill my obligations as outlined in The Role of the Project Supervisor. Furthermore, I agree NOT to remunerate this student in any way now or in the future, for services rendered during the project time.
____________________________________________________
(Field Supervisor’s Signature)
ALL SIGNATURES NEEDED PRIOR TO ACCEPTANCE!
Created by C. Thompson-Smith March 2015
How to Write an Annotated Bibliography (MLA FORMAT)
An annotated bibliography is an organized list of sources, each of which is followed by a brief note or “annotation.” The annotations can serve different purposes depending on the type of assignment, the audience for whom you are writing, or the purpose for which you are writing. Annotations can:
condense the content of the source (write a brief summary of the information)
evaluate the credibility of the source (analyze for authority, accuracy, currency, objectivity)
assess the usefulness or relevant application of the source
discuss the writer’s background (examine expertise)
analyze the intended audience (education, age, experience, needs, bias)
describe your reaction (credible source? value of source? analytical/emotional reaction?
An annotated bibliography has two portions: the citation and the summary. The first portion of the bibliography is the citation. You will follow MLA format. The second portion of the bibliographic entry is the summary. A summary (written in two to five complete sentences) tells the main idea of the source and evaluates the credibility of the source as well as the other points as described above. Answer and address ALL six points from above. Use present tense. Place the entries in alphabetical order according to MLA format.
SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY Gilbert, Pam. “From Voice to Text: Reconsidering Writing and Reading in the English Classroom.” English Education 23.4 (1991): 195-211. Print. Gilbert provides some insight into the concept of “voice” in textual
interpretation, and points to a need to move away from the search for voice in reading. Her reasons stem from a growing danger of “social and critical illiteracy,” which might be better dealt with through a move toward different textual under-standings. Gilbert suggests that theories of language as a social practice can be more useful in teaching. Her ideas seem to disagree with those who believe in a dominant voice in writing, but she presents an interesting perspective.
Greene, Stuart. “Mining Texts in Reading to Write.” Journal of Advanced Composition 12.1 (1992): 151-67. Print. This article
works from the assumption that reading and writing inform each other, particularly in the matter of rhetorical constructs. Greene introduces the concept of “mining texts” for rhetorical situations when reading with a sense of authorship. Considerations for what can be mined include language, structure, and context, all of which can be useful depending upon the writer’s goals. The article provides some practical methods that compliment Doug Brent’s ideas about reading as invention.
Murray, Donald M. Read to Write: A Writing Process Reader. Fort Worth: Holt, Rinehart, and Winston, 1987. Print. Murray’s
book deals more specifically with the ways writers read other writers, particularly the ways in which writers read themselves. Read to Write provides a view of drafting and revising, focusing on the way a piece of writing evolves as an author takes the time to read and criticize his or her own work. Moreover, the book spotlights some excellent examples of professional writing and displays each writer’s own comments on their own creations, in effect allowing the student reader to learn (by reading) the art of rereading and rewriting as exemplified by famous authors.
Handout Source: MLA. MLA Handbook for Writers of Research Papers. 7th ed. New York: MLA, 2009. Print.
Created by C. Thompson-Smith March 2015
REMEMBER BEFORE YOU CAN BEGIN TYPING YOUR PAPER, YOU MUST follow these steps: 1. Research your career field 2. Find resources (using Galileo, books, &
reputable websites) 3. Create source cards for each resource from
which you take notes or plan to take notes 4. Create note cards where you record the
information you gather from your resources 5. Take the information you have gathered AND
create an outline of your paper 6. Use the outline to write your paper
RESEARCH PAPER REQUIREMENTS for OUTLINE
• You need 3-5 major categories. • This will guide your research. • The categories from the outline and your note cards will be the same- usually by paragraph. • You may change, add, or delete categories on the outline as your research progresses. • This is a sample outline for your career choice- you may add to or delete items you will not use. • On the following pages, are:
• Sample source cards • Sample note cards • two different examples of outlines
Created by C. Thompson-Smith March 2015
SURVIVAL GUIDE (Source Cards) CHEAT SHEET
Purpose: The purpose behind creating a source card is to . . .
1. Make sure you have a record of all the sources you used to write your paper 2. Keep track of the bibliographic information so that you can easily create your Works Cited page
3. Help you quickly alphabetize the sources you used for your Works Cited page
4. Remember the format for each source is different depending on the type of source
Internet 1
Polgreen, Lydia. “Mandela’s Death Leaves South Africa
Without Its Moral Center.” The New York Times. 13
Dec. 2013. Web. 15 Mar. 2015.
Jill Smith #000
B MAN – DHS Media Center 2
Magoon, Kekla. Nelson Mandela: A leader for freedom. Edina, MN: ABDO Publishing, 2008. Print.
Jill Smith #000
Call number or where you found information
Citation for source
Student’s name and number
Citation for source
Source card number (matches)
Source card number (matches with note card)
Created by C. Thompson-Smith March 2015
SURVIVAL GUIDE (Note Cards) CHEAT SHEET
Purpose: The purpose behind creating a note card is to . . .
5. Have a place to record or write the notes you take from each source
6. Easily be able to organize and group your notes
7. Determine what notes you will and will not include in your paper
Nelson Mandela – History 1
Spent 27 years in prison
Accused of committing treason
South Africa’s first black president
“Mr. Mandela served as president from 1994 to 1999”
(paragraph 17 since no page numbers are available)
Led African National Congress (ANC)
Won Nobel Peace Prize
Jill Smith #000; 1 1
Nelson Mandela – Impact of his death 1
“Our nation has lost its greatest son,” President
Jacob Zuma (paragraph 2)
Death reminds people of the struggles and sacrifices
he and his family made for their country
President Obama said of Mandela, “influential,
courageous and profoundly good” (paragraph 7)
Many in shock and disbelief at the death of icon
Jill Smith #000; 2 1-2
Subject/topic of card (Slug)
Notes (can be in bullet or sentence format)
Notes you take from
the source
Student’s name, #, and the number of the note card (if it’s the 1st card, the number is 1, 2nd card 2, etc.)
Notes you take from the source (can be in bullet format or sentences or direct quotations)
Source card number
(matches)
Page number where you found the info. for your notes
Created by C. Thompson-Smith March 2015
SURVIVAL GUIDE (Works Cited) CHEAT SHEET
Purpose: The purpose behind creating a Works Cited page is to . . .
1. Make sure you provide a detailed listing of all the sources you have used in your paper
2. Avoid plagiarism
3. Give credit to those sources you cited (used) in your paper
SAMPLE BELOW
IF A SOURCE IS LISTED ON THE WORKS CITED PAGE, THEN THAT SOURCE
SHOULD BE “CITED” OR USED IN THE BODY OF YOUR PAPER. VICE VERSA, IF A
SOURCE IS NOTED IN THE BODY OF YOUR PAPER, THAT SOURCE MUST ALSO BE
LISTED IN FULL DETAIL ON THE WORKS CITED PAGE! FAILURE TO PROPERLY
CITE A SOURCE OR ANY BORROWED MATERIAL COULD RESULT IN PLAGIARISM
AND A GRADE OF ZERO “0”
Smith 1
Works Cited
Magoon, Kekla. Nelson Mandela: A leader for freedom.
Edina, MN: ABDO Publishing, 2008. Print.
Polgreen, Lydia. “Mandela’s Death Leaves South Africa
Without Its Moral Center.” The New York Times. 13
Dec. 2013. Web. 15 Mar. 2015.
The words Works Cited are not in bold, italicized, underlined, in ALL CAPS, or inside “quotation marks”.
Header (student’s last name a space and the page number). This is page 4 of the paper. It is ½” from top of
the page.
Each citation correct MLA FORMAT DEPENDING ON SOURCE TYPE of each source cited in the paper. Sources are double spaced.
Created by C. Thompson-Smith March 2015
I. Introduction a. Overview of the career such as
i. History of People in this career 1. Approximately how many people are now employed in this career field? 2. Briefly discuss current employment trends relating to this career. 3. Where are jobs related to this career most often found? Why?
ii. Qualifications of workers in this field. 1. Sex, Age, Health and physical 2. Personality 3. Experience 4. Aptitude 5. Education (general level and type required) 6. What are the most common methods of entry into this career?Which one would you choose? Why
b. THESIS: Name of Career Field AND reasons for studying this particular career (can have 2, 3, or 4 reasons). II. Body Paragraph for Reason #1 for career field selection
a. Topic Sentence – identifies first reason b. Concrete detail/example
i. Evidence supporting detail/example (i.e. direct quotation/paraphrase/summary from research) MUST PROPERLY CITE THIS INFORMATION USING PARENTHETICAL DOCUMENTATION and INCLUDE COMPLETE CITATION ON WORKS CITED PAGE
ii. Explanation of evidence c. Another concrete detail/example
i. Evidence supporting detail/example (i.e. direct quotation/paraphrase/summary from research) MUST PROPERLY CITE THIS INFORMATION USING PARENTHETICAL DOCUMENTATION and INCLUDE COMPLETE CITATION ON WORKS CITED PAGE
ii. Explanation of evidence
III. Reason #2 for career field selection a. Topic Sentence – identifies first reason b. Concrete detail/example
i. Evidence supporting detail/example (i.e. direct quotation/paraphrase/summary from research) MUST PROPERLY CITE THIS INFORMATION USING PARENTHETICAL DOCUMENTATION and INCLUDE COMPLETE CITATION ON WORKS CITED PAGE
ii. Explanation of evidence
IV. Reason #3 for career field selection a. Topic Sentence – identifies first reason b. Concrete detail/example
i. Evidence supporting detail/example (i.e. direct quotation/paraphrase/summary from research) MUST PROPERLY CITE THIS INFORMATION USING PARENTHETICAL DOCUMENTATION and INCLUDE COMPLETE CITATION ON WORKS CITED PAGE
ii. Explanation of evidence c. Explanation of concrete detail/example
V. Reason #4 for career field selection
a. Topic Sentence – identifies first reason b. Concrete detail/example
i. Evidence supporting detail/example (i.e. direct quotation/paraphrase/summary from research) MUST PROPERLY CITE THIS INFORMATION USING PARENTHETICAL DOCUMENTATION and INCLUDE COMPLETE CITATION ON WORKS CITED PAGE
ii. Explanation of evidence
VI Conclusion a. Overview of the value of this career field to society
Created by C. Thompson-Smith March 2015
b. Recap of reasons for selecting career field c. Identify personal career goal (i.e. education, dream job, your future).
I. Name of Career Field and reasons for studying this particular career. II. History of the career
III. People in this career
a. Approximately how many people are now employed in this career field? b. Briefly discuss current employment trends relating to this career. c. Where are jobs related to this career most often found? Why?
IV. Duties of this career a. General Duties b. Specific Duties c. Hours of work ordinarily required d. Is there anything unusual about the number of hours or nature of the work schedule which might relate to
this job field? (Seasonal fluctuations, days, nights, split shifts etc..)
V. Qualifications of workers in this field. a. Sex b. Age c. Health and physical d. Personality e. Experience f. Aptitude g. Education (general level and type required) h. Other i. What are the most common methods of entry into this career?
Which one would you choose? Why
VI Education Planning d. Develop your own education plan, including preparation for this career, including courses you’ve taken or
will take in high school to prepare. e. If you decide to attend a post-secondary school, what entrance requirements might you expect? What is
the length of training? Cost of training? f. Briefly describe any armed forces training opportunities that relate to his career. g. What are the scholarships, loans or grants that you could apply for to help with the cost of this training? h. Other training-apprenticeship, company or on-the-job training?
VII Related Fields
a. List and briefly describe seven career fields related to the one you have chosen to explore. VIII Finding a job in this career field.
a. List our local firms where employment in the career field could be found. b. Job advertisement. Clip and attach on a separate sheet a job ad from the local newspaper, magazine
or other source to you paper. c. If you were to apply for this job, whom would you ask for recommendations. List three persons. d. Attach your resume and cover letter to this paper.
IX. Earnings a. How much can you expect to make from this career?
Created by C. Thompson-Smith March 2015
1. Beginning salary? 2. Average Salary? 3. Exceptional Salary?
b. What expenses might you have to meet in following this career?
X. Nature of the Job a. List some benefits, other than salary, that you would expect to gain form this career. b. What hazards can you anticipate in this job field?
XI. Career Advancement a. What are the chances for advancement in this field? b. Would advancement require additional training? c. Would advancement require additional duties? Explain. d. Is there a need for continuing education to hold this position? Explain
XII Interview from your field experience a. Arrange an interview with someone employed in this career field. b. Ask this person the same questions you have been exploring for this project and any additional one
you may have. c. Write a summary of this interview
XIII Reflection
a. After studying this career in depth, state why you would or would not be interested in making this your own career objective.
Created by C. Thompson-Smith March 2015
English (Thompson-Smith/Powell) Name: #: Date:_______ Period: (circle one) 1 2 3 4 5 6 7
SENIOR PROJECT RESEARCH PAPER/ESSAY
CHECKLIST/Self-Assessment FORMATTING
YES NO Statement or Criteria 1. The paper is typed.
2. The font size is 12 point and the style is Times New Roman. NOTHING SHOULD BE IN BOLDFACE!
3. The margins are correct (one inch top, bottom, left, and right).
4. The margin for the header is ½” inch.
5. I have checked my margins with a ruler.
6. The heading is in correct MLA format (student’s name and number, teacher’s name, title of course, and date in military format).
7. The date is in military/MLA format (i.e. day month year or 13 April 2015).
8. The header has one space in-between the student’s last name and the page number WITHOUT THE WORD PAGE OR PG OR PP OR P etc. before the page number.
9. The pagination (page numbers) are continuous and do not repeat the same number over and over.
10. The title is not underlined, in bold type, italicized, inside “quotation marks” or in ALL CAPS
11. The entire paper is double spaced (no extra spacing between paragraphs etc.). No extra spacing exists before or after the heading or before or after the introductory paragraph.
12. The title of the research paper is original or unique (i.e. should not be My Research Paper, Career Research Paper, etc. – it should not contain the words “RESEARCH PAPER”)
13. Each paragraph is indented.
14. ALL paragraphs begin with an indentation (i.e. hit the TAB button once) and are NOT centered!
Introduction, Body, and Concluding Paragraphs and Highlighting Code
YES NO Statement or Criteria
15. The essay begins with an attention-getter or hook (i.e. question, startling statement, thought-provoking appropriate quotation) that grabs the reader’s attention and it is highlighted orange. If so, write it here: _______________________________________________________________ ______________________________________________________________________________
16. The introduction provides a general overview of the topic of the paper without providing specific examples or evidence yet. If so, write it here: _______________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
17. The overview discusses why the student selected this particular career field.
18. The thesis statement is the last sentence of the introductory paragraph.
19. The thesis statement is highlighted yellow. Now write your thesis statement here: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________
Created by C. Thompson-Smith March 2015
YES NO Statement or Criteria
20. Topic sentence of each of your body paragraphs is not a “Quotation” or a question? If it is, STOP; you must fix this before you can continue writing your essay.
21. Topic sentence is highlighted blue.
22. The topic sentence begins each body paragraph. If so, write the topic sentence for your first body paragraph here:_________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
23. Each body paragraph focuses on only one topic (i.e. one Roman Numeral from the outline)
24. Each body paragraph uses logical evidence and examples as support (i.e. quotations from note cards).
25. Each supporting quotation begins with a lead-in (your own words leading-in or up to the quotation). If so, write your second one here:_____________________________________________________ The correct parenthetical documentation follows all quotations, summaries, or paraphrases.
26 ALL citations (parenthetical documentation or in-text citations) are highlighted pink.
The Works Cited Page
YES NO Statement or Criteria
32. The works cited page has a header but NOT a heading.
33. The works cited page is correctly formatted and double-spaced (no extra spacing or lack of).
34. The works cited page is alphabetized AND each entry has a hanging indent.
35. The works cited page has at minimum, TWO sources listed.
36. Rubric is submitted WITH Name & Number in blue or black ink.
37. The works cited page has a title: Works Cited (should NOT be underlined, “inside quotation marks”, italicized, or bolded)
38. The works cited page numbers are correct (i.e. if it is the last page of a 4 page research paper, it is numbered as Student’s Lastname 5).
39. The works cited page is typed in a Times New Roman 12 point font style and size.
40. I understand that my research paper essay cannot be considered as such if there is a lack of textual evidence or ACTUAL RESEARCH (i.e. quotations) & if it does not have a works cited page and parenthetical documentation (quotations, summaries, and/or paraphrases correctly cited in the body to support my thesis statement) IT CANNOT ACTUALLY BE CONSIDERED A RESEARCH PAPER.
41. I have come in for assistance prior to the paper’s due date not the morning the paper is due or waited until the day before the assignment is due.
27. The essay has a sense of closure. If so, write it here:_________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
28. The re-stated thesis is AT MINIMUM two sentences. If so, write it here:______________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________
29. The re-stated thesis is highlighted yellow.
30. The re-stated thesis is not a question or quotation.
31. Following the re-stated thesis is a recap of the main/important points from your paper.
Created by C. Thompson-Smith March 2015
Other Important Reminders
YES NO Statement or Criteria
42. The words “Works Cited” are centered on the works cited page.
43. For each source that appears on the works cited page there is a matching in-text citation (also known as parenthetical documentation) in the body of the paper. See example below:
IF A SOURCE IS LISTED ON THE WORKS CITED PAGE, IT MUST BE IN THE
BODY OF THE PAPER (i.e. it would be the PARENTHETICAL DOCUMENTATION
or IN-TEXT CITATION). IF A SOURCE IS IDENTIFIED IN THE BODY OF YOUR
PAPER, THE COMPLETE SOURCE INFORMATION MUST ALSO APPEAR ON THE
WORKS CITED PAGE!!!
44. ALL in-text citations A.K.A. parenthetical documentations are highlighted pink.
45. ALL borrowed material paraphrases (i.e.written in your own words, but about the same length as the original), summaries (i.e. written in your own words, but shorter than the original) AND direct quotations (i.e. written word-for-word from the original and inside quotation marks) are cited.
46. Each source listed on the works cited page is correctly formatted according to MLA and is NOT numbered.
47. The paper has been submitted electronically (i.e. on Turnitin.com – read your teacher’s specific guidelines)
48. The paper avoids the KISS OF DEATH:
Contractions (it’s, she’d, can’t, should’ve, etc.)
Second person (you)
Words such as “In this paper I will” or “This paragraph will be about” or “In conclusion”
Slang (i.e. gonna, y’all, ain’t, turnt up, ya feel me, ya know wha I’m sayin’, etc.)
Weak words (i.e. very, really, a lot, stuff, etc.)
The argumentative paper does not use first person (I, me, my, us, we)
49. The paper checklist signature sheet has been completed and signed even if the paper is not submitted!
50. The student has uploaded the paper to a plagiarism checker and provided hard copy evidence that the paper is free from plagiarism by attaching that evidence to his/her rubric.
Smith 1
Karen Smith #000
British Literature
Thompson-Smith
15 April 2015
Between the Word and the Sentence:
Apes and Language
One afternoon, Koko the gorilla, who was often
bored with language lessons, stubbornly and
repeatedly signaled “red” in American Sign
Language when asked the color of a white towel.
She did this even though she had identified the
color white many times before. At last the gorilla
plucked a bit of red lint from the towel and
showed it to her trainer (Patterson and Linden
80-81). At Yerkes Primate Center, chimpanzees
Sherman and
Austin, who had been taught symbols for foods
and tools, were put in separate rooms. To obtain
food
Smith 12
Works Cited
Davis, Flora. Eloquent Animals: A Study in Animal
Communication. New York: Coward, 1978.
Eckholm, Erik. “Kanzi the Chimp: A Life in
Science.” New York Times 25 June 1985,
local ed.: A1+.
Marx, Jean L. “Ape-Language Controversy Flares
Up.” Science 207 (1980): 1330-33.
Patterson, Francine, and Eugene Linden. The
Education of Koko. New York: Holt, 1981.
Robbins, Esther. Personal interview. 17 Oct. 1996.
Terrace, H. S., et al. “Can An Ape Create a
Sentence?” Science 206 (1979): 891-902.
Created by C. Thompson-Smith March 2015
PAPER CHECKLIST SIGNATURE SHEET
I (print your name and number) have read and understand the checklist Mrs. Thompson-Smith has provided me. I have carefully reviewed my paper and completed this checklist in advance of the paper’s due date. Consequently, I have had the time to revise, edit, and correct any errors I discovered as a result of completing this checklist. I also understand that completing this checklist in no way guarantees me an “A” on the assignment; however, I do understand that if used correctly in conjunction with the other resources Mrs. Thompson-Smith has provided me (i.e. Checklists, samples, modeled how to complete the steps of the research process, online resources such as knightcite.com and Galileo, Bootcamp PowerPoint, the Writing Feedback Symbols handout, etc.), it will help me make sure that I have adhered to the assignment requirements. #: (Student Signature) (Date) (Parent Signature) (Date) ______The following is an original work. I understand that if the opposite is found true that I will receive a zero on the assignment and I cannot rewrite the assignment. I also acknowledge that disciplinary action will be taken.
OR I chose not to do this assignment and understand that I will receive a zero as my grade. I also understand that I cannot rewrite the assignment.
Created by C. Thompson-Smith March 2015
Brit. Lit. – Thompson-Smith/Powell Name:_________________________________#: Date Period 1 2 3 4 5 6 7 (circle one)
ARGUMENTATIVE RESEARCH PAPER Rubric: 300 points
SEE COVER SHEET FOR DEADLINE!
A-/A/A+ All elements of research paper completed with excellence. Goes beyond basic requirements. Paper is well-written and well-organized. Introduction is attention-getting and thesis is both clear and insightful. Body paragraphs include clear topic sentences and well-chosen specific concrete details. Commentary thoughtfully and insightfully analyzes the significance of the information, Quotes and other information from sources are cited correctly and smoothly. Conclusion gives a satisfying, insightful wrap-up without being repetitive. Transitions and a variety of sentence lengths/beginnings create a smooth flow from idea to idea. Works cited page demonstrates attention to detail in that it is correctly punctuated, alphabetized, etc. All elements of the research process (source and note taking cards, drafts, photocopies, outline, edits) are evident, extremely thorough, and present in the folder. B-/B/B+ All elements of research paper completed with competence. Goes beyond basic requirements. Paper is organized effectively. Introduction effectively leads into the thesis, and thesis is clearly stated. Body paragraphs include clear topic sentences and specific concrete details. Commentary competently analyzes the significance of the information,. Quotes and other information from sources are mostly cited correctly and smoothly. Conclusion wraps up the essay without being repetitive. Transitions and a variety of sentence lengths/beginnings are utilized. Works cited page demonstrates attention to detail in that it is mostly correctly punctuated, alphabetized, etc. All elements of the research process (source and note taking cards, drafts, photocopies, outline, edits) are evident, thorough, and present in the folder. C-/C/C+ Elements of research paper adequately completed, Paper is organized enough to follow ideas. Introduction is present and thesis is mostly clear. Body paragraphs include topic sentences and concrete details. Commentary makes an attempt, to analyze the significance of the information but may be limited. Quotes and other information from sources are mostly cited correctly. Conclusion is present Some use of transitions and sentence variety. Works cited page includes sources, but may contain errors in punctuation, etc. All elements of the research process (source and note taking cards, drafts, photocopies, outline, edits) are evident. D-/D/D+ Elements of research paper may be present, but not skillfully completed. Some elements may be missing. Thesis and topic sentences may not adequately set the focus. Concrete details and commentary may be limited. Organization may be difficult to follow at times. Errors in grammar and usage may be present, and sentence variety and use of transitions may be limited. Citations may be present, but not accurate. Works cited page may contain multiple errors. Essay process is utilized, but revisions are limited. F Elements missing, underdeveloped, or incomplete. Brief or little organization. Severe difficulties in citations resulting in plagiarism. Severe difficulties in grammar or usage. (Parent Signature) (Date) ______The following is an original work. I understand that if the opposite is found true that I will receive a zero on the assignment and I cannot rewrite the assignment. I also acknowledge that disciplinary action will be taken.
OR I chose not to do this assignment and understand that I will receive a zero as my grade. I also understand that I cannot rewrite the assignment.
Created by C. Thompson-Smith March 2015
Argumentative Paper Format *Please note that this is only a sample format. There are multiple ways to organize an argumentative paper
INTRODUCTION o 1-2 paragraphs tops
o PURPOSE: To set up and state one’s claim
o OPTIONAL ELEMENTS
Make your introductory paragraph interesting. How can you draw your readers in?
What background information, if any, do we need to know in order to understand your claim?
If you don’t follow this paragraph with a background information paragraph, please insert that
info here.
o REQUIRED ELEMENTS
If you’re arguing about a literary work—state author + title
If you’re arguing about an issue or theory – provide brief explanation or your of issue/theory.
If you’re arguing about a film—state director, year + title
STATE your claim at the end of your introductory paragraph
BACKGROUND PARAGRAPH o 1-2 paragraphs tops; Optional (can omit for some papers). Also, sometimes this info is incorporated into the introduction
paragraph (see above).
o PURPOSE: Lays the foundation for proving your argument.
o Will often include:
Summary of works being discussed
Definition of key terms
Explanation of key theories
SUPPORTING EVIDENCE PARAGRAPH #1 o PURPOSE: To prove your argument. Usually is one paragraph but it can be longer.
o Topic Sentence: What is one item, fact, detail, or example you can tell your readers that will help them better understand
your claim/paper topic? Your answer should be the topic sentence for this paragraph.
o Explain Topic Sentence: Do you need to explain your topic sentence? If so, do so here.
o Introduce Evidence: Introduce your evidence either in a few words (As Dr. Brown states ―…‖) or in a full sentence
(―To understand this issue we first need to look at statistics).
o State Evidence: What supporting evidence (reasons, examples, facts, statistics, and/or quotations) can you include to
prove/support/explain your topic sentence?
o Explain Evidence: How should we read or interpret the evidence you are providing us? How does this evidence prove the
point you are trying to make in this paragraph? Can be opinion based and is often at least 1-3 sentences.
o Concluding Sentence: End your paragraph with a concluding sentence that reasserts how the topic sentence of this
paragraph helps up better understand and/or prove your paper’s overall claim.
SUPPORTING EVIDENCE PARAGRAPH #2, 3, 4, 5 etc. o Repeat above
COUNTERARGUMENT PARAGRAPH o PURPOSE: To anticipate your reader’s objections; make yourself sound more objective and reasonable.
o Optional; usually 1-2 paragraphs tops
o What possible argument might your reader pose against your argument and/or some aspect of your reasoning? Insert one or more of
those arguments here and refute them.
Possible sentence starters: One might object here that... , It might seem that ,
It's true that , Admittedly, Of course
o End paragraph with a concluding sentence that reasserts your paper’s claim as a whole.
CONCLUSION PART 1: SUM UP PARAGRAPH o PURPOSE: Remind readers of your argument and supporting evidence
Created by C. Thompson-Smith March 2015
o Conclusion you were most likely taught to write in High School
o Restates your paper’s overall claim and supporting evidence
CONCLUSION PART 2: YOUR “SO WHAT” PARAGRAPH o PURPOSE: To illustrate to your instructor that you have thought critically and analytically about this issue.
o Your conclusion should not simply restate your intro paragraph. If your conclusion says almost the exact same thing as your
introduction, it may indicate that you have not done enough critical thinking during the course of your essay (since you ended up right
where you started).
o Your conclusion should tell us why we should care about your paper. What is the significance of your claim? Why is it important to
you as the writer or to me as the reader? What information should you or I take away from this?
o Your conclusion should create a sense of movement to a more complex understanding of the subject of your paper. By the end of
your essay, you should have worked through your ideas enough so that your reader understands what you have argued and is ready to
hear the larger point (i.e. the "so what") you want to make about your topic.
o Your conclusion should serve as the climax of your paper. So, save your strongest analytical points for the end of your essay, and
use them to drive your conclusion
o Vivid, concrete language is as important in a conclusion as it is elsewhere--perhaps more essential, since the conclusion determines
the reader's final impression of your essay. Do not leave them with the impression that your argument was vague or unsure.
o WARNING: It's fine to introduce new information or quotations in your conclusions, as long as the new points grow from your
argument. New points might be more general, answering the "so what" question; they might be quite specific. Just avoid making new
claims that need lots of additional support.
Created by C. Thompson-Smith March 2015
Argumentative Essay Outline
Introduction + Background
Body Paragraph 1 (Supporting Evidence #1)
Body Paragraph 2 (Supporting Evidence #2)
Body Paragraph 3 (Supporting Evidence #3)
Counterargument
Conclusion (Restatement of claim using synonyms + supporting evidence statements, So What: call to action – what should
happen next)
Created by C. Thompson-Smith March 2015
HOW TO SAVE A SOURCE FOUND IN GALILEO WITH CORRECT MLA
Follow the steps below:
A. Find a source for your topic
B. Make sure it is “FULL TEXT”
C. Either click on the “plus” to add the source to a folder to view later
OR D. Click on the blue hyperlink of the
source’s title
E. When the source opens up you will see a list of options all the way to the right of the screen
F. Choose email to send it your personal email address
G. Type your email address in the “E-
mail to:” box and a brief not regarding
the subject (i.e. “Article about
Crimmigration for Research paper”)
DO NOT select yet.
H. To the right you will see “Citation Format.” This is where you can select MLA
I. Once you have selected “MLA,” you
can hit
J. Repeat steps A through I for each source until you have 5 sources total.
K.
L. From each of these sources, you will take notes and create note cards.
+
Created by C. Thompson-Smith March 2015
HOW TO CONDUCT A SEARCH USING GALILEO Step 1
A. Log on to the DHS website
B. Go to “Academics” and select “Media
Center”
C. On the left-hand side of the page,
select “Georgia Library Learning
Online (Galileo)”
http://galileo.usg.edu Step 2
D. Type in the Galileo password; it is on the DHS website
E. In the search box, type in the title of
your chosen career
F. Click “SEARCH”
Step 3
G. Once you get your search results, you will see that you have gotten too many results to sift through. Therefore, you must narrow your search.
H. To narrow the search, you should: a. Under “Limit To” select “Full Text” b. Under “Limit To” select “Scholarly
Peer Reviewed Journals” c. Under “Limit To” change the
publication date to the last 5 years (i.e. 2010-2015)
I. To limit your search results even more use the word “AND” and then add descriptors such as “United States and immigration and racism and Georgia and driving and homicide”
J. Ideally, you want 50 results or less but under 100 is good too.
Created by C. Thompson-Smith March 2015
REMINDERS for CREATING SOURCE CARDS & NOTE CARDS
SOURCE CARD EXAMPLE:
NOTE CARD EXAMPLE
HELPFUL LINKS/Resources: www.knightcite.com http://galileo.usg.edu Mrs. Thompson-Smith’s Edmodo page (see Survival Cheat Sheets and Senior Project packet)
Revised and Adapted by B. Jones & C. Thompson-Smith Oct. 2015
REMINDERS for CREATING OUTLINE & ANNOTATED BIBLIOGRAPHY
SAMPLE OUTLINE (SEE DIRECLTY BELOW)
SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY
Lastname page# Firstname Lastname #000 Thompson-Smith/Powell Brit. Lit. 27 Mar. 2015
Career Name Annotated Bibliography
Gilbert, Pam. “From Voice to Text: Reconsidering Writing and Reading in the English Classroom.” English Education 23.4 (1991): 195-211. Print. Gilbert provides some insight into the concept of “voice” in textual interpretation, and points to a need to move away from the search for voice in reading. Her reasons stem from a growing danger of “social and critical illiteracy,” which might be better dealt with through a move toward different textual under-standings. Gilbert suggests that theories of language as a social practice can be more useful in teaching. Her ideas seem to disagree with those who believe in a dominant voice in writing, but she presents an interesting perspective.
Greene, Stuart. “Mining Texts in Reading to Write.” Journal of Advanced Composition
12.1 (1992): 151-67. Print. This article works from the assumption that reading and writing inform each other, particularly in the matter of rhetorical constructs. Greene introduces the concept of “mining texts” for rhetorical situations when reading with a sense of authorship. Considerations for what can be mined include language, structure, and context, all of which can be useful depending upon the writer’s goals. The article provides some practical methods that compliment Doug Brent’s ideas about reading as invention.
Lastname page# Firstname Lastname #000 Thompson-Smith/Powell Brit. Lit. 27 Mar. 2015
Paper Title Outline
I. Name of Career Field and reasons for studying this particular career. II. History of the career
III. People in this career
a. Approximately how many people are now employed in this career field?
b. Briefly discuss current employment trends relating to this career. c. Where are jobs related to this career most often found? Why?
IV. Duties of this career a. General Duties b. Specific Duties c. Hours of work ordinarily required d. Is there anything unusual about the number of hours or nature of
the work schedule which might relate to this job field? (Seasonal fluctuations, days, nights, split shifts etc..)
V. Qualifications of workers in this field.
a. Sex b. Age c. Health and physical d. Personality e. Experience f. Aptitude g. Education (general level and type required)
VI Education Planning
a. Develop your own education plan, including preparation for this career, including courses you’ve taken or will take in high school to prepare.
b. If you decide to attend a post-secondary school, what entrance requirements might you expect?
An annotated bibliography has two portions: the citation and the summary. The first portion of the bibliography is the citation. You will follow MLA format. The second portion of the bibliographic entry is the summary. A summary (written in two to five complete sentences) tells the main idea of the source and evaluates
the credibility of the source. Answer and address ALL six points from above.
Use present tense. Place the entries in alphabetical order according to MLA
format. REFER TO YOUR CHECKLIST FOR DETAILS!!!!
Revised and Adapted by B. Jones & C. Thompson-Smith Oct. 2015
Senior Research Rubric:
A-/A/A+ All elements of research paper completed with excellence. Goes beyond basic requirements.
Paper is 'well-written and well-organized. Introduction is attention-getting and thesis is both clear and
insightful. Body paragraphs include clear topic sentences and well-chosen specific concrete details.
Commentary thoughtfully and insightfully analyzes the significance of the information. Quotes and other
information from sources are cited correctly and smoothly. Conclusion gives a satisfying, insightful wrap-up
without being repetitive. Transitions and a variety of sentence lengths/beginnings create a smooth flow from
idea to idea. Works cited page demonstrates attention to detail in that it is correctly punctuated,
alphabetized, etc. All elements of the research process (source and note taking cards, drafts, photocopies,
outline, edits) are evident, extremely thorough, and present in the folder.
B-/B/B+ All elements of research paper completed with competence. Goes beyond basic
requirements Paper is organized effectively. Introduction effectively leads into the thesis, and
thesis is clearly stated, Body paragraphs include clear topic sentences and specific concrete details.
Commentary competently analyzes the significance of the information. Quotes and other
information from sources are mostly cited correctly and smoothly. Conclusion wraps up the essay
without being repetitive. Transitions and a variety of sentence lengths/beginnings are utilized.
Works cited page demonstrates attention to detail in that it is mostly correctly punctuated,
alphabetized, etc. All elements of the research process (source and note taking cards, drafts,
photocopies, outline, edits) are evident, thorough, and present in the folder.
C-/C/C+ Elements of research paper adequately completed. Paper is organized enough to follow
ideas. Introduction is present and thesis is mostly clear. Body paragraphs include topic
sentences and concrete details. Commentary makes an attempt to analyze the significance of the
information but may be limited. Quotes and other information from sources are mostly cited
correctly, Conclusion is present Some use of transitions and sentence variety. Works cited page
includes sources, but may contain errors in punctuation, etc. All elements of the research process
(source and note taking cards, drafts, photocopies, outline, edits) are evident.
D-/D/D+ Elements of research paper may be present, but not skillfully completed., Some
elements may be missing. Thesis and topic sentences may not adequately set the focus. Concrete
details and commentary may be limited. Organization may be difficult to follow at times. Errors in
grammar and usage may be present, and sentence variety and use of transitions may be limited.
Citations may be present, but not accurate. Works cited page may contain multiple errors. Essay
process is utilized, but revisions are limited.
F Elements missing, underdeveloped, or incomplete. Brief or little organization severe difficulties in citations
resulting in plagiarism. Severe difficulties in grammar or usage.
(Parent Signature) (Date) ______The following is an original work. I understand that if the opposite is found true that I will receive a zero on the assignment and I cannot rewrite the assignment. I also acknowledge that disciplinary action will be taken.
OR I chose not to do this assignment and understand that I will receive a zero as my grade. I also understand that I cannot rewrite the assignment.
Revised and Adapted by B. Jones & C. Thompson-Smith Oct. 2015
Dutchtown Senior High School Senior Project
Personal Checklist
All of these items must be placed in a neat binder for submission. All binders become the property of
DHS English Department.
Assignment Check Dates Final Due Date Final Grade
Part I
Binder, Tabs, Protective Sheets Feb. 9, 2016
Part II
Title Page Feb. 16, 2016
Table of Contents Feb. 28, 2016
Part III
Community Service Letters and Certificates May 18, 2015
Part IV
Cover Letter
Resume
Transcript
Letter of Recommendation - School *
Letter of Recommendation – Community *
Letter of Recommendation – Student Choice *
College Application *
Part V
Formal Proposal
Plagiarism Statement
Letter of Intent
Contract Form
Signature Form
Project Log (minimum one entry per week)
Research Paper
Works Cited (5 source minimum) **
Part VI
PowerPoint Presentation/Prezi
Brochure (optional)
Part VII
6 Student Artifacts
Reflection Sheets
Reading Log ***
Part IX
Reflection Paper
Thank You Letter Judges
Thank You Letter Mentor
This document goes in your project notebook. If any of the items are missing or incorrect, you will
not receive credit. Check your binder thoroughly before submission.
Revised and Adapted by B. Jones & C. Thompson-Smith Oct. 2015
Appendix 2
Documentation of Community Service Hours
Directions: Submit official letters and/ or official documentation from the organization(s) where you
completed hours of community service or use this form/format. All documentation must be on official
organization letterhead or contain the organization’s official seal. Attach forms or letters as needed.
Student’s Name: _________________________________
Total number of community service hours completed: _____________________
Community service activities completed Date completed
__________________________________ ______________
__________________________________ ______________
__________________________________ ______________
__________________________________ ______________
Name of organization of community service: ______________________________________________
Organization’s Street Address: _________________________________________________
City: _______________________________State: ________ ZIP: _______
Organization’s Community Service Coordinator/ Representative:
Name: _____________________________________________________
Title: ______________________________________________________
Telephone Number: ( ) ________________________________________
Email Address: ___________________________________________________
Signature of Advisor: ______________________________________________
One of these is needed for each organization to which you have provided service.
Revised and Adapted by B. Jones & C. Thompson-Smith Oct. 2015
Appendix 3 Senior Project
Dutchtown High School - Activity Journal
Date Activity Time Spent Advisor Signature
Revised and Adapted by B. Jones & C. Thompson-Smith Oct. 2015
Appendix 4
Twelve-Week Classroom Grades Documentation Sheet
NAME_________________________________________________________
Name of Class Numerical
Average
Conduct Days Absent
Spring Semester
Teacher Signature
1st Period:
2nd Period:
3rd Period:
4th Period:
5th Period
6th Period
7th Period
Revised and Adapted by B. Jones & C. Thompson-Smith Oct. 2015
Appendix 5
PowerPoint Instructions/Requirements Slide 1: Title Slide 2: Purpose/Why I Chose This Particular Career Slide 3: Educational Needs for This Career Slide 4: Societal Needs for This Career Slide 5: Statistics About This Career Slide 6-10: Steps One Needs to Take In Order to Achieve This Career Slide 11: Bibliography or Works Cited/References (Must include U.S.
Dept. Of Labor and 3 Galileo links as included Sources)
NO MORE THAN 24 words per slide. Bullet your outlines and include graphics. Be sure PowerPoint can be read from a screen. Do not let graphics interfere with the text. Print each slide for your notebook.
Revised and Adapted by B. Jones & C. Thompson-Smith Oct. 2015
Appendix 6
Critical Reading Log - Daily Log Sheet
Title Author Year Read 2-3 Sentence
Summary
Revised and Adapted by B. Jones & C. Thompson-Smith Oct. 2015
Dutchtown High School SENIOR PROJECT MENTOR EVALUATION FORM
The mentor evaluation is a very important part of the Senior Project experience. Your honest appraisal
of the student, including specific information, will be helpful to the student.
Mentor Name: ________________________________________________________
Student Name: _______________________________________________________
Project Title: ________________________________________________________
I can verify the student spent 20 or more hours on her/his project. Please verify time log on back of
document.
Yes______ No______
Did the student meet with you at least three times during her/his project so you could provide
information, feedback, make suggestions, or discuss project progress?
Yes______ No______
Please place a checkmark in the appropriate column:
Unsatisfactory Satisfactory Exemplary
General Appearance
Makes Scheduled Meetings
Attitude
Efficiency
Effort
Follow through
Punctuality
Shows initiative
Overall Assessment:
Exemplary
Met requirement successfully
Failed to meet minimum requirement
I recommend this student:
Enthusiastically
Confidently
With reservation
Do not recommend
Comments:
_____________________________________________ _________________
Mentor Signature Date
Revised and Adapted by B. Jones & C. Thompson-Smith Oct. 2015
Name:
Senior Project Time Log Date Hours Description
Total Hours:
Revised and Adapted by B. Jones & C. Thompson-Smith Oct. 2015
Appendix 8
Dutchtown High School
Mentor Acceptance Form
Student’s Name_______________________________________________________________
Mentor’s Name_______________________________________________________________
Field of Expertise______________________________________________________________
Email_______________________________________________________________________
Thank you for volunteering to mentor__________________________throughout his/her Senior Project. This is
a very important role and your efforts, time, and commitment are greatly appreciated.
For the Senior Project, all senior students will:
Write a research paper on an approved, self-selected topic
Complete a hands-on or service-oriented project related to the research paper topic (requiring a
minimum of 20 hours of documented hours of work)
Compile a portfolio of coursework and,
Present findings to a board in a formal oral presentation during the spring semester
The suggested responsibilities of the mentor are:
Provide feedback and guide the student through the Senior Project process
Confirm the number of hours
Help the student pace him/herself to meet all deadlines with ease
Set upcoming goals
Troubleshoot potential difficulties
Review completion of goals
Discuss the student’s accomplishments, discoveries, frustrations, questions, obstacles, etc.
Review the materials or artifacts the student gathered
Suggest additional resources or contact
Verify that the student is working to complete the project
Verify and sign the student’s project log
Complete the mentor evaluation form at the satisfactory completion of the Senior Project
Please plan to meet with your mentee on a regular basis- at least twice or more per month. The student is
responsible for making and arranging all scheduled appointments with you, perform all necessary research,
planning and implementing the project, and providing any necessary supplies as needed.
If you have any questions, please contact Mrs. B. Jones at [email protected] the student’s
Senior Project Advisor/ELA instructor.
Thank you for your support.