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�Senior Project: Overview (PowerPoint)

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					Senior Project: Creating Possibilities and Clarity
North Lawndale College Prep High School 2009-2010

The Mission of North Lawndale College Prep High School: The mission of North Lawndale College Preparatory Charter High School (NLCP) is to prepare young people from under-resourced communities for graduation from high school with the academic skills and personal resilience necessary for successful completion of college. To this end, NLCP will

• Expect nothing less than high academic standards for all students. • Provide a challenging curriculum, extra resources, and the support necessary to achieve those standards. • Assemble and support a superlative faculty, staff, and administration to collaboratively accomplish this task. • Integrate the best technology to assist in all aspects of student development. • Serve the wider North Lawndale community

NLCP’s Two Graduation Gateways: 25 Credits and

Successful Completion of Senior Project

How Senior Project Links to NLCP’s Mission (from NLCP’s Student Handbook):
At NLCP we believe in people creating an “Intentional Life.” A person’s life can be “accidental” or “intentional.” The Accidental Life just happens – there is no particular plan, priorities, or guiding principles. In the Accidental Life, accidents happen. Accidental people lose their way. In the “Intentional Life,” people have clear goals in mind and are committed to a way of getting there. The big dreams for their lives come with a specific blueprint. People know where they are going and how it is they will get there. Intentional people make their own way. NLCP wants to make sure that when our seniors leave, they know where they are going. The Senior Project is designed to help graduates become “full grown.” We want NLCP graduates to make the transition to adulthood and take responsibility for setting the course for their life that will be filled with success. We expect students to take with them after graduation a belief in themselves that says: “I have power. I can make change occur in my life. And, I have a responsibility to serve my community to make change occur to benefit the lives of others.”

Original Guiding Questions for Senior Project (from NLCP’s Student Handbook):
In answering these questions over the trimester, students will do the following:
• • • • •

Conceptualize possible pathways for their lives, outlining personal/professional goals and strategies to get there Create a project to help them explore one of these pathways Demonstrate proficiency in research Demonstrate proficiency in writing Demonstrate proficiency in oral presentation by presenting and defendi their projects before a panel

Senior Project is simply

a symbol
of the NLCP Dream...

Within the English Department

Present Senior Project Pathway: Senior Completes Research Process Senior Completes Essay Process Senior Completes Presentation Practice

Senior Presents to Independent Panel
(The grade for this stage is the Graduation Gateway.)

Pathway Approach to Senior Project:

The Research Essay Pathway or
(if an A on Junior Research Project, then may choose above option or either)

The Creative Pathway
or The Experiential Pathway

Stages to a Pathway Approach
1st Stage The student will  Understand Ideals behind Senior Project  Derive Topic and Driving Question  Identify Senior Project Adult Mentor  Select Pathway: o Research Essay Pathway o If A on Junior Research Project, can choose Creative Pathway or Experiential Pathway If Creative, select Medium (e.g., Literary, Visual Arts, Dramatic, Cinematic, Dance, etc.); select Genre (e.g., if Literary, then Fiction, Nonfiction, Poetry, or Dramatic Script; if Visual Arts, then…) If Experiential, select appropriate experience (e.g., paid or unpaid internship, volunteer experience…)  In all Pathways, begin Research  In all Pathways, explore potential for Civic Engagement that informs Research 4th Stage In all Pathways, the student will  Articulate Evolving Claim In the Research Essay Pathway, the student will  Continue Drafting Research Essay  Prepare for Project Presentation In the Creative and Experiential Pathways, the student will  Continue Drafting Creative Project  Prepare for Project Presentation 2nd Stage In all Pathways, the student will  Continue Research  Articulate Emerging Claim In the Research Essay Pathway, the student will  Complete Research  Complete Sourcecards and Notecards  Begin Outline In the Creative and Experiential Pathways, the student will  Complete Research  Continue Annotated Bibliography  If Creative Pathway, begin creating creative project  If Experiential Pathway, begin experiencing internship, volunteer experience, etc. 3rd Stage In all Pathways, the student will  Articulate Evolving Claim In the Research Essay Pathway, the student will  Complete Outline  Begin Drafting Research Essay In the Creative and Experiential Pathways, the student will  Complete Annotated Bibliography  Continue creating and/or experiencing

5th Stage In all Pathways, the student will  Finalize Claim In the Research Essay Pathway, the student will  Complete Drafting/Editing Research Essay  Begin Reflective, Metacognitive Letter and Peer and Adult Responses  Prepare for Project Presentation In the Creative and Experiential Pathways, the student will  Complete Creative or Experiential Project  Begin Reflective, Metacognitive Letter and Peer and Adult Responses  Prepare for Project Presentation

6th Stage In the Research Essay Pathway, the student will  Present Research Portfolio to English Teacher: 1.Sourcecards and Notecards 2.Outline, including drafts 3.Research Essay, including drafts 4.Reflective, Metacognitive Letter 5.Peer and Adult Responses  Present Senior Project to Independent Panel In the Creative and Experiential Pathways, the student will  Present Creative or Experiential Portfolio to English Teacher: 1.Annotated Bibliography, including drafts 2.Creative or Experiential Project, including drafts/versions 3.Reflective, Metacognitive Letter 4.Peer and Adult Responses

The English Department’s Research Strand: Tangible Products:
Freshmen English (Expository Product) Deriving a Question Library Trip (e.g., Collins campus library or CPL-Douglas branch) Annotated Bibliography Primary Sources (None) Secondary Sources (5+) • 1 book • 1 academic journal article • 1 newspaper article • 1 magazine article • 1 internet reference (hub) site • 1 dissertation abstract (optional) Expository Claim Outline, with 3 reasons of support with sub-level details Reflective, Metacognitive component Sophomore English (Argumentative Product) Deriving a Question Library Trip (e.g., Harold Washington Library or UIC’s Library) Annotated Bibliography (at least 3 sources explore opposition) Primary Sources (1+): • Film Secondary Sources (7+): • 1 book • 2 academic journal articles • 1 newspaper article • 1 magazine article • 1 internet reference (hub) site • 1 dissertation abstract Argumentative Essay (MLA style) • In-text citations • Works Cited page Reflective, Metacognitive component

The English Department’s Research Strand: Tangible Products (Continued):
Junior English (Argumentative Product) Deriving a Question Library Trip (e.g., Harold Washington Library or UIC’s Library) Sourcecards and Notecards (at least 3 sources explore opposition) Primary Sources (2+): • Film • Interview (either personal or transcripts from radio/tv) Secondary Sources (8+, student picks extras): • 1 book • 2 academic journal articles • 1 newspaper article • 1 magazine article • 1 internet reference (hub) site • 1 dissertation abstract Junior Project Essay: Argumentative Essay (MLA style) • In-text citations • Works Cited page Reflective, Metacognitive component (with Civic Engagement Questions)

Senior English (Persuasive Product) Deriving a Question Library Trip (e.g., Harold Washington Library or UIC’s Lib Sourcecards and Notecards (at least 3 sources explore opposi Primary Sources (2+): • Film • Interview (either personal or transcripts from radio/tv) Secondary Sources (8+, student picks extras): • 2 book • 2 academic journal articles • 1 newspaper article • 1 magazine article • 1 internet reference (hub) site • 1 dissertation abstract Senior Project Pathway If Research Pathway — Senior Project Essay: Argumenta (MLA style) • In-text citations • Works Cited page If Creative or Experiential Pathway — Senior Project Ann Bibliography (MLA style) • In-text citations • Works Cited page Reflective, Metacognitive component (with Civic Engagemen Questions)

DEVELOPMENT and CLARITY of ARGUMENT Develop esis and ideas; demonstrate logical thought 40%

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A strong, logical thesis/claim; Exceptional supporting ideas/content/evidence that flow and make logical sense; and Thorough explanation/analysis of ideas/content/evidence. Points Possible (40-36)

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A logical thesis/claim; Effective supporting ideas/content/evidence that flow and make logical sense; and An effective explanation/analysis of ideas/content/evidence. Points Possible (35-32)

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A somewhat clear, logical thesis/claim; Somewhat effective supporting ideas/content/evidence that flow and make logical sense; and/or Some explanation/analysis of ideas/content/evidence. Points Possible (31-28) A thesis/claim not within the introduction; An introduction that veers from a preview of the essay body; A topic sentence of some paragraphs; Some supporting sentences in paragraphs; Somewhat cohesive transitions between paragraphs; and/or A somewhat effective conclusion. Points Possible (11-10) 

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No thesis/claim or illogic thesis/claim;  Little or no supporting ideas/content/evidence o ideas/content/evidence which flow or make sense; and/ Ideas/content/evidence that d connect to the thesis/claim Points Possible (27)

TION   

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An provocative thesis/claim within the introduction; An exceptional introduction that has a strong hook An exceptional introduction that previews the essay body; A strong topic sentence of each paragraph Strong supporting sentences in each paragraph; Cohesive transitions between paragraphs; and  A strong conclusion. Points Possible (15-14) Language and tone(s) that clearly understand the rhetorical context (i.e., the audience, purpose, and occasion); An advanced and complex vocabulary; Varied sentence structure and length; and/or A strong understanding of narrative voice, using the 1st person pronoun “I” only with an intended effect. Points Possible (15-14)

A clear thesis/claim within the introduction;  An effective introduction that has a hook;  An effective introduction that previews the essay body;  A clear topic sentence of each paragraph;  Strong supporting sentences in each paragraph;  Mostly cohesive transitions between paragraphs; and  An effective conclusion. Points Possible (13-12)  Language and tone(s) that mostly understand the rhetorical context (i.e., the audience, purpose, and occasion);  An accurate vocabulary;  Frequently varied sentence structure and length; and/or  A partial understanding of narrative voice, sometimes unintentionally using the 1st person pronoun “I.” Points Possible (13-12)   Effective understanding and application of standard English grammar; Some incorrect instances of punctuation and capitalization; Some incorrect instances of spelling; and/or Some formatting mistakes. Points Possible (13-12)  Research to support original ideas; Avoiding plagiarism; Significant control of MLA or APA conventions: Correctly cite most in-text research (both paraphrased and direct quote citations) and the “Works Cited”

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No thesis/claim anywhere wit essay; No introduction that preview essay body; No organized body paragraph clear topic sentences; Few or no supporting senten No cohesive transitions betw paragraphs; and/or  No conclusion. Points Possible (9)

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rstand audience, purpose, and ion; d effective language and tone(s)

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Language and tone(s) that somewhat understand the rhetorical context (i.e., the audience, purpose, and occasion); A mostly accurate vocabulary; Rarely varied sentence structure and length; and/or An inconsistent understanding of narrative voice, often unintentionally using the 1st person pronoun “I.” Points Possible (11-10)  Somewhat effective understanding and application of standard English grammar; Several incorrect instances of punctuation and capitalization; Several incorrect instances of spelling; and/or Several formatting mistakes. Points Possible (11-10)

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Language and tone(s) that d understand the rhetorical co (i.e., the audience, purpose, occasion);  An inaccurate vocabular Rarely varied sentence structu length; and/or No understanding of narrative without apparent understan frequently use the 1st person p “I.” Points Possible (9) 

S ctly use grammar; , punctuate, and alize; and correctly format

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Exceptional understanding and application of standard English grammar;  Correct punctuation and capitalization;  Correct spelling; and  Correct formatting Points Possible (15-14) Effective research to support original ideas;  Avoiding plagiarism;  Control of MLA or APA conventions: Correctly cite in-text research (both paraphrased and direct quote citations) and the  

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Ineffectual understanding a application of standard Eng grammar;  Many incorrect instances punctuation and capitalizat Many incorrect instances of sp and/or  Many formatting mistake Points Possible (9)

RESEARCH Correctly use conventions of research 15%

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Some research to support original ideas;  Avoiding plagiarism; Some control of MLA or APA conventions: Correctly cite some in-text research (both paraphrased and direct quote

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Either no research or resea incorrectly used to support or ideas while also avoiding plag Ineffective control of MLA o conventions: Do not or incor cite in-text research (bot paraphrased and direct qu


				
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