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GRADUATION PROJECT HANDBOOK

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					                      Graduation Project




NEW HANOVER COUNTY SCHOOLS
GRADUATION PROJECT
    HANDBOOK




           Page 1             6/20/2008
                                               Graduation Project




        New Hanover County Mission Statement:
The mission of New Hanover County Schools is to provide a
HIGH QUALITY education that prepares all students to be
productive and contributing citizens of a global society.


         North Carolina State Board of Education
                   Mission Statement:
The guiding mission of the North Carolina State Board of
Education is that every public school student will graduate
from high school, globally competitive for work and
postsecondary education and prepared for life in the 21st
Century. The goals are as follows:
Goal 1: NC public schools will produce globally competitive
students.
Goal 2: NC public schools will be led by 21st century
professionals.
Goal 3: NC public school students will be healthy and
responsible.
Goal 4: Leadership will guide innovation in NC public
schools.
Goal 5: NC public schools will be governed and supported
by 21st century systems.




                            Page 2                      6/20/2008
                                                                                                     Graduation Project

                                HANDBOOK TABLE OF CONTENTS
Getting Started:                                                        Works Cited How To ...........................46
New Hanover County Mission Statement                                    Works Cited Sample ...........................47
.............................................................. 2        Rough Draft Check List .......................48
North Carolina Board of Education                                       Self and Peer Editing Sheet ................49
Mission Statement…………………….…2                                            Rough Draft Evaluation .......................51
Requirements........................................ 4                  Step 7: Revising the Rough Draft .......52
Due Dates………………………………...4                                               Step 8: Writing the Final Draft .............52
Policies and Procedures ....................... 7                       Final Research Paper Checklist..........53
Grading Procedures .............................. 9                     Final Paper Rubric……………………...54
Parent/Guardian/Student Consent                                         Research Paper Recovery Program….56
Form……………………………………...10                                                 Recovery Participation Form...............57
Letter of Intent Format………………….11                                       Product:
Letter of Intent Content .......... ………..12                             Product Log .........................................58
Letter of Intent Sample........................ 13                      Mentor Evaluation of Product..............61
Letter of Intent Cover Sheet…………...14                                   Special Situations for Products……….62
Faculty Advisor Form…………………..15                                         Business Plan......................................62
Mentor Description……………………..16                                          Coaching………………………………...62
Mentoring Arrangements………………17                                          Teaching………………………………...63
Mentor Information Letter……………...18                                     Lesson Plan Format……………………64
Mentor Commitment Form…………….19                                          Fundraising……………………………...66
Paper:                                                                  Audience Verification Form .................67
Requirements...................................... 20                   Release Information…………..……….68
Step 1: Selecting a Topic .................... 22                       Release Form…………………………..69
Step 2: Working Outline ...................... 22                       Physical Product Checklist…………….70
Thesis……………………………………23                                                  Product Rubric.....................................71
Step 3: Working Bibliography.............. 23                           Portfolio:
Source Card Format ........................... 24                       Thank-you Letter Format………………72
Source Card Sample........................... 25                        Thank-You Letter Sample ...................73
Source Card Frequently Asked                                            Judges Letter Format ..........................74
Questions………………………………..26                                               Judges Letter Sample .........................75
Interview Tips ...................................... 27                Character Reference Letter…………...76
Interview Guide ................................... 28                  Resume How To .................................77
Interview Sample Questions.………….29                                      Resume Sample..................................79
Interview Evaluation Form .................. 30                         Reflections Format……………………..80
Bibliographic Forms for Sources......... 31                             Reflections Content…………………….81
Working Bibliography Evaluation ........ 34                             Portfolio Scoring Guide .......................82
Step 4: Taking Notes .......................... 35                      Portfolio Rubric…………………………83
Plagiarism ........................................... 35               Presentation:
Paraphrasing....................................... 35                  Midterm Exam Information ..................84
Note Card Sample……………………...37                                           Presentation Attire...............................85
Note Card Format ............................... 37                     Visual Presentation Instructions…. ….86
50 Note Cards Evaluation ................... 39                         Midterm Exam Scoring Guide .............87
Step 5: Formal Outline ........................ 40                      Oral Board Presentations....................88
Step 6: Writing the Rough Draft .......... 41                           Oral Board Presentation Tips..............89
Introduction……………………………...41                                            Oral Board Presentation Questions…..90
Body Paragraphs……………………….42                                             Oral Board Presentation Rubric ..........91
Conclusion………………..……………..42                                             Appendix:
Writing Tips……………………………...42                                            Word Processing Tips .........................93
Internal Documentation Procedures ... 43                                Back Up Copies…………………………97
Internal Documentation Special
Situations ............................................ 44
                                                                        Index…………………………………….98



                                                                   Page 3                                          6/20/2008
                                                               Graduation Project


                    REQUIREMENTS FOR THE
                 GRADUATION PROJECT JOURNEY

PAPER                 PRODUCT                  PORTFOLIO
                                               PORTFOLIO               ORAL BOARDS


 GENERAL INFORMATION

 Deadlines
   • Students must adhere to due dates and times for maximum credit on any given
       assignment.
   • If late work is submitted, points will be deducted according to the following:
             a. Items that are turned in on time will have a maximum grade of 100.
             b. Items that are up to 24 hours late will have a maximum grade of 90.
             c. Items that are up to 48 hours late will have a maximum grade of 80.
             d. Items that are up to 72 hours late will have a maximum grade of 70.
             e. Items that are more than 72 hours late will receive a grade of 0, but
                must still be completed in order to complete the Graduation Project.
                This includes being absent from or late to class/school and
                participation in school related activities.
             f. Late work (any work received after the designated time deadline) must
                be personally handed to the English teacher who will mark both the
                item and his/her roster as “____ hours late”. The student will then sign
                the teacher’s roster. The student should not take up valuable class
                time to do this, but should take care of this before school, before or
                after class, after school, or at any other time designated by the
                teacher. As always in emergencies or unforeseeable situations,
                students may appeal to the Advisory Board or Graduation Project
                Coordinator following the procedure outlined in the Handbook.
             g. If a senior wishes to revise his/her Graduation Project topic in any way
                 after the initial approval by the Advisory Board, the senior must
                 present a typed business-format letter to the Advisory Board in a
                 timely manner. If the Board allows for the revision, the student and the
                 parent need to sign a new consent form and present it to the English
                 teacher within three days of the Board’s approval. See calendar for the
                 absolute last day to change the topic.
             h. PLAGIARISM (including but not limited to forgery of signatures on
                verification documents) on any aspect of Graduation Project is
                unacceptable and puts earning credit for English 4 in jeopardy.
             i. All 4 components of the Graduation Project must be completed in an
                acceptable manner.




                                      Page 4                            6/20/2008
                                                                   Graduation Project

In order for a student to complete the Graduation Project and pass English IV, the
following criteria must be met:
    a. There must be a minimum of three practice presentations before Oral Boards.
    b. A final Portfolio must be completed prior to Oral Boards day.


1. THE RESEARCH PAPER: The topic must be approved by the Advisory Board.

1.1 Length: 8 full pages, typed, double-spaced pages of text with one-inch margins in
    Times New Roman, 12 point font.
1.2 Sources: 6, including at least one primary interview and two Internet sources.
1.3 Argumentative: The paper must argue and prove a point.
1.4 Types of Documentation: Parenthetical according to the latest edition of the MLA.
1.5 Skillfully integrates at least one student generated visual aid (i.e. diagram, chart,
    graph, picture, graphic organizer) to emphasize important content. This visual will
    NOT count towards the 8 full pages of text.

2. THE PHYSICAL PRODUCT: The product must be approved by the Advisory
   Board.

      •   PRODUCT CHOICE: The senior and the parent choose the topic within the
          parameters set by the teacher, the Graduation Project Steering Committee, and
          the Advisory Board.
      •   PHYSICAL EVIDENCE: Product Log, pictures throughout the product process,
          Mentor Evaluation Form documenting the required hours, and video
          documentation when required (see 2.3 below).
          The student’s project must evidence a tangible product.
2.1       The student’s project/product must provide a learning stretch for him/her.
2.2       The student must document at least 15 hours, only 3 of which may be
          shadowing. (The student may shadow as much as s/he wishes, but only 3 hours
          of shadowing counts toward the minimum of 15.)
2.3       The student may have 2 mentors if necessary. However, one should be the
          primary mentor.
2.4       The student’s mentor(s) must observe his/her work on the product at various
          stages of completion. The student should have a minimum of 4 contacts with
          the mentor throughout the semester. The student is encouraged to show him/her
          the product more often in order to get valuable feedback.
2.5       It is the student’s responsibility to have the mentor sign the Product Log hours to
          verify time spent on product and mentor contacts.
2.6       It is the student’s responsibility to have the mentor complete the Mentor
          Evaluation Form by the required due date. A student should not expect the
          mentor to do so at the last minute. The mentor must include a full signature
          rather than just initials.
2.7       The student may not be paid for work involved in this project.


                                         Page 5                             6/20/2008
                                                               Graduation Project
2.8   The student’s product must be something that s/he has not done previously. All
      work for Graduation Project must be completed within the English IV
      semester.
2.9   The student should not use the Graduation Project for a requirement in another
      class.

3. THE PORTFOLIO
♦ Each student must keep all materials that are returned in addition to backing up all
    work on CD or Flash Drive to avoid having to retype lost pages. Every file should be
    saved as a work file and as .RTF (Rich Text Format). The English teachers and the
    handbook have directions for this. The teacher will explain how the portfolio will be
    compiled.

4. ORAL BOARDS PRESENTATION
4.1  Formal speech based on research paper, product, and personal growth.
4.2  A balance should be maintained between the three.
4.3  8-10 minutes minimum.
4.4  12 minutes maximum (excluding questions from the judges).
4.5  Product must be shown.
4.6  Appropriate visuals may be used.
4.7  Portfolio must be at the presentation.

Remember: If there are questions specific to the student’s project that are not answered
      in handouts or in class, make an appointment with the English teacher.




                                     Page 6                             6/20/2008
                                                                       Graduation Project

                            Policies and Procedures
1. The student must pass ALL COMPONENTS of the Graduation Project in order to fulfill the
   requirements for English IV and to graduate. A student may take this class only if s/he can
   graduate this school year and if s/he has passed English 1, 2, and 3. Tell your teacher or
   counselor immediately if you do not meet these requirements.

2. A student’s Graduation Project research paper and physical product must be a “learning
   stretch,” and the research paper and physical product must be related.

3. The selection of the product component is an important decision, so a student should pick
   something in which s/he is interested. However, all consequences of the product choice
   and production, unless otherwise stated, rest solely on the student and parent(s). The
   Advisory Board must approve all topics.

4.    Emergency appeals to the Advisory Board for late work must be submitted as soon as
     possible, but no later than 48 hours following the due date. The request for this appeal must
     be in the form of a typed business letter. This letter must include specific reasons and
     documentation for the request. The request will be granted only if the Board feels the
     circumstances are beyond the student’s control and not the result of poor planning.

5. After the Advisory Board has approved the research paper topic and the physical product,
   only in an emergency will a change be considered by the Board. This request for change
   must be in the form of a typed business letter must be delivered to the Advisory Board
   Chairperson for consideration by the Board. This request must include specific information
   to explain the emergency, and a photocopy of any documentation should be attached to the
   letter. See the calendar for the final deadline for changes.

6. When a change is approved by the Board, the parent and student must sign a revised
   Parent/Student Consent form. The student must return this form to his/her English teacher
   within three days of the Board’s approval.

7. Absences have no effect on due dates.

8. Computer, printer, and/or disk problems are not excuses for late work.

9. A county website is www.nhcs.k12.nc.us/secondary/srproject/index.htm.

10. All projects are individual (no pairs or groups).

11. The student is responsible for everything on the videotape.
    The student must look at all of the tape before turning it in with the physical product.

12. All videotape must be transferred to VHS tape or DVD before the physical product due date.

13. A student or parent must obtain the approval of the principal of any school a student wishes
    to visit for any aspect of the Graduation Project. After receiving this approval, the student
    should check in at the office for a visitor’s pass for each visit.




                                           Page 7                                6/20/2008
                                                                      Graduation Project
14. Once the Advisory Board approves the Letter of Intent, the student must do exactly what the
    Letter of Intent states. Therefore, it is wise to review that letter often throughout the
    Graduation Project journey.

SPECIAL PRODUCTS
*Any student considering products that involve fundraising must refer to Fundraising
Requirements in Product section.
*Any student producing a product involving the use of school facilities must fill out the facility
use form (in Product section) and have an administrator approve it and send the approval form
with Letter of Intent.
*Any student completing a product involving teaching a class must refer to the “Teaching a
Class” guide in the Product section for the required criteria.
*Any student whose Product involves coaching must refer to Coaching in Product section.

* Any student choosing a product involved with a business plan should refer to Creating a
Business Plan in the Product section.




                                         Page 8                                 6/20/2008
                                                                  Graduation Project


                  New Hanover County
          GRADING PROCEDURES FOR ENGLISH IV
          WITH GRADUATION PROJECT EMPHASIS.

FIRST NINE WEEKS

65% Classwork (Graduation Project forms, logs, letters, literature work, quizzes,
    classwork, homework, tests)

20% Rough Draft of research paper

15%    Midterm Exam Speech


SECOND NINE WEEKS

40% Classwork

15%    Final Draft of Research Paper

15 % Physical Product

15%    Portfolio

15%    Oral Board Presentation

FINAL EXAM
The final grade will be calculated by averaging the scores received on the four
Graduation Project components (Final Research Paper, Product, Portfolio, and Oral
Presentation). This average will be counted as 25% of the semester grade.

The senior is not required to be present at the designated time period for this final
exam. If the senior is on campus at this time, he or she must be in the English teacher’s
classroom.

•   There is definite flexibility in how an individual teacher addresses participation,
    classwork, homework, essays, tests, etc.

Graduation Project Materials
Teacher specific




                                       Page 9                              6/20/2008
                                                                            Graduation Project
                                      Graduation Project
                             Parent/Guardian/Student Consent Form


As the parent and/or guardian of (print name) _________________________________, who is a student
enrolled in English IV, I am aware that he/she must complete the Graduation Project in order to fulfill the
requirements of English IV and graduate.

My son/daughter has decided to write a research paper
on___________________________________________________________________________________
_______________________.

For the physical product, he/she will be _______________________________________.

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

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

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

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

I am aware that to participate in the recovery program for the research paper, my son/daughter must
explain the reasons for the request before the school’s Graduation Project Advisory Board.

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

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



Parent/Guardian______________________________________ Date______________________

Student_____________________________________________ Date______________________




                                            Page 10                                    6/20/2008
                                                                             Graduation Project



                                 Letter of Intent Format
The letter of intent is very important for many reasons. First, it gives you an opportunity to explain what
your research and product will entail as well as a chance to illustrate why this topic/idea suits your
personality, talents, and aspirations. The Advisory Board will approve or request modifications be made
to your idea for the Graduation Project based on what you write in this letter. You must make sense!
You must specifically state what you are planning to do. Also, later in the semester, your teacher will
grade your physical product based on the components outlined in this letter.


FORMAT:

1. Use the business letter format. (See SAMPLE Letter of Intent in this handbook.)

2. Set the margins (top, bottom, left, and right) to one inch—go to File, Page Setup, Margins.

3. Set your font to Times New Roman 12 font.

4. Limit your letter to one (1) page.

5. Double-space ONLY between each section. (See SAMPLE Letter of Intent in this handbook.)

6. Single space everything else.

7. Do not indent the first sentences of your paragraphs.

8. Do not abbreviate or use contractions.

9. The return address is your home address with the date under it. DO NOT put your name here.

10. The inside address should be -
                                          Graduation Project Advisory Board
                                          Complete Name of Your High School
                                          Street Address of Your High School
                                          Wilmington, North Carolina 284_ _

11. The salutation is – Dear Graduation Project Advisory Board:

CONTENT:

Although certain content is required, the key to a good letter is personal voice, insight, and organization.
Write your letter so that it reflects YOU! The template on the next page can assist you.

ATTACHMENTS:

Attach necessary Permission Forms or Fundraising Product form to the Letter of Intent.




                                             Page 11                                    6/20/2008
                                                                                     Graduation Project

                                 LETTER OF INTENT CONTENT

Your Street Address
Wilmington, North Carolina Zip Code
Date (month, day, year)



Graduation Project Advisory Board
Complete Name of Your High School
Street Address of Your High School
Wilmington, North Carolina Zip Code

Dear Members of the Graduation Project Advisory Board:

Paragraph #1: Write 4-6 sentences (Introduction/Personal Information)
Do Not state your name; it appears at the end of the letter. Do Not state your school’s name or the grade you are in;
the board already knows these things. You may wish to include your goals, plans, talents, hobbies, personal traits—
whatever you can discuss to explain why the Graduation Project you are planning is a good “fit” for you.

Paragraph #2: Write 3-4 sentences (Focus of the Research Paper)
Clearly state your research topic:
The focus of my research paper is ____________.
My position is ____________.
My research topic matters to me because ________________.

Paragraph #3: Write 4-6 sentences (Physical Product)
Clearly state what your physical product will be.
For my physical product, I will ____________.
My product will extend my research because ____________.
I will provide evidence of the completion of my product by ____________.
Describe, in detail, the who, when, where, what, why, and how of the physical product. Provide details to justify
fifteen (15) hours or more of work. If applicable, give the approximate cost of the product and how you intend to
pay for this. Do not make the reader guess.

Paragraph #4: Write 2-3 sentences (Potential Sources)
Clearly state what you think will be involved in completing your Graduation Project (phone calls, sources, materials,
etc.) Acknowledge in a sentence that you must have a mentor who may not be a relative and who must be over
twenty-one. State that you will also ask a member of the faculty to be your faculty advisor.

Paragraph #5: (Ethical Statement)
Explain your understanding of the ethical code related to Graduation Project.
As an honorable person of integrity, I agree to complete all work involved with the Graduation Project myself. I
will not plagiarize, falsify documents, use another person’s work, or cheat in any way. I understand that if I fail to
adhere to these standards and submit work that is not my own creation, I will face the possibility of failing this
course.

Sincerely,

Write your signature in black ink.

Your Name, Typed



                                                 Page 12                                         6/20/2008
                                                                                        Graduation Project



                            LETTER OF INTENT SAMPLE
77 Sunset Strip
Wilmington, North Carolina 28403
September 12, 2008

Advisory Board
Complete Name of Your High School
Street Address
Wilmington, North Carolina 284##

Dear Members of the Graduation Project Advisory Board:

As the final days of my high school years come to an end, I reflected on my interests and experiences to determine
an appropriate Graduation Project. Since I have always wanted to become a dental hygienist and plan to enroll in a
hygienist program in the fall, I decided on a project that highlights the need for reasonable access to dental hygiene.

The focus of my research paper is how changing socioeconomics, diet, and contemporary lifestyle impact the rise in
the incidence of tooth decay in children. My position is how access to dental hygiene can combat this growing
epidemic, especially through various social and government programs. My research topic matters to me because it
is one way to reach out and help those in poverty.

For my physical product I will teach second grade students for a total of one hour on the topic of dental hygiene. I
will compile a teaching portfolio to provide evidence of the completion of my product. My product will extend my
research because I will be able to apply what I learned in my lesson. This lesson will include a demonstration on
proper brushing and flossing, a dentist dress-up time, a coloring activity, and a Fun with Fluoride game. I will be
teaching at Pine Valley Elementary School under the guidance of Mrs. Sarah Smith. I do not expect the expenses of
this project to exceed $50 which is within my personal resources.

I realize that it is my responsibility to find an adult proficient in this field, who is 21 or over and who is not related
to me, to agree to be my mentor. I will also get a faculty advisor to assist me in this process.

As an honorable person of integrity, I agree to complete all work involved with the Graduation Project myself. I
will not plagiarize, falsify documents, use another person’s work, or cheat in any way. I understand that if I fail to
adhere to these standards and submit work that is not my own creation, I will face the possibility of failing this
course.


Sincerely,

(Sign your name here in BLACK ink)

Type your full name




                                                   Page 13                                          6/20/2008
                                                                             Graduation Project

                            Letter of Intent Cover Sheet

Student ______________________ English Teacher _________________________ Date Submitted__________




Your Graduation Project

IS APPROVED

_____ As is


NEEDS MODIFICATIONS

_____   There is no apparent “learning stretch.”
_____   The research topic has NOT been specified.
_____   The final product has NOT been specified.
_____   The final product has not been explained in enough detail.
_____   The integrity statement is missing.
_____   Modifications need to be made as indicated:

        ________________________________________________________________________
        ________________________________________________________________________
        ________________________________________________________________________
        ________________________________________________________________________
        ________________________________________________________________________

GENERAL COMMENTS

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

All proposals have been reviewed by the Graduation Project Advisory Board.




                                            Page 14                                  6/20/2008
                                                                    Graduation Project

                            FACULTY ADVISOR FORM
       Each senior must have a Faculty Advisor to provide guidance throughout this process.
       Optional forms are available to use as the school chooses.

                               GRADUATION PROJECT
                            STUDENT INFORMATION SHEET


DIRECTIONS: Complete this form and give it to the faculty/staff member who has agreed to
serve as your on-campus advisor. Be sure to PRINT all of the information.
       After your faculty advisor has signed this form, make a copy and give it to your English
       teacher.
       Give the original form to your faculty advisor.

STUDENT NAME:__________________________________________________________

ADDRESS:_________________________________________________________________
       Street                  City                    Zip

HOME PHONE#:___________________________________________________________

PARENT/GUARDIAN:______________________________________________________

STUDENT EMAIL:_________________________________________________________

ENGLISH TEACHER’S NAME:______________________________ROOM#:________

TEACHER’S EMAIL:_______________________________________________________

PROPOSED TOPIC OF RESEARCH:__________________________________________

PROPOSED PRODUCT:_____________________________________________________

BEST TIME TO MEET WITH ADVISOR:______________________________________

   Student signature ______________________________________________

   Faculty Advisor signature _______________________________________

   REMEMBER: IT IS THE RESPONSIBILITY OF THE STUDENT TO MEET WITH
   THE ADVISOR!




                                         Page 15                             6/20/2008
                                                                     Graduation Project

                                 Mentor Description
   A mentor is any caring person who develops an on-going one-on-one
   relationship with someone in need. A mentor’s role is to encourage, listen, give
   advice, advocate, and act as a role model and share information and experience.

               A Mentor…                                 A Mentor Cannot
Is selected by you, not assigned              Be a relative
Must be at least 21 years old                 Do the work for you. They may assist you.
Should be knowledgeable in the topic you      Purchase supplies for you
have selected
Easily available to work with you
Confirms the validity of the research
findings in your research paper
Verifies that the product has been
completed, and signs off on the mentor log
Confirms the number of hours you spend
working on your project
Helps you define the exact product you will
do



   To be sure that your mentor meets requirements, complete the following “YES” test.



Your mentor is considered an expert in your topic field?                   Yes     No
Your mentor is neither a relation nor family friend?                       Yes     No
Your mentor is at least 21?                                                Yes     No
Your mentor will be available to you throughout the GP process?            Yes     No
Your mentor is enthusiastic about helping you during the GP process?       Yes     No
Your mentor is a local resident?                                           Yes     No
Your mentor can be easily reached by your teacher?                         Yes     No

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




                                        Page 16                                6/20/2008
                                                                            Graduation Project


                      MENTORING ARRANGEMENTS
                         Calling to Arrange a Mentorship

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

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

1. Introduce yourself.

2. Explain the reason for your call.

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

4. Request a “mentorship” opportunity.

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

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

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


The Day of the Mentorship Meeting

1.   Dress appropriately for the workplace.
2.   Be on time for your appointment.
3.   Have your list of questions ready and be prepared to ask them.
4.   Be courteous.
5.   Thank the person for his/her time.
6.   Ask for a business card so that you know where to send a thank-you note.
7.   Send the thank-you note (VERY IMPORTANT).


                                            Page 17                                    6/20/2008
                                                                    Graduation Project

                          Mentor Information Letter
Dear Mentor:

Thank you for agreeing to be a mentor for ____________________________’s Graduation
Project. To help clarify your role in this assignment, the High School Graduation Project
Committee has prepared the following guidelines. Please feel free to contact your student’s
English teacher or the Graduation Project Coordinator if you have any questions regarding your
role as a mentor.

   1. Graduation Project is a four-phased assignment completed during a student’s senior year
      in high school. This assignment involves writing a research paper, developing a physical
      product, compiling a portfolio, and making an oral presentation before a small group of
      faculty, staff and community members.

   2. The research paper is due ______________. Before that date, please read a draft of the
      student’s paper for the content that is your expertise. You do not have to correct or grade
      this paper; just discuss the student’s strengths and weaknesses. This procedure will help
      to ensure the student’s success in this phase of Graduation Project and verify the accuracy
      of the student’s research.

   3. The second phase of the Graduation Project is the development of a physical product.
      The completed product is due ________________. Your primary role in this is to verify
      that the student has invested a minimum of 15 hours towards the completion of this
      product. Any advice or assistance you can offer will not only increase the quality of the
      product, but will also enhance the overall learning experience of the student.

       You will be given a Product Verification Form by the student to complete after the
       student completes both his/her research and the product. The form verifies that the
       student was in contact with you as he/she completed his/her research for the paper in
       addition to your verifying that you have seen the product in various stages of its
       development and can attest to the student’s involvement. The student will return this
       form to his/her teacher. This phase concludes your role as a mentor in the
       GRADUATION PROJECT. You are also asked to complete a form evaluating your
       mentoring experience, a copy of which is enclosed. Please fill out this form at the
       end of your mentoring experience and return to the student’s Graduation Project
       teacher using the enclosed envelope.

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

Thank you again for taking time from your busy schedule to share your knowledge and expertise
with this student. If you have any questions or concerns, please call the student’s Graduation
Project teacher.


                                       Page 18                                6/20/2008
                                                                       Graduation Project

                    MENTOR COMMITMENT FORM
Each student will need to have a mentor who is experienced in the student’s Graduation Project
area and who will….

   1.      Be willing to help the student with his/her research and product.
   2.      Give information to the student.
   3.      Provide guidance for the student.
   4.      Be a resource.
   5.      Help the student identify the exact product that he/she plans to complete.
   6.      Help the student push his/her limits and go beyond previous experience or skill levels.
   7.      Give support and encouragement to the student.
   8.      Verify that the product has been completed by the student.
   9.      Confirm/verify the number of hours spent working on the product.

A mentor needs to have some expertise in the research and product area in order to provide
information and guidance. The mentor should give the student advice when he/she needs it, but
should not do the project for the student. The mentor should help the student to stretch - to go
beyond his/her current skills and attempt something that he/she has not previously tried.

The mentor should be at least a 21-year-old adult who is not related to the student and who
resides in the community or in a nearby one.

If you have any questions, please contact the Graduation Project English teacher at the Senior’s
school.



I understand what will be expected of me as a mentor, and

I agree to be a mentor for ____________________________________________(Print Senior’s full name)

With his/her Graduation Project of ________________________________________.

_____________________________________________________________________
Mentor’s Address: (Please include the zip code.) ______________________________________

______________________________________________________________________________

Mentor’s Telephone # : ____________________ Mentor’s Email: ________________________




Mentor Signature ___________________________________ Date ______________



                                          Page 19                                 6/20/2008
                                                                        Graduation Project
RESEARCH MADE EASY…
       You've been dreading it, and now it's happened. You have been assigned to write a
research paper for Graduation Project. Feeling overwhelmed? Uncertain? Confused?
       The English Department has compiled a step-by-step easy-to-follow guide to ease you
through the research process -- from choosing a topic to typing the final product.
       A research paper takes time, and you as a writer must follow specific guidelines while
compiling the information, organizing the paper, and crediting sources properly. The how-to
steps, realistic examples, and detailed explanations included here will take the guesswork out of
writing this documented paper. As a supplement to your teacher's classroom instruction, this
guide will answer those questions which crop up when you are "on your own."
  Still unsure? Stop worrying! Use this stylebook to save yourself extra work by learning to do
       things right the first time. Stick to deadlines and ask questions before the due date.
                                         Remember...




                GRADUATION PROJECT
            RESEARCH PAPER REQUIREMENTS
1. ALL DRAFTS OF THE RESEARCH PAPER MUST BE TYPED double-spaced in 12 point
   Times New Roman with one-inch margins.
2. The LENGTH is a minimum of 8 pages; this means 8 FULL pages of text. This does not
   include the required minimum of 1 page for the outline and at least 1 page for the Works
   Cited page.
3. A minimum of 6 SOURCES is required. At least 1 source must be an interview, and 2
   sources must be from the Internet. Printouts of ALL Internet sources are required. No
   general encyclopedias, including Wikipedia, may be used as sources.
4. The paper must include at least 3 direct quotations (either full or partial).
5. You must PHOTOCOPY the pages which you use in print sources. Write the title and the
   author of the source on the first page of the copies.




                                          Page 20                                  6/20/2008
                                                                        Graduation Project

6. All sources must be reputable. This means that the information on which you wish to take
   notes is from a reliable source like a news agency, a university, a well-known publication,
   government agency, etc. A blog on the Internet written by Suzie Smith in Kalamazoo about
   her views on politics would not be considered a reputable source.
        Note: If you find a good source on the Internet, print it out when you see it. The same
         site my not be there or may be altered when you go back later.
7. In order to fulfill the length requirement, narrow your topic and make sure you can find the
   required number of reputable sources.
8. Research means finding what others have written about the topic, so you must choose a topic
   with readily available sources. You may not be able to wait for inter-library loan.
9. The research paper is also known as a DOCUMENTED paper. This means that you
   CANNOT INSERT anything you already know or your opinion in the paper. Every fact,
   data, statistic, opinion, etc., must be credited to one of your sources.
10. You may not use a set of general encyclopedias. However, there are some references labeled
   “encyclopedia” or “cyclopedia” which are fine since they are specific to the subject. If the
   word “encyclopedia” is in a source title, check with your teacher before using it.
11. Do not leave your research materials anywhere. Keep them in your sight. No matter whose
   fault it is (or isn’t) if these materials are lost, you will have to start over and meet the same
   deadlines.
12. ABSENCES: If you are absent on a due date, you must get your work to your teacher on
   time NO MATTER WHY YOU ARE ABSENT. See the late work policy for Graduation
   Project requirements.




                                         Page 21                                6/20/2008
                                                                       Graduation Project



                                       STEP 1:
                                  Selecting a Topic
The first step is to select a topic which is related to your Graduation Project product. Do general
reading in the area you have selected to gain basic knowledge. From this information, you should
be able to limit the topic to the required 8 full pages of text.


                                 STEP 2:
                       Writing the Working Outline
       An outline has a specific purpose – to save you time. During the research process,
BEFORE you begin taking notes, you will create a Working Outline. You will have an idea of
what to include on this outline after you have done some general reading on your topic. The term
"working" indicates the outline will probably change as the research on the project progresses.
The purpose of the working outline is to help the researcher decide on what he or she should take
notes.
        The initial draft of the working outline must include at least three main headings
(Roman numerals) with subtopics (A & B) under each.
       As you take notes, you will keep this outline with you to complete subject headings for
your note cards. You will continue to revise and expand this outline as you learn more about
your topic.
       The form you will use for writing the working outline is called a Topic Outline. A Topic
Outline will be made up of words, phrases, or clauses which will indicate the topics to be
covered in the paper. The only complete sentence in a topic outline is the thesis.

All outlines must adhere to the following:

1. Be typed on white, unlined paper in Times New Roman 12 point with one inch margins and
   double-spaced.
2. Use proper spacing and thesis placement as shown in the Working Outline sample.
3. Create a title and place it in the center of the page above the outline.
4. Use a complete sentence only for the thesis.
5. Use parallel grammatical structure for information listed under each Roman numeral and for
   each letter appearing under individual Roman numerals.
6. Capitalize the first word for each topic and any proper nouns.
7. Do not split sections (such as all of I.A.) when you get to the bottom of a page. Instead, take
   the entire lettered section to the top of the next page.




                                         Page 22                                 6/20/2008
                                                                        Graduation Project
8. Put a period after each Roman numeral, sub point letter, or numbered detail. Do NOT put a
   period at the end of each line.
9. Rule of thumb: You cannot have a 1 without a 2 or an A without a B. The fewest number of
   subdivisions in an outline is two.
10. Note the vertical alignment of the Roman numerals, letters, and numbers in the sample. If
   your program has an automatic spacing function for outlines, disable this function in order to
   maintain proper hanging indention (the proper alignment for each line).



Thesis
        The thesis is a sentence which clearly indicates material to be included in the paper.
Know that the thesis, the heart of your argument, dictates your title, your outline, and the actual
writing of your paper.
        The thesis may change slightly from the Working Outline to the Revised Outline in the
final paper.

Your final thesis statement should conform to several conventions:

1. It declares the main issue in a full, declarative sentence, which is not a question or a statement
of purpose, or merely a topic. It generally is a complex sentence.
2. The thesis MUST prove a point about the research topic.
3. It should include the main focus of the paper which proves a particular point.
4. It may include the three main points to be made.
5. It limits your subject to a narrow focus.
6. It establishes an investigative, inventive edge to your discovery, interpretation, or argument.
7. It points forward to your conclusion.
8. It conforms to your note card evidence and your title.

                                Step 3
                    Writing a Working Bibliography
        Now that you have selected and limited a topic and have written a Working Outline, you
need to make sure you can easily find information on this subject. In this step, you must find at
least 6 sources which provide material about your topic. You will write publication information
about these sources on 3x5 index cards (called bibliography cards); this will be called the
Working Bibliography.

        REMEMBER, of these 6 sources, 1 must be an interview and at least 2 must be from the
Internet. Later, you might decide to add more sources and possibly not use one of these first 6.

        The main idea of this step is to make sure you can find material and to learn how to
record the publication information correctly. You are NOT taking notes at this point.



                                          Page 23                                 6/20/2008
                                                                       Graduation Project

SOURCE CARD FORMAT
        Source cards are 3" x 5" index cards upon which bibliographical information is listed.
Bibliographical information includes the author's name, the name of the book, publishing
information, and other information. You will need to complete a source card for every source
used in your research paper.

       Please make note of every comma, period, colon, and parenthesis; make sure you are
following the correct format for the type of source used. Samples of bibliographical forms are
given. These samples correspond to guidelines set by the most recent edition of the Modern
Language Association.

         If you are unsure of which format to follow, or if the source you are using is not included
in the sample bibliographical forms pages, ask your teacher for assistance. Take your time and
do it right!!

All source cards must adhere to the following form:

   1. Every line except the first line of a source card is indented. This procedure is called
       hanging indention. The purpose is to call attention to the name of the author and make
       alphabetizing easier.
   2. Underline titles of books, magazines, and newspapers. Put quotation marks around
       titles of chapters, articles, and essays. Do not underline punctuation such as periods and
       commas; put periods and commas inside quotation marks.
   3. Capitalize the title as it is capitalized in the source.
   4. Use the following abbreviations for missing information:
       no city of publication:        N. p.
       no publisher:                  n.p.
       no copyright date:             n.d.

       no page number:                N. pag.
       Note: The "n" is capitalized when it follows a period.


     5. Each card should have the following information:
          o call number for a book located in a library (found on the book’s spine)
          o source number (a number you assign to each source you use)
          o location of the source (where you found this source)
          o bibliographical information




                                         Page 24                                 6/20/2008
                                                                         Graduation Project

     Source Card SAMPLE:


Call Number
                 321.2B                                                              1       Source #




                 Berger, Peter L. The Noise of Solemn Assemblies:
                        Christian Commitment in America.                                     Source
                                                                                             Information
                       Garden City, NY: Doubleday, 1961.



                                       New Hanover County Public Library                     Place of Origin



     1. Upper left-hand corner: Is the library call number present?
     2. Upper right-hand corner: Is a source number present?
     3. Center: Is the source information complete?
     4. Center: Is the source information in the correct form? (Check your notes.)
     5. Center: Are all punctuation marks in their proper places?
     6. Lower right-hand corner. Is the place of source origin present?
     7. Are all source cards written in blue or black ink?
     8. Are the source cards very clearly written for anyone to read easily?
     9. Are all source cards written on 3x5lined, white index cards?
     10. Are there at least SIX different source cards?




                                             Page 25                                 6/20/2008
                                                                                Graduation Project

Source Card Frequently Asked Questions
1. When several locations for the publisher are given, use the one closest to you.

2. When several copyright dates are given, use the most recent one.

3. If the place of publication is not a large city, use the state's abbreviation, also.

4. Each entry ends with a period.

5. The author’s last name is written first in the bibliographical entry. If there is more than one author

  given, only the name of the first author is reversed.

6. If there are more than 3 authors given, use the name of the first author followed by et. al. (which

   means “and others”). Note the period in the et. al.

7. When the author of the section you are using is given, that name is first; the editor’s name goes after

   the title of the book. Note that here the abbreviation for editor is capitalized because it precedes his or

   her name. Example: Ed. Susan Smith

8. When a separate author of a section is not given as in #7 above, use ed. for editor. For example:

        Smith, Suzanne, ed.           Jones, Tom, et. al. eds.

9. If you have an article in quotation marks, you MUST PUT THE PAGE NUMBERS on the source

  card. However, if there is no title in quotation marks, do NOT put page numbers.

10. In some references, no author’s name is listed. Look for a name at the end of the entry. If no name is

    given, begin the biographical entry with the editor’s name. If no author or editor is listed for the

    source, then begin the entry with the title of the source.

11. For an introduction, foreword, or preface, begin as usual with the author (who may be the editor).

    Then write the type of work (Foreword, Introduction, Preface, Afterword). Capitalize these words but

    do NOT underline or place in quotation marks.

12. MLA says to shorten names of publishers. For example, Harcourt Brace Jovanovich becomes simply

    Harcourt, and McGraw-Hill becomes McGraw, and the University of Chicago Press becomes U of

    Chicago P (with no periods).

13. MLA uses U as the abbreviation for university and P for press.




                                               Page 26                                    6/20/2008
                                                                     Graduation Project



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

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

   2. Make an appointment with a specific date, time, and location. Make sure you are on
      time and dressed neatly for this appointment. A good rule of thumb is to arrive at
      least ten minutes before the scheduled time.

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

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

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

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

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

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

   9. At the end of the interview, thank this person again for his or her time.




                                        Page 27                                   6/20/2008
                                                                      Graduation Project

                              INTERVIEW GUIDE

    1. Design questions based on the thesis of the research paper and on the
       expertise of the person to be interviewed.

    2. Identify the three main prongs/points of your thesis. For each prong / point
       construct specific questions.

    3. The questions should not be ones for which there is only a “yes” or “no”
       answer.

    4. The number of questions you create will depend on the amount of time
       allotted from the actual interview. A general guide would be to have on
       hand ten well-constructed questions.

    5. Type the questions with space between them to write the answers as the
       interviewee gives them.

    6. Be prepared during the interview to “piggy back” additional questions to the
       ones you have already written prior to the interview.

    7. Be sure to include a typed copy of the interview questions in the portfolio.



                               After the interview:
•   Write a thank-you letter to the person. (See thank you Letter Format)

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

•   Transfer this information to note cards – consolidate information and omit information you
    can’t use. Keep in mind information must be on note cards and used in research paper.

•   These interview note cards will become a part of the total note card count.

•   Be careful that direct quotes are accurately recorded. If in doubt about a specific comment,
    contact the person again for clarification.

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



                                         Page 28                                  6/20/2008
                                                                    Graduation Project



                     Interview Sample Questions…
Be familiar with the research topic. This will help you come up with informed, knowledgeable
questions.
Be curious. Ask questions that occur to you during the interview.
Here are some ideas to help you get started:
   1. Ask the person’s full name and title. This basic information will be needed for the
      research paper. It will also serve as an icebreaker to make you feel more comfortable
      during the remainder of the interview.
   2. What is your background in…..?
   3. How did you get involved with…?
   4. How long have you…?
   5. Where did you receive your education or training in…?
   6. Who else has…?
   7. What is the most difficult aspect of … ?
   8. In my research I have come across this term which I do not understand. Can you explain
      …?
   9. Can you explain the process for… ?
   10. What are the salary expectations for…?
   11. What is the average cost for lessons in…?
   12. Whom do you consider the most influential person in the field of…?
   13. What has had the greatest impact on…?
   14. What is most challenging or rewarding about…?
   15. What is next in terms of…?
   16. What opportunities exist locally for…?
   17. What advice would you give for someone considering…?
   18. This is my working outline for this topic. Do you have suggestions or additions for…?
   19. What is the procedure for…?
   20. How do you envision the future of…?




                                        Page 29                              6/20/2008
                                                                                          Graduation Project

                        INTERVIEW EVALUATION FORM

         Thank you for your involvement with the Graduation Project program in New Hanover County.
By sharing your expertise with this student, you have enabled him or her to gain a better understanding of
this area.
         The time, place, and approximate length of the interview should have been arranged prior to the
actual interview. We would find it very helpful if you could spend a few minutes completing the
following information regarding the interview. We would like you to help us determine how effectively
the student utilized this opportunity.
         You may either give the completed evaluation to the student after the interview or send it to his or
her teacher at school. Your evaluation is an important part of his or her grade.
         Thank you again for volunteering your time to talk to this student about his or her Graduation
Project. School and community working together benefit everyone.
Please print:
Student:      _______________________ Topic: _____________________
Teacher:      _______________________
Name of Person Interviewed: ________________________________
Title:        ____________________
Address:      _________________________________
Phone: _______________________
Length of interview: ____________________________________

**SIGNATURE of person interviewed: _________________________________
        ____ I give my permission for this form to be included in the student’s Portfolio.
        ____ I do not give my permission for this form to be included in the student’s Portfolio.


The student …                                   Excellent                           Good                 Poor
Was punctual?
Was neatly dressed?
Had prepared a list of
appropriate questions?
Phrased questions well?
Spoke clearly?
Was polite?
Took notes?

Please add written comments:




                                                    Page 30                                         6/20/2008
                                                                       Graduation Project

Bibliographic Forms for Sources (see MLA Handbook for sources not listed)
Interview that you conducted

      Last name, First name. Type of interview. Date.

      Martone, Michael. Telephone interview. 6 Jan. 2007.

      Patterson, Annette. E-mail interview. 16 Feb. 2005.

      Wonka, Willie. Personal interview. 22 July 2005.

Interview to be used as a source (NOT the required interview to be conducted by student.)

       Ellison, Ralph. “Invisible Man.” Interview. By James Alan McPherson.

Internet source

     Author(s). “Title of Article.” Title of web page. Date of Access <electronic address>.

             .
     Trump, Donald. “You’re Fired.” MSNBC Entertainment Division.
        19 Aug. 2005 <http://msnbc.apprenticehighlights.2004season.org/html>.

      NOTE: It is necessary to list your date of access (the day you printed out the article)
because web postings are often updated, and information available on one date may no longer
be available later. Be sure to include the complete address from the site. Also, note the use of
angled brackets around the electronic address; MLA requires them for clarity. Do not split the
date or web address from one line in the entry to another on the Works Cited page.

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

Book with one author

Maurer, Marci. Holiday Treats. Atlanta: Nunnery, 2004.

Book with more than one author

Daughtridge, Shawn, and Jamie Council. Surviving Adolescence. Charleston:

            Doubleday, 2002.

      NOTE: If there are more than three authors, you may list only the first author followed by
the phrase et. al. in the place of the other authors’ names, or you may list all the authors in the
order in which they appear on the title page.


                                         Page 31                                  6/20/2008
                                                                       Graduation Project
Book with corporate author

American Red Cross. Blood Donation and You. NY: McGraw, 2005.

Book with Editor only
Gorgson, Albert, ed. I Love Graduation. Chicago: McGraw, 2008.

Book or periodical with no author named

North American Natives. Los Angeles: U of Peoria P, 2000.

“Finding a Prom Date.” Wilmington Star News. 13 Apr. 2005: D3.

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

Author(s). “Title of Article or Chapter.” Title of Collection. Ed. editor’s name(s).

               Place of Publication: Publisher, Year. Page numbers of article.

       Example: Essay in a collection

Flintstone, Fred. “Stone Age Technology.” A Prehistoric Guide. Ed. Barney

               Rubble. New York: Harcourt, 2005. 38-43.

       Example: Article from a reference book

“Broken Heart.” Physical Ailments Caused by Love and Other Painful Topics. 2001 ed.

An article in a periodical (such as a newspaper or magazine)

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

NOTE: When citing the date, list the day before the month; use a three-letter
     abbreviation of the month (e.g. Jan., Aug., Dec.)

       Example: Magazine or newspaper article

Brewster, Punky. “Growing Up in Front of America.” Newsweek. 30 Sep. 2001:

               60-62.

Presley, Elvis. “My Blue Suede Shoes Ain’t Made for Diggin’ Clams.”

       Memphis Herald Gazette. 21 Aug. 1954: B12.




                                         Page 32                                 6/20/2008
                                                                Graduation Project

The Bible (specific editions)

Revised Standard Version Holy Bible. Matthew Warren, gen. ed. Teaneck, NJ:

              Cokesbury, 1952.

Pamphlet

New Hanover County Arboretum. Water Gardens of New Hanover County.

              Raleigh, NC: North Carolina Agriculture Commission, 2003.


Television or radio program

“Runaway.” Law & Order. NBC. New York. 24 Dec. 2004.

Sound recording

The Supremes. Ballads to Live By. Motown, 1998.

Film

The Birds. Dir. Alfred Hitchcock. Parmount, 1963.




                                      Page 33                             6/20/2008
                                                                       Graduation Project
                                              Name ___________________________
WORKING BIBLIOGRAPHY                         Block ____________________________
    EVALUATION
Requirements:                                  Grading:
A. SIX (6) source cards in proper form to      14 points per source card
include:                                       16 points for printouts/photo copies
1 interview source
2 Internet sources                             •   Points will be deducted for incomplete or
3 other reliable sources (no general               incorrect cards.
   encyclopedias)                              •   Points will be deducted for partial or
B. TWO (2) complete Internet printouts             incomplete printouts.
minimum
C. ONE (1) visual source minimum


_____ NO PROBLEMS! YOUR CARDS LOOK GREAT!!!
_____ PROBLEMS with SOURCE CARDS:
   capitalization errors
   punctuation errors (commas, periods, colons omitted or used incorrectly)
   punctuation of titles (quotation marks or underlining omitted/used incorrectly)
   failure to abbreviate month
   failure to use reverse order with date (example – 14 Jan 2004)
   failure to end entry with period
   incorrect order of entry
   incomplete information in entry (lacks place of publication, publisher, copyright, date of
   printout)
   wrong form for entry
   hanging indention (5 space tab for all lines after first) not used
   source number omitted from card
   location of source omitted from card
   call number for book omitted from card
   name not listed on back of each card
   information not written in ink (blue or black)
   information not written on lined side of card
   3x5 lined, white card not used
   too messy – not up to Senior English standards
   Other: ________________________________________
_____NO PROBLEMS! THE INTERNET PRINTOUTS ARE COMPLETE AND ARE
     RELIABLE SOURCES! MINIMUM OF TWO SUBMITTED.
_____PROBLEMS with INTERNET PRINTOUTS:
  incomplete – only part of the source was printed
  less than two printouts submitted
  no printouts submitted
  printout _____ - not a reliable source
  printout _____ - not a reliable source
♦♦REMEMBER: ALL INTERNET SOURCES MUST BE PRINTED OUT AND TURNED IN
WITH THE FINAL PAPER. IF YOU USE ADDITIONAL INTERNET SOURCES, PRINT
THEM OUT, TOO!!! ♦♦



                                         Page 34                                 6/20/2008
                                                                      Graduation Project

                                     STEP 4:
                                  TAKING NOTES
 Your research paper will only be as good as the notes you take. Therefore, it is necessary to have
a clear understanding of what plagiarism is and how to paraphrase properly.


Plagiarism
        Plagiarism is presenting someone else's words or ideas as your own. It is a form of steal-
ing and is a serious offense. The penalties for plagiarism are severe. Plagiarized papers can
result in possible failure of the Graduation Project.

WORK THAT IS CONSIDERED PLAGIARISM
A. Copying the author's exact words without using quotation marks
       Example: Our literature shows that humans can adjust to the unacceptable and yet still
                     find a way to forgive (Giovanni viii).
B. Copying the author's exact words in quotation marks but not giving
         that author credit.
       Example: "Our literature shows that humans can adjust to the unacceptable and yet still
                     find a way to forgive."
C. Paraphrasing an author's ideas without giving the author credit.
       Example: The example provided by literature written by African Americans stands as
                     proof that people can survive and remain hopeful despite hardship and
                     injustice.
D. Copying another person’s work or paper and claiming it as your own.



Paraphrasing
        Paraphrasing is writing an author's ideas and facts in your own words. Paraphrased mate-
rial should be written in your own words and in your own writing style.
        Simply substituting one word for another or making minor changes in sentence structure
is not paraphrasing, and the use of inadequately paraphrased material is considered plagiarism.
        You must credit your source using internal documentation even if you paraphrase the
idea. Use of paraphrased material without appropriate internal documentation is also considered
plagiarism.

Note: Several terms are used to refer from this method of giving credit for the ideas of others in
your paper: internal documentation, parenthetical documentation, citation, intext citation, intext
notes, etc.




                                        Page 35                                 6/20/2008
                                                                       Graduation Project

Paraphrasing Examples
The following excerpt is taken from an essay by Joan Didion entitled "On the Mall." The essay is
located in The American Experience on page 918. Read the excerpt and then examine the
paraphrasing based on the excerpt.

"This is called 'anchoring the mall,' and represents seminal work in shopping-center theory. One
 thing you will note about shopping-center theory is that you could have thought of it yourself,
 and a course in it will go a long way toward dispelling the notion that business proceeds from
 mysteries too recondite for you and me."

Example of paraphrasing that is well done:

       One of the most important ideas in developing a shopping mall is to have one major store
at each end of the mall. This is a logical plan; mall development is not very complicated (Didion
918).

**This is well done because it summarizes the author's ideas but uses the student's own words
and his or her own style. It also gives credit to the author of the ideas.
,

Example of paraphrasing that is poorly done:

       This is when you anchor the mall, and it shows productive work in the theory about
shopping centers. One thing you will note about the shopping-center theory is that you could
have thought of it yourself, and a class in it will drive away the idea that business proceeds from
enigmas too abstruse for us (Didion 918).

**This is poorly done because it merely substitutes words from the thesaurus for some of the
"big" words in the text. There are only minor changes in this example. Remember, inadequately
paraphrased material is considered plagiarism.

Example of paraphrasing that is WRONG:

       One of the most important ideas in developing a shopping mall is to have one major store
at each end of the mall. This is a logical plan; mall development is not very complicated.

**This is wrong. Although it is well paraphrased, it does not give the author of the ideas proper
credit since there is no internal documentation. Therefore, this example is also plagiarized.




                                         Page 36                                 6/20/2008
                                                                                Graduation Project

            NOTE CARD SAMPLE
            All notes MUST be taken on 4x6 white lined index cards. Write notes in dark
            blue or black ink on one side of the note card only.
                                                      Sample Note Card:
              (In Pencil)                   (In Pencil)
Outline
Indicator
              I.B.                        Literary Themes                                    #3         Source #




   Pg. #      p. 209        All works deal with:
                                  role of women in 19th century society                                 Notes
                                  female protagonists’ struggles to survive




            Note Card Format

             1. Put the SOURCE NUMBER in the top right-hand corner of each note card. This number
                identifies the source from which you got the information and should coincide with the
                number on that bibliography card.


             2. Put each PAGE NUMBER that you use beside the notes you take; you must have this piece
                of information. Without it, you cannot properly write your internal documentation; you
                will, therefore, fail due to plagiarism. You must note every single page number change.

             3. If no page number is listed, write N. pag. beside the notes. You cannot take notes until you
                have a rough or working outline

             4. The OUTLINE INDICATORS on the note cards correspond to the Roman numerals in the
                working outline. The HEADINGS, also known as slugs, correspond to the topics on the
                outline. The headings and the outline indicators should be written in pencil until the final
                week because they may change if your outline changes.

             5. Start a clean note card whenever you change topics or sources. You will then end up with a
                few note cards for each heading (each topic in your outline) from various sources.


                                                   Page 37                                6/20/2008
                                                                     Graduation Project
6. Write only on one side of the card.

7. Do not write in complete sentences unless you are copying a direct quotation.

8. Read a page, cover it, and take notes in your own words.

9. Do not write your opinions. Your opinions are not appropriate in the body of the paper,
   which is based on the research. You express your opinion by what you choose to include
   and to omit and by the notes you take.

10. Do not waste time writing irrelevant material; write facts and figures only once.

11. Be accurate. Your notes must report facts, figures, opinions, and questions accurately.
    Include enough detail in your notes so that you can understand what you have written after
    your notes get "cold."

12. Do not use words with which you are unfamiliar; use a vocabulary that is as scholarly as
    you are comfortable with, but not pretentious or "phony" sounding. The overall tone of the
    paper should be yours.

13. Anything copied word for word must be placed in quotation marks. (You do not have to
    quote information such as birth dates or birth places.) If you use several words in a row that
    are from your source, then you need quotation marks. Put quotation marks around any
    distinct phrases or unique wording that you want to use from your source. If you don't, you
    will be guilty of plagiarism.

14. Only a small portion of your paper, less than 10%, may be direct quotation; everything else
    should be paraphrased (in your own words) and properly documented. Almost all of your
    paper will be documented since you must document all information found in source
    material. However, a minimum of 3 direct quotes is required.

15. The instructor must be able to look on your note cards and find information included in
    your paper with the exact page number for it (except transitional sentences or phrases). If
    he or she then goes to the source from which you say the material comes, IT MUST BE
    THERE! If not, you will be guilty of plagiarism.

16. You must turn in your “used” note cards in the order as they appear in the paper. The
    instructor should be able to read your paper and your cards at the same time and see your
    progress through the pages.

17. Be sure that you have read and understood the information on NOTE TAKING before you
    try to take any notes! Have a working outline before you take note one!




                                         Page 38                               6/20/2008
                                                                   Graduation Project


   50 Note Cards
   EVALUATION                                      Name:________________
                                                   Date:_________________
                                                   Block:________________

25 new note cards: yes        no

50 total note cards minimum: yes no

+++REMEMBER THAT YOU MUST USE 6 SOURCES TO WRITE THE
PAPER, SO YOU SHOULD HAVE 6 SOURCES IN THESE 50 NOTE CARDS.

+++Notes from the required interview must be among these 50 notecards.
Number of cards that go with each of the following topics on the outline:


      Roman numeral                 Number of note cards           Number of sources used
                                      for this section                for this section


              I.


             II.


             III.




____ I have all the note cards that I need to write an 8 page typed
      paper.
____ I need to take more note cards.
Are you having any problems of which the Graduation Project teachers, coordinator, or
administrator should be aware?




                                       Page 39                              6/20/2008
                                                                     Graduation Project

                        STEP 5:
       Reviewing and Expanding the Formal Outline
        OK, you have used your working outline to take a minimum of 50 note cards. What
should you do now? It's time to expand the working outline into a more specific, detailed outline
to use when writing the paper. You will need plenty of space and some uninterrupted time to get
organized.

Do this:

   1. Organize your note cards by piling them into stacks according to the outline indicators
       (Roman numerals).
   2. Then take these main stacks and break them into groups according to the sub points on
       the outline. For example, the cards which relate to Roman numeral I would be separated
       into groups for sub point A, sub point B, sub point C, etc.
   3. Now take these smaller stacks and arrange the cards in the order in which you will use
       them in the writing of your paper. For instance, for each of the smaller groups arrange the
       cards by what you want to talk about first, second, third, etc. On the outline, you would
       list the subject of these cards as I.A.1, I.A.2, I.A.3, etc.
   4. In reviewing the note cards, you may find that some notes fit better into a different major
       heading. If so, move the card to that stack.
   5. Continue organizing each stack of cards in this manner. Adjust organization as necessary.
   6. When you are satisfied with the order of all of the cards, go back and rewrite the outline.
       When finished, you should have a more defined outline for the paper. See sample.
   7. You must find a place for all 50 note cards. If you discover that some of the note cards
       you took are not usable, you MUST go back and take more notes. The minimum number
       of note cards is 50 actually used. It doesn’t count if you took 50 note cards and then “use”
       only 30 of them!
   8. If you discover "holes" in your research, rethink your organization or hit the books again
       to take more notes.
   9. Don't be discouraged if you shuffle the cards several times before discovering the best
       organization for the paper.
   10. Remember to save ALL note cards even if you found you could not use them in the
       actual paper. You are required to turn in all cards with the final paper.
   11. At this point, you should have a formal outline. All of your note cards should correspond
       to this outline and be in order according to which notes will be used first, second, third,
       etc.




                                        Page 40                                6/20/2008
                                                                         Graduation Project


                          STEP 6:
                Writing the ROUGH DRAFT
             WITH INTERNAL DOCUMENTATION
                    AND WORKS CITED
       Begin writing!
       Just do it! Nothing looks worse than a piece of blank paper or a computer that keeps
bleeping back to a cute screen saver. Don't worry about winning a writing award at this point.
Your job is to follow the outline closely, synthesize notes clearly, and document facts accurately.
Go for organization and clarity. Once you get it all typed, then go back and revise.

       As you write, you MUST document where you obtained the information. This is crucial.
Do not begin writing until you have read the information on how to do the internal
documentation.

        Make sure you paraphrase information in YOUR WORDS; exact words from the source
must be enclosed in quotation marks. Not giving credit to someone else’s words OR ideas is
plagiarism. Do not begin writing until you have read the section on plagiarism. Remember that
every direct quotation must be introduced by your words; a research paper is NOT a list of direct
quotes.

       The rough draft also includes a Works Cited page. This is basically when you type the
information from the bibliography cards onto a piece of paper that is placed at the end of the
research paper text. See the following pages for the correct format.

Writing tips:

Introduction:
       •   Begin with an attention grabber. Attention grabbers, like an interesting quotation, an
           example, a case study, or an analogy, involve the reader and make him or her want to
           read the paper.

       •   Write 3-4 sentences/General-Specific information.

       •   Include the thesis as it is written on the revised outline.




                                          Page 41                                6/20/2008
                                                                     Graduation Project

Body Paragraphs:
       •   Write a topic sentence for each paragraph.
       •   Write a sentence to introduce the sub point.
       •   Use information from the note cards to write sentences to explain each section. The
           note cards are in the order that you want to use them. Transfer the information from
           each card to the paper.
       •   Quote at least 2 sources for each sub point.
       •   Write the internal documentation as you go.
       •   REMEMBER: You must include at least 2 internal citations per sub point.
       •   Elaborate! Explain!
       •   End each paragraph with a concluding sentence that sums up the main idea for the
           paragraph.

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

       Conclusion:
       •   Write 1-2 sentences to summarize each Roman numeral.
       •   Restate the thesis using different words but focusing on the same main idea.

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

                               REMEMBER:
             The text of the paper itself must be a minimum of
                           EIGHT FULL PAGES.

WRITING TIPS:
  1.  Do not use the pronoun “you”.
  2.  Do not use the pronoun “I”.
  3.  Do not use contractions.
  4.  Use spell check.
  5.  Write in complete sentences.
  6.  Follow standard mechanical and grammatical rules.
  7.  Follow the outline. If you decide you want to change the order as you write, you must
      also make this change on the outline.
  8. Write internal documentation AS YOU WRITE THE PAPER.
  9. Make sense.
  10. Use transitional words and phrases.




                                        Page 42                               6/20/2008
                                                                      Graduation Project

Internal Documentation Procedures
By using documentation (also called parenthetical documentation, parenthetical citation, and
internal documentation, intext notes, etc.), you give credit to the author for his words or ideas,
and you avoid plagiarism.

 WHAT TO DOCUMENT:
    A. An author's exact words (direct quotation)
    B. An idea presented that is not your own (even if you paraphrase it)
    C. Ideas that come from just one source (ones that are not considered common
    knowledge)

HOW TO DOCUMENT:
    • At the end of the sentence, include parentheses with only the author's last name and
       the page number from which the paraphrased or quoted information has come.
    • There is no punctuation between the author's name and the page number, only a
       space.
    • The word “page” or its abbreviation does not appear in the parenthetical
       documentation.
    • Place end punctuation for the sentence after parentheses.

~ Exact words of the author are quoted.
         Example:
         "I decline to accept the end of man...I believe that man will not merely endure; he will
          prevail" is one Southern writer’s view of humanity (Faulkner 116).

~ The writer paraphrases or puts the author’s idea into his or her own words.
        Example:
          The author believes that man is a survivor and that not only will he survive, but he will
          also be victorious (Faulkner 116).
 ~ If several consecutive sentences come from the same author and page number, put the
internal documentation at the end of the last sentence.
        Example:
          The author believes that man is a survivor. He also thinks that man will do more than
          just survive; he will be victorious (Faulkner 116).
~ Put new internal documentation when the author or page number changes.
        Example:
          Man must not allow frivolous ideas or events to interfere with his ambition or he will
          not succeed (Thoreau 234). It is necessary to simplify one's life in order to be connected
          to the soul (Thoreau 262).




                                         Page 43                                6/20/2008
                                                                        Graduation Project

INTERNAL DOCUMENTATION SPECIAL SITUATIONS
1. If a work in a bibliography has no author, use the title or a shortened form of it in the
documentation. Do not place a comma between the title and the page number.

Example:
The government is now attempting to regulate the automobile industry and mandate that alcohol
detection systems be installed in all cars by the year 2000 ("Drunkproofing" 37).

* Quotation marks were used in this example since this sources was an article title. Punctuation
for titles will change according to the type of source used.

2. If the author's name is used in the sentence, there is no need to include it within the
documentation.

Example:
Alfred Kazin believes that Edith Wharton's failed marriage was what inspired her to create
characters whose dreams, like her own, remain unrealized (217).

3. If your Works Cited page lists two or more works by the same author,
write the author’s last name, use a shortened form of the title, and include the page number in the
documentation.

Example from two works:
The plight of the Victorian woman is clearly shown in the character of Marianne, who “awoke
the next morning to the same consciousness of misery in which she had closed her eyes" (Austen
Sense 151). Moreover, the ideal of a “sweet, docile” female is portrayed with Harriet, who is
seen as overly “grateful” for any kindnesses shown to her (Austen Emma 315).

4. If the Works Cited has two or more authors with the same last names, use the first initial
and the last name.
Example:
 (J. Smith 105)
(M. Smith 134)

5. If the work has two or three authors, give the last name of each author and the page number.
Example:
 (Johnson and Lieberman 53)

6. If the work has four or more authors, give the first author's last name followed by et. al.
without any punctuation between the name and the abbreviation.
Example:
(Edens et. al. 334).




                                          Page 44                                 6/20/2008
                                                                    Graduation Project
7. Place quotations longer than four lines in a freestanding block of typewritten lines and omit
quotation marks. Start the quotation on a new line, indented 10 spaces from the left margin, and
continue to double-space. In this case, the documentation comes AFTER the end punctuation.
Example:

One contemporary African American author pays tribute to her ancestor who was a slave by

explaining:


              My great-great-great-great-grandmother walked as a slave from Virginia to

              Eatonton, Georgia – which passes for the Walker ancestral home - with two

              babies on her hips. She lived to be a hundred and twenty-five years old and my

              own father knew her as a boy. It is in her memory of this walk that I choose to

              keep and to embrace my “maiden” name, Walker. (Walker 367)


   NOTE:
     • Approximately 70% of your paper will be documented even though most of the paper
         is written in your own words. If your paper is simply one quotation after another, you
         have not done this correctly.
     • Approximately 30% of the paper should be your analysis which evidences critical
         thinking.
     • Documentation at the end of the last sentence in a paragraph cannot be for the entire
         paragraph.
     • Remember analysis, your own explanation, should always follow documented
         information.
     • It is unusual but possible to combine material from two sources in one sentence
         (Smith 31) and thus have documentation twice in the same sentence (Brown 480).




                                       Page 45                               6/20/2008
                                                                         Graduation Project

WORKS CITED How To …
1. The Works Cited page(s) follows the last page of the body of the research paper.

2. Word processor setup:
      ~ 12 point Times New Roman and double spacing
      ~ Hanging indentation and double spacing:
              a. On Word, go to Format—Paragraph.
              b. Under the Indents and Spacing tab, find the section on Indentation and click on
                  Special. Then select Hanging.
              c. Find the section on Spacing. Click on Line Spacing and select Double. Do
                 NOT double space manually; this causes problems when you make corrections
                 and additions.

3. Center Works Cited and capitalize the W and the C.

4. Alphabetize your corrected bibliography cards. (Remember that you never alphabetize by
   “a,” “an,” and “the.”)

5. Take out cards for sources that you do not use in your paper.

6. Be sure that the entries on the Works Cited correspond to the internal documentation in the
   paper.

7. Remember that the county requirements for this paper require a MINIMUM of SIX sources
   that are actually used in the paper: one interview, two Internet, three others.

8. Capitalize the first word, the last word, and any important words in a title.

9. Punctuation is very important in the Works Cited. Double check each period, comma, angle
   bracket, etc. Spacing is also very important, so refer to the sample.

10. Dates: Invert the month and day in dates. Example: 6 Sept. 2005.

11. Underline titles of books, magazines, newspapers, etc. (long works)

12. Use quoutation marks around the titles of article titles, chapter titles, poems, stories, etc.
    (short works)




                                           Page 46                                  6/20/2008
                                                                 Graduation Project
                                                                           Smith 9

                                        Works Cited


Amos, Robert. “History.” Pre-67 VW. 22 Aug. 2005

       <http://www.pre67vw.co.uk/history/default.asp>.

“The British Years.” Serial Design.com. 2 Sept. 2005

       <http://www.serial-design.com/mechanical_design/vw4.htm>.

Denton, Jackie. Personal interview. 31 Aug. 2005.

Hannon, Kerry. “Beetle Proves a Bumpy Ride for Volkswagen.”

       USATODAY.com. 15 Sept. 2005

       <http://www.usatoday.com/money/autos/2001/12/10.htm>.

Kelly, Prescott. “Ferdinand Porsche.” Auto History Online. 14 Sept. 2005

       <http://www.autohistory/org/feature_6.html>.

Lugo, Gabriel. Personal interview. 27 Aug. 2005.

Muir, John. How to Keep Your Volkswagen Alive. Sante Fe: John Muir, 1999.

“The Rebirth.” Serial Design.com. 2 Sept. 2005

       <http://www.serial-design.com/mechanical._design/vw5.htm>.

Spiers, Coryn. “From Fuhrer’s Wagen to Fahrvergnugen.” Original VW Beetles

       Page. 22 Aug. 2005 <http://www.angelfire.com/bc/beetles/fuhrer.html>.

---. “A Phoenix That Emerged from the Fire of War.” Original VW Beetles Page.

       22 Aug. 2005 <http://www.angelfire.com/bc/beetles/phoenix.html>.

“VW History.” VWNetwork.com. 22 Aug. 2005

       <http://www.vwnetwork.com/history1.asp>.




                                      Page 47                              6/20/2008
                                                           Graduation Project

                                   NAME ______________________________________
                                   BLOCK_____________ DATE___________________


      Rough Draft Submission Requirements Check List
The final rough draft should be placed in a 9X12 envelope. Enclose all of the items
in the order listed below in the envelope.
_____         Blank Evaluation Rubric
_____         Final Outline
_____         Final Text
_____         Final Works Cited
_____         Previously Evaluated Rough Drafts
_____         Note cards in order
_____         Bibliography cards
_____         Internet printouts


Please initial on the line beside the items if you have included them in the
envelope. Then sign the form below and attached this sheet to the outside of your
envelope.


I have adhered to the Graduation Project Ethical Commitment and have completed
the research and writing of this paper on my own.




Student Print Name: ________________________________________



Student Signature: ___________________________Date




                                  Page 48                          6/20/2008
                                                                          Graduation Project

        NAME: _________________________                                 BLOCK: ____________


                    SELF AND PEER EDITING SHEET
Peer’s signature: ___________________ Date: _______________
Second peer’s signature: __________________ Date: __________
♦♦♦ Write “yes” or “no” in the appropriate box. Feel free to mark on the writer’s paper and to make notes
on this paper. PLEASE COMPLETE BOTH PAGES.

                                                   SELF             PEER #1         PEER #2
TITLE PAGE

50 OR MORE NOTE CARDS
IN ORDER OF OUTLINE
FORMAL OUTLINE
● parallel
● correct form
● correct capitalization
THESIS
● clear and concise
INTERNAL DOCUMENTATION
● proper form
● citation for each source
● correct punctuation
● citations for direct quotations
● citations for paraphrased information
● more citations needed? (Put * at the
appropriate places that need doc.)
WORKS CITED PAGE
● alphabetical order
● hanging indentation
● double-spaced
● correct format
● minimum of 6 sources (no general
encyclopedias)
INTRODUCTORY PARAGRAPH
● interesting
● includes thesis
BODY
● strictly follows outline
● includes effective transition
● topic sentence for each paragraph
● adequate # specific examples


                                           Page 49                                   6/20/2008
                                                           Graduation Project
                                                 SELF   PEER #1    PEER #2
BODY (Continued)
● how/why analysis in each section
● sufficient elaboration in each section
● concluding sent. for each paragraph
DIRECT QUOTATIONS
● less than 10% of paper
● contains too many quotations
● each quotation or partial quotation
introduced with the writer’s words
● long quotations indented on left & right
● each quotation properly punctuated
CONCLUDING PARAGRAPH
● restates thesis
● draws conclusions/summarizes each main
point
GRAMMAR/MECHANICS/STYLE
● third person point of view (no use of “I” or
“you”)
● formal diction (no slang, informal usage)
● avoids contractions
● avoids misspelled words
● avoids sentence fragments
● avoids run-on’s
● correct subject-verb agreement
● correct pronoun agreement
● correct usage of apostrophes
● correct form of quotations

STRENGTHS OF PAPER

1.

2.

AREAS THAT MOST NEED IMPROVEMENT

1.

2.




                                           Page 50                 6/20/2008
                                                                           Graduation Project
                                                          Name __________________________
    ROUGH DRAFT EVALUATION
   INTRODUCTORY PARAGRAPH                      Pts Y N                   FORMAT                   Pts   Y N
Attention Grabber                              1            Typed-12 pt. Font                     2
                                                            Double Spaced/1” margins
3-4 Sentences/General-Specific Information     3            Correct Heading                       2
Clearly stated thesis that proves specific 5                8-10 pages                            *
point(s)
          BODY PARAGRAPH                                    Correct Pagination/ Headers           2
Clearly stated topic sentence which proves a 5              Submitted Research Materials          2
point(s) and is related to thesis
Concluding sentence which directly supports 5
topic sentence and reflects insight gained.
Effective Transitions                        5
Correct parenthetical documentation            8                   GRAMMAR and                    15
                                                                    MECHANICS
Balanced use of quoted and paraphrased 5                    Subject-verb agreement
material
Specific/detailed examples as support for 5                 Pronoun antecedent
argument
Detailed, supporting visual(s) which are 5                  Consistent verb tense
integrated into text
Sentence variety                          5                 Spelling
     CONCLUDING PARAGRAPH                                   Correct Sentences:
                                                                  •   No fragments
                                                                  •   No run ons
                                                              •       No dangling modifiers
                                                             rd
4-8 sentences::                                5            3 person point of view
    • Comprised of 1-2 sentences for each
        main point of the thesis;
    • Provides support and closure;
    • Reflects insight gained.
Effective transitions                          2            Capitalization
                 OUTLINE                                              DOCUMENTATION
Format: parallelism/Roman numerals/Arabic      2            Works cited correctly formatted       6
numbers/capitalization/punctuation
Content: balanced, logical organization of     2            Correlation: parenthetical            6
information                                                 documentation with works cited page


                    * 10 points shall be deducted for each page less than 8 or over 10.




                                             Page 51                                  6/20/2008
                                                              Graduation Project

                          STEP 7:
                REVISING THE ROUGH DRAFT
       When the graded rough draft is returned to you, use the teacher comments to
revise the paper. You will give your Faculty Advisor the revised draft AND the graded
rough draft. The Faculty Advisor will read the revision, making comments and
completing an evaluation. You MUST meet with the Faculty Advisor to discuss the
paper. You will receive a grade for this process when you return the evaluation
completed and signed by the Faculty Advisor.


                                     STOP
If you do not have your revised draft and the graded rough draft to turn in to your
faculty advisor, you may not proceed. You cannot meet with your faculty advisor
without both documents.

                                STEP 8:
                               FINAL DRAFT
       Now 2 teachers have read and made comments on your paper. Make any final
revisions and corrections at this time. The final draft should be organized, supported
with internally documented information and a Works Cited, written clearly, and contain
no grammatical, mechanical, or spelling errors.




                                    Page 52                            6/20/2008
                                                    Graduation Project

          Final Research Paper
   Submission Requirements Check List

Name______________________________________________________
Teacher_____________________________________ Block ________

This envelope includes the following required items:

Please initial the following to indicate that they are included:

_______A clean copy of the final draft, including the Works Cited
      page

_______The rough draft with teacher comments

_______A blank evaluation rubric for the final draft


I have adhered to the Graduation Project Ethical Commitment and
have completed the research and writing of this paper on my own.



Student’s Name______________________________Date__________

Student’s Signature_________________________________________




                              Page 53                       6/20/2008
                                                                                          Graduation Project


         Final Paper Rubric
                                                 Name______________________
                                                 Grade ________
        Students who do not meet minimum requirements of 8 full pages, 6 sources (with 1
         interview, 2 Internet), and internal documentation will automatically be placed in
                                         Research Recovery.
                    Successful Completion                                           Has Not Completed
                  Exemplary      Satisfactory                       Developing           Resubmission                  Not
                                                                                            Needed                  Submitted
Focus          Presents an              Presents a thesis        Presents a thesis         Presents a thesis        Fails to submit
               insightful and           statement with           statement with            statement with no        paper.
               focused thesis           adequate insight and     minimal insight and       insight or focus.
               statement                focus.                   focus
               Draws strong and         Draws adequate           Draws insufficient        Shows no                 Fails to submit
               clear connections        connections between      connections between       understanding            paper.
               between the thesis       thesis and related       thesis and related        of connections
               and significant          ideas.                   ideas.                    between thesis and
               related ideas.                                                              related ideas.
Organization   Effectively provides     Adequately provides      Provides a poorly         Does not provide a       Fails to submit
               a logical                a progression            organized                 progression              paper.
               progression of related   of ideas and             progression of ideas      of ideas and
               ideas and supporting     supporting               and supporting            supporting
               information in the       information              information in the        information in the
               body of the paper.       in the body of the       body of the paper.        body of the paper.
                                        paper.
               Effectively              Adequately               Ineffectively uses        Does not use             Fails to submit
               uses transitions to      uses transitions to      transitions to connect    transitions to connect   paper.
               connect supporting       connect supporting       supporting                supporting
               information clearly.     information.             information.              information.
               Arrives at a             Arrives at an            Arrives at an             Does not arrive at Fails to submit
               well-documented,         adequately-              insufficiently            a documented       paper.
               logical conclusion,      documented               documented
               involving critical       conclusion.              conclusion.
                                                                                           conclusion.
               thinking.
Support/       Effectively              Sufficiently             Ineffectively             No evidence of           Fails to submit
Elaboration    synthesizes complex      synthesizes ideas        synthesizes ideas         synthesizing ideas       paper.
               ideas from research      from research            from research             from research
               sources.                 sources.                 sources.                  sources.
               Demonstrates             Demonstrates             Demonstrates              Lacks supporting         Fails to submit
               exceptional selection    sufficient selection     insufficient selection    information clearly      paper.
               of supporting            of supporting            of supporting             relevant to thesis and
               information clearly      information clearly      information clearly       its related ideas.
               relevant to the thesis   relevant to the thesis   relevant to the thesis
               and its related ideas.   and its related ideas.   and its related ideas.
               Provides a               Provides an adequate     Provides a limited        Does not present         Fails to submit
               meaningful               presentation of          presentation of           multiple                 paper.
               presentation of          multiple                 multiple                  perspectives.
               multiple                 perspectives.            perspectives.
               perspectives.
               Effectively balances     Adequately balances      Insufficiently            Does not balance use     Fails to submit
               use of quotations and    use of quotations and    balances use of           of quotations and        paper.
               student paraphrasing.    student paraphrasing.    quotations and            student paraphrasing.
                                                                 student paraphrasing.


                                                   Page 54                                          6/20/2008
                                                                                            Graduation Project
              Skillfully integrates      Effectively integrates   Includes student-          Shows no use              Fails to submit
              student-generated          student-generated        generated                  of student-generated      paper.
              visual aids                visual aids (i.e.        visual aids                visual aids
              (i.e. diagrams, charts,    diagrams, charts,        (i.e. diagrams, charts,    (i.e. diagrams, charts,
              graphs, pictures,          graphs, pictures,        graphs, pictures,          graphs, pictures,
              graphic organizers)        graphic organizers)      graphic organizers)        graphic organizers)
              to emphasize               to clarify content.      to clarify content.        to clarify content.
              important content.
Style         Exhibits skillful use of   Exhibits good use of     Exhibits ineffective       Exhibits severely         Fails to submit
              language, including        language, including      use of language,           flawed use of             paper.
              effective word choice,     some mastery of word     including weak word        language, including
              clarity, and consistent    choice, clarity, and     choice, limited            weak word choice,
              voice.                     consistent voice.        clarity, and               no clarity, and no
                                                                  inconsistent voice.        voice.
              Demonstrates               Demonstrates             Demonstrates limited       Lacks fluency             Fails to submit
              exceptional fluency        sufficient fluency       fluency through            through sentence          paper.
              through varied             through sentence         sentence structure,        structure,
              sentence structure,        structure,               paragraphing, flow         paragraphing, flow
              paragraphing, flow         paragraphing, flow       of ideas, and              of ideas, and
              of ideas, and              of ideas, and            transitions.               transitions.
              transitions.               transitions.
Conventions   Demonstrates a             Demonstrates             Demonstrates limited       Demonstrates              Fails to submit
              sophisticated use of       adequate use of the      use of the prescribed      no use of the             paper.
              the prescribed format      prescribed format        format (MLA or             prescribed format
              (MLA or APA),              (MLA or APA),            APA), including title      (MLA or APA),
              including title page,      including title page,    page, pagination, and      including title page,
              pagination, and            pagination, and          citations.                 pagination, and
              citations.                 citations.                                          citations.
              Consistently uses          Generally                Minimally                  Does not use              Fails to submit
              standard writing           uses standard writing    uses standard writing      standard writing          paper.
              conventions                conventions              conventions                conventions in
              in grammar, spelling,      in grammar, spelling,    in grammar, spelling,      grammar, spelling,
              capitalization,            capitalization,          capitalization,            capitalization,
              punctuation, and           punctuation, and         punctuation, and           punctuation, and
              usage.                     usage.                   usage.                     usage.
Information   Conscientiously and        Generally                Inconsistently             Does not                  Fails to submit
Literacy      consistently               demonstrates             demonstrates               demonstrate integrity     paper.
              demonstrates               integrity in citing      integrity in citing        in citing practices.
              integrity in citing        practices.               practices.
              practices.
              Effectively employs        Adequately employs a     Employs a limited          Does not employ a         Fails to submit
              an extensive variety       sufficient variety of    variety of primary         variety of primary        paper.
              of primary and             primary and              and secondary              and secondary
              secondary sources,         secondary sources        sources including an       sources and/or does
              including a significant    including a sufficient   insufficient amount        not include current
              amount of                  amount of current        of current                 information.
              current information.       information.             information.
              Demonstrates strong        Demonstrates             Demonstrates limited       Demonstrates no           Fails to submit
              evaluation skills in       sufficient evaluation    evaluation skills in       evaluation skills to      paper.
              determining resource       skills in determining    determining resource       determine resource
              credibility and            resource credibility     credibility and            credibility and
              reliability.               and reliability.         reliability.               reliability.




                                                    Page 55                                           6/20/2008
                                                                  Graduation Project

               Research Paper Recovery Program
                                 (Only when necessary)



                          Criteria to Qualify for Participation

The student…
1. must have scored a sixty-nine (69) or below on the final draft of his/her
   research paper.
2. must submit (by the designated date) the permission form signed by the student,
   his/her parent/guardian, and his/her English teacher.
3. must revise his/her paper and return this revision to the English teacher within
   ten school days (10) of having received the final graded paper.
4. must submit the first draft, final graded research paper, and the revised draft.
5. must write a reflective statement concerning the revisions.
6. may recover up to ten points or a maximum grade of seventy (70) towards
   her/his final Graduation Project research paper grade.




                                    Page 56                               6/20/2008
                                                                    Graduation Project

                         New Hanover County Schools
                       Graduation Project Research Paper
                              Recovery Program
                          Participation Permission Form

Student:
I have read the Recovery Program criteria and understand what I must do to participate in this
program to recover a maximum of ten (10) points not to exceed a final grade of seventy (70) on
my Graduation Project research paper. I agree to complete all criteria for the Recovery Program
and understand that my failure to do so may affect my graduation status.

Student Signature_______________________________________
Date ________________

Parent/Guardian:
I have read the Recovery Program criteria and understand what my student must do to participate
in this program to recover a maximum of ten (10) points not to exceed a final grade of seventy
(70) on his/her Graduation Project research paper. I agree to support and assist my student as
s/he completes all criteria for the Recovery Program and understand that his/her failure to do so
may affect his/her graduation status.


Parent/Guardian Signature ________________________________
Date ____________________

English Teacher:
I have discussed the Recovery Program criteria with the student and parent/guardian and ensured
that hey understand what the student must do to participate in the program to recover a maximum
of ten (10) points not to exceed a final grade of seventy (70) on his/her Graduation Project
research paper. I have informed the student and parent/guardian that the student's current grade
during the second nine weeks in English IV is ____________ and that the student's failure to
complete all the criteria for the Recovery Program may negatively affect her/his graduation
status.

Teacher Signature _______________________________________
1st nine weeks grade ________________
Date _______________




                                        Page 57                               6/20/2008
                                                     Graduation Project
                                                NAME: ________________
                                                BLOCK: _______________


                          PRODUCT LOG
                       GRADUATION PROJECT
                     MENTOR MUST SIGN HIS OR HER FULL NAME.

                                    NO INITIALS

          AMOUNT                                                   SIGNATURE
          OF TIME                                                  OF MENTOR
             IN          DESCRIPTION OF TASKS COMPLETED                (NO
DATE   INCREMENTS    WRITE LEGIBLY IN MATURE SENTENCES USING        INITIALS)
          OF HALF                   BLACK INK.
           HOURS
          SUCH AS
         1 ½ HOURS




                                Page 58                        6/20/2008
                                                     Graduation Project

          AMOUNT                                                   SIGNATURE
          OF TIME                                                  OF MENTOR
             IN          DESCRIPTION OF TASKS COMPLETED                (NO
DATE   INCREMENTS    WRITE LEGIBLY IN MATURE SENTENCES USING        INITIALS)
          OF HALF                   BLACK INK.
           HOURS
          SUCH AS
         1 ½ HOURS




                                Page 59                        6/20/2008
                                                     Graduation Project

          AMOUNT                                                   SIGNATURE
          OF TIME                                                  OF MENTOR
             IN          DESCRIPTION OF TASKS COMPLETED                (NO
DATE   INCREMENTS    WRITE LEGIBLY IN MATURE SENTENCES USING        INITIALS)
          OF HALF                   BLACK INK.
           HOURS
          SUCH AS
         1 ½ HOURS




                                Page 60                        6/20/2008
                                                                                   Graduation Project

     MENTOR EVALUATION OF PHYSICAL PRODUCT
This form should be completed by the mentor who can verify the student’s work throughout the product process.
The mentor may send this form to the English teacher by the student or mail it to the senior’s school C/O Graduation
Project Coordinator.

Student’s Name: ______________________________Mentor’s Name: ____________________

Mentor’s Address: (Please include the zip code.) ______________________________________

Mentor’s Telephone # : ____________________ Mentor’s Email: ________________________

1. Please describe which aspects of the student’s product you have witnessed in progress.

2. How many hours can you verify that the student has worked on the product? __________

3. Describe your role as the student completed his or her product.

4. Describe any growth in attitude or skills you observed as the student completed the product.

5. Describe what you felt was the best moment for the student in the completion of the product.



     CRITERIA              OUTSTANDING            ABOVE          AVERAGE          BELOW            NOT
                                                 AVERAGE                         AVERAGE         EVIDENT
Demonstration of
background research
Evidence of learning
stretch
Commitment to
completion
Evidence of
responsibility
Goal of excellence
Demonstration of
mature behavior
Management of time

Mentor’s Signature: (No initials, please) __________________________________________

Please INITIAL one of the blanks below.
____ I give my permission for this form to be included in the student’s Portfolio, which will be viewed by people
other than the English teacher.

____ I do not give my permission for this form to be included in the student’s Portfolio.




                                                Page 61                                      6/20/2008
                                                                     Graduation Project

~~~ SPECIAL SITUATIONS FOR PRODUCTS ~~~
                                     BUSINESS PLAN

IF YOUR SENIOR PROJECT IS CREATING A BUSINESS AND A BUSINESS PLAN, YOU
MUST INCLUDE THE FOLLOWING ITEMS IN THIS PLAN. THESE ARE THE
MINIMUM REQUIREMENTS.

1.  Title page
2.  Contents
3.  Location (and explanation)
4.  Mission Statement
5.  Executive Summary (the company, the company’s mission, the company’s products and
    services, the company’s marketing and sales strategy, the competition, the target market)
6. Layout
7. The Competition (Give names of those establishments and to whom they cater.)
8. Target Market (market description, market size and trends, target customers, market
     readiness)
9. Personal goals
10. Business goals (longevity, finance)
11. Management/Personnel (include salary)
12. Standards (service, facilities)
13. Accounts to be opened and miscellaneous to-do list (phone service, sales tax permit, IRS tax
     number, social security forms, etc.)
14. Itemized Monthly Cash Flow Projection for years 1, 2, 3
15. Chart for each of the first three years showing overhead and profit
16. Personal Financial Statement (annual expenses, assets, annual income)

COACHING

       -Must have a clearly defined audience to coach; a specific team or group must be
        identified.
       -Must have a notebook/folder of specific techniques or drills for different groups to work
       on. These plans need to explain in detail how each session will improve the person’s or
       team’s performance. There needs to be pre and post standard of measurement. This can
       be done by measuring timings, counting completed tasks or submitting a video of
       improved performance.
       -There must be an obvious LEARNING STRETCH; going from player to coach is not a
       sufficient learning stretch. You need to coach in areas in which you are not familiar. For
       example if you are an offensive player, then you need to learn defensive techniques or
       drills and demonstrate your teaching of these areas. This includes coaching an age group
       other than high school.




                                        Page 62                                6/20/2008
                                                                     Graduation Project

TEACHING A CLASS

        Do not think that teaching a class is the easy way out. On the contrary, it takes a lot of
planning to have an interesting lesson. You should also design activities that utilize the learned
material, and there should be some type of assessment at the end. (Students love games and
prizes!) Also, you should start almost immediately on this because you have to fit the lesson into
the context of the teacher’s class, do the lesson plan, get it approved by your Graduation Project
teacher and the classroom teacher, and then design each facet of the lesson. What most people
think will take 45 minutes actually takes only about 15-20 minutes! Therefore, you have to
practice and time it.


IF YOU ARE TEACHING A CLASS, YOU MUST DO ALL OF THE ABOVE AND THE
FOLLOWING:
1. Find a teacher who will allow you to teach his/her class. Choose a class where the
    information that you will present will be relevant to the students’ learning.
2. Teach for a minimum of one hour that may be in 15 minute increments.
3. Be videotaped while you teach the entire one hour lesson.
4. Must have a minimum of 3 hours observational time with documented notes.
5. Must prepare a notebook of typed lesson plan, handouts, activities for each lesson and
    student work samples. This should also include visual documentation, including pictures and
    samples, and /or electronic documentation.
6. Fill out the lesson plan form on the following pages. You must discuss the lesson plan with
    your English teacher ahead of time.
7. Must document pre and post measurement in lesson.
8. Must include at least one group activity and one individual activity in lesson.
9. The detailed lesson plan must be approved by the teacher who is allowing you to present to
    his/her class. This is required!
        ♦ Do this at least two weeks before actually teaching your lesson.
        ♦ Have the teacher whose class you are teaching sign off if s/he approves it. If not,
            change it as s/he suggests and try again.
        ♦ Show the approved lesson plan to your English teacher immediately. You must do
            this before teaching the class in order to avoid a failing grade on the Physical
            Product.
10. Teach a class that has at least 15 students present on the day of your lesson.
11. Anyone who is under 18 must have permission form (see Table of Contents for pages) signed
    by a parent or guardian before s/he can be videotaped. Anyone who is 18 years old can sign
    for him/herself. Deliver these permission slips to the classroom teacher for each student in
    the class. Do this at least one week in advance. Collect the permission slips from the
    classroom teacher two days before the day of your lesson. You MAY NOT videotape any
    student who does not submit the two-page permission form.

* Any product that involves creating a website must not simply be used for the individual, but
rather should be donated to another organization.

* All donations must be confirmed by the recipient in a letter on the organization’s letterhead.


                                        Page 63                                6/20/2008
                                                              Graduation Project
                             NEW HANOVER COUNTY SCHOOLS
                                 GRADUATION PROJECT
                                 LESSON PLAN FORMAT


SENIOR’S NAME:                                Teacher’s name:

English 4 teacher’s name :                    Teacher’s telephone #:

Date of lesson:                               Teacher’s e-mail:

Location of presentation:

Group/class:

Age/grade:

Purpose of lesson:
     Goals:
            1.

               2.

               3.

               4.

Materials needed for lesson:
            1.

               2.

               3.

            4.
Procedure for lesson:
            1.

               2.

               3.

               4.

               5.

               6.


                                    Page 64                            6/20/2008
                                                        Graduation Project

            7. Pass out audience verification forms to each student/audience
               member and the teacher in charge of the group. Ask them to
               complete these.

            8. Collect the completed audience verification forms and put the one
               belonging to the teacher in charge on top. (You must turn these
               in as part of your Physical Product documentation.)



Student/audience activities:
            1.    Audience verification forms are required from all members of
                  the class/group and the teacher in charge.

            2.

            3.

            4.

            5.

Lesson plan approved by teacher in charge of group/class on _________________

Teacher’s signature: ____________________________




                                 Page 65                        6/20/2008
                                                                         Graduation Project

Fundraising Products
While we are happy to encourage service projects, there are a number of things to consider
before beginning one that requires fundraising. This information is to help you better prepare for
embarking on this task.

   1. You must complete a fundraising request form. This form may be found in the
      bookkeeping office. You will need the following information to complete it:
         a. When will this fundraising occur?
         b. What will be the expenses? (i.e., are you selling something?)
         c. How much do you expect to profit?
         d. Name and address for the final check.

   2.     Advisor – Your advisor must be willing to attend any event and receipt any money on a
          DAILY basis. You MUST NOT hold any money for any length of time.

   3.     Administrator - The Asst. Principal over fundraising must approve your product. This
          will require the completed fundraising request form.

   4.      Site Coordinator for Facilities and Calendar - Your product must be approved for the
          calendar to be sure that it does not conflict with previously planned fundraisers of similar
          type.


Preparing for all of this early in the semester allows for a far less complicated process and a
successful product. As part of the approval process for the Letter of Intent you must have the
required signatures on this form to turn in with your Letter of Intent or within one week of its
approval. (Completion in advance will likely improve the odds of approval from the advisory
board.)


Please obtain the following signatures as evidence that you have completed the necessary steps
to begin a successful fundraiser.

_____________________________________                  _____________________________________
Advisor                                                Bookkeeper




_________________________________________              _______________________________________
Administrator                                          Facilities and Calendar Coordinator




                                           Page 66                                 6/20/2008
                                                              Graduation Project




              AUDIENCE VERIFICATION FORM
    Please complete this form after the student’s performance and return to the
    student. Thank you for providing this valuable feedback.
    Presenter: ___________________ Senior English teacher: _________________
    Date of presentation: ___________ Time of presentation: __________________
    Type of presentation: _____________________ Location: _________________
    Teacher in charge of audience: ______________________Phone: __________


       The presenter…             Excellent        Good        Poor or
                                                               Does Not Apply
Used effective organization?
Exhibited obvious
preparation (all equipment,
music, visuals, props, etc.)?
Dressed in professional attire
or appropriate attire for
artistic performance?
Exhibited thorough
knowledge of content?
Provided quality answers to
audience questions?
Commanded attention
through voice control, poise,
and eye contact?
Overall rating of
performance?
    General comments:




                                      Page 67                          6/20/2008
                                                                      Graduation Project


Release Information

       for

               Participation in

                              Graduation Project
**Required for anyone under eighteen years of age.

As part of a graduation requirement for English IV, seniors are involved in a self- directed
learning project involving research, skill application, and community involvement in a topic of
interest.

A component of this program involves a demonstration project related to the topic. This may
include teaching a lesson, videotaping a presentation, or participating in a community service.
Please give permission for your child to participate in this project by completing the information
on the following page.

Your signature on the next page entitled Release Form for Students gives your permission for
your child to participate, to be photographed, and to be videotaped for the purpose of
documentation for the senior's work.

If you have any questions or concerns, please call, Graduation Project Coordinator, at individual
school.

+++ The senior should complete the following information before photocopying.

Senior:____________________________ English teacher: ____________________________

School: _______________________________________ Phone ________________________

Project event:___________________________________ Date of event:__________________

++PARENT/GUARDIAN: PLEASE READ AND COMPLETE THIS PAGE AND THE NEXT
PAGE ENTITLED RELEASE FORM FOR STUDENTS IN THE DESIGNATED PLACES.




                                        Page 68                                 6/20/2008
                                                                            Graduation Project

New Hanover County Schools
RELEASE FORM FOR STUDENT
Dear Parent/Guardian:

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

•   used as a demonstration project/activity in education workshops/classes/conferences

•   used as a sample project/activity on CD's created by New Hanover County for use in
    education workshops and student classrooms
•   posted on the school or NHCS web pages on the Internet
•   submitted as samples to program publishers or as contest entries to sponsors
•   appear on videotape made during a student presentation of their project, or in broadcasts or
    videotapes demonstrating computer multimedia in general
•   videotaped to appear in a school related program to be used by a local television station or
    school/county project
•   used in a printed publication such as a newspaper or magazine

No last name or address will be included with your child's picture when publishing on the Web.
There is no monetary compensation for the use of the work, but it will help many teachers get
more use out of their computers, and show other students a good example of what can be done.
Please sign the release form below and return this sheet to your child's school. Your permission
grants us approval to publicize without prior notification. Thanks!
Release Form

_____I/We do give permission for _____________________________________’s
                                                      (Child's full name)
image/photograph or work to be used as described above. We are willing to release this into the
public domain and understand that no monetary compensation will be given for the use of the
materials.
_____l/We do not give permission for __________________________________'s
                                                      (Child's full name)
image/photograph or work to be used as described above. ___________

Parent/Guardian's Name(s)
___________________________________________________________________
Parent/Guardian's Signature(s) _________________________________________
Address __ ___________________________________________________________
City, State, Zip Code _________________________________________________
Phone number _________________________________Date_________________
Please return this form to your child's teacher. Thank you for allowing your child to participate!
School: _____________________ School Year: 200___ - 200___
Teacher: _____________________


                                         Page 69                                    6/20/2008
                                                                  Graduation Project
                           PHYSICAL PRODUCT CHECKLIST

++++YOUR PRODUCT WILL BE EVALUATED BY THE CONTENTS OF THE
LETTER OF INTENT AND COVER SHEET APPROVED BY THE ADVISORY BOARD.
BE SURE THAT YOU HAVE COMPLETED EVERYTHING.

+++PLACE A CHECK BESIDE EACH ITEM IN YOUR ENVELOPE.
Required documentation for everyone:

___ Product Rubric page ___
___ Stapled Product Log signed by mentor(s)
___ Mentor Evaluation of Physical Product completed by each mentor page _____
___ At least 10 color pictures, mounted on 81/2” x 11’’ paper with typed captions in complete
    sentences. (Do not turn in negatives or second set of pictures.)
____Additional documentation if available
___ Product: Take the product to your teacher’s room.

Describe product(s):
       (1) __________________________________________________________
       (2) __________________________________________________________
       (3) __________________________________________________________

___ Audience verification forms for students, if applicable

___ Full VHS videotape or DVD of teaching or performing (See Policies and Procedures at
the beginning of this handbook.)

___ I HAVE WATCHED ALL OF MY VIDEOTAPE AND REALIZE THAT I AM
PERSONALLY RESPONSIBLE FOR ALL OF ITS CONTENT. I REALIZE THAT I
CAN BE SUSPENDED/EXPELLED FROM SCHOOL FOR INAPPROPRIATE
CONTENT. SIGNATURE: __________________________

++++ALL TAPES MUST BE VHS OR DVD and be viewed in classroom.

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

HONOR PLEDGE:

“On my honor, I pledge that I did all of the work included in this envelope and that
all signatures are original and valid.”


Signature: ________________________________




                                       Page 70                              6/20/2008
                                                                                           Graduation Project

      Product Rubric                                           NAME_____________________________
                     Successful Completion                                           Has Not Completed
                  Exemplary                 Satisfactory             Developing               Resubmission                Not
                                                                                               Necessary               Submitted
Time          Exceeds number of          Meets number of          Does not meet              Shows evidence of        Fails to submit
(A            recommended hours.         recommended hours.       number of                  little to no hours       product.
                                                                                             invested.
minimum                                                           recommended
of fifteen                                                        hours.
(15) hours)   Demonstrates               Demonstrates             Demonstrates               Demonstrates no          Fails to
              effective time             sufficient use of time   minimum use of time        use of time              submit
              management.                management.              management.
                                                                                             management.              product.
Learning      Chooses a                  Chooses a product        Chooses a product          Chooses a product        Failed to submit
Over Time     challenging product        representing a           representing limited       with no learning over    product.
              representing a             sufficient learning      learning over time.        time.
and           significant learning       over time.
Depth of      over time.
Knowledge     Demonstrates a             Demonstrates an          Demonstrates a             Shows no link to the     Fails to submit
              logical and relevant       adequate and relevant    minimal link to            research topic.          product.
              link to the research       link to the research     research topic.
              topic.                     topic.
              Demonstrates critical      Demonstrates             Demonstrates limited       Demonstrates no          Fails to submit
              analysis of research       reasonable evaluation    understanding of           understanding of         product.
              in producing an            of research in           research in producing      research in producing
              original product.          producing an original    original product.          original product.
                                         product.
              Demonstrates               Demonstrates             Demonstrates limited       Demonstrates no          Fails to submit
              significant creative       sufficient creative      creative thinking,         evidence of creative     product.
              thinking, decision-        thinking, decision-      decision-making,           thinking, decision-
              making, reasoning,         making, reasoning,       reasoning, and/or          making, reasoning,
              and/or problem-            and/or problem-          problem-solving.           and/or problem-
              solving.                   solving.                                            solving.
              Demonstrates               Demonstrates             Demonstrates limited       Demonstrates no          Fails to submit
              extensive connection       sufficient               connection to real-        connection to real-      product.
              to real world              connection to real-      world situations.          world situations.
              situations.                world situations.
Quality of    Exhibits creative and      Exhibits adequate        Exhibits ineffective       Exhibits unacceptable    Fails to submit
Work/         exceptional results        results using talents,   results using talents,     or no results.           product.
              using talents, abilities   abilities and varied     abilities and varied
Effort        and varied resources.      resources.               resources.
              Displays extensive         Displays sufficient      Displays minimum           Lacks use of detail.     Fails to submit
              use of detail.             use of detail.           use of detail.                                      product.
              Shows evidence of          Shows evidence of        Shows evidence of          Shows no evidence of     Fails to submit
              consistent self-           requiring some           requiring continuous       self-directed actions.   product.
              directed actions.          prompting for self-      prompting for
                                         directed actions.        actions.
              Displays evidence of       Displays evidence of     Displays evidence of       Displays no evidence     Fails to submit
              exceptional technical      competent technical      minimal technical          of technical skills.     product.
              skills.                    skills.                  skills.
Ethics        Consistently               Generally                Demonstrates limited       Demonstrates             Fails to submit
              demonstrates ethical       demonstrates ethical     under-standing and         unethical standards in   product.
              standards in product       standards in product     application of ethical     product development.
              development.               development.             standards .



                                                      Page 71                                         6/20/2008
                                                               Graduation Project



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


1. Write a minimum of TWO thank you letters. Compose and type a thank-you
   letter to your mentor and to anyone else who provides assistance. See the
   sample letter.

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

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

4. The form of a thank-you letter is like that of a business letter, but it is shorter. It
   should also be typed and centered vertically on the page. Margins can be 1 to 1
   ½ inches.

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

6. ASK YOUR ENGLISH TEACHER TO PROOFREAD IT. Make corrections.
   Proofread the letter again.

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

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

9. Photocopy each signed letter. These photocopies will be included in your
   portfolio, which will be reviewed by the judges.

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




                                     Page 72                            6/20/2008
                                                                    Graduation Project

                     THANK-YOU LETTER SAMPLE


133 Hummingbird Lane
Wilmington, North Carolina 28401
October 7, 2008

Mr. Theodore Pookeepsie
25 Whatever Lane
Wilmington, North Carolina 28412


Dear Mr. Pookeepsie,

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

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

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

Sincerely,

(Signature in black ink.)

Elmer Buddusky




                                       Page 73                               6/20/2008
                                                                                Graduation Project

                                    Judges Letter Format
First impressions are lasting impressions.
This letter will be the first indicator to the judges of who you are, giving them the background and the
understanding necessary to assess more fully your project and presentation. It is essential that the letter
be written in a clear and organized manner. Your final revision should be in correct business format with
no grammatical or mechanical errors.

Format:
1. Use the form for the business letter that is found in the sample letter to the judges in the handbook.

2. Be sure to set the margins (top, bottom, left, and right) to one inch – go to File, Page Setup, Margins.

3. Be sure that your text is Times New Roman (may be 10 point).

4. The return address is your home address with the date under it. Do not use any abbreviations. DO
   NOT put your name here.

5. The inside address should be -               Judges, Senior Boards
                                                Complete Name of Your School
                                                Street Address of Your School
                                                Wilmington, North Carolina 284##

6. The salutation is - Dear Judges:

7.   Limit to one page. (See business letter format for specific spacing within the letter.)
     Content:
     Remember, though certain content is required, the key to a good letter is personal voice, insight, and
     organization. Write your letter so it reflects you.
     Paragraph #1 – Write 2 - 3 sentences
     Introduce yourself.
     Include your goals, future plans, family life, talents, hobbies, and personality traits –
     Indicate your understanding that this person will be serving as a judge for your Oral Boards.

     Paragraph #2 – Write 3 - 6 sentences
     Discuss the subject of the research and the focus of the product. Briefly explain how this topic and
     product relates to a personal interest you have.

     Paragraph #3 – Write 3 - 4 sentences
     Explain how the Graduation Project was a learning stretch for you. Also, you will need to explain
     what unexpected difficulties you faced and how you overcame them.

     Paragraph #4 – Write 3 – 4 sentences
     Discuss how the Graduation Project as a whole has impacted you this semester. What have you
     learned about yourself?

     Paragraph #5 – Write 1 – 2 sentences
     Thank the judges for taking their time to help you.



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                                                                                      Graduation Project

                                       Judges Letter Sample



2525 Century Lane
Wilmington, North Carolina 28403
November 14, 2008

Judges, Senior Boards
Complete Name of Your High School
Street Address of Your High School
Wilmington, North Carolina 284##

Dear Judges:

All my life I have wanted to become a dental hygienist, so my Graduation Project centered on this career. In order
to meet this goal, I originally planned to enroll in a hygienist program in the fall. I have always enjoyed school, but I
am looking forward to entering a new phase of my education. I am eager to meet you and present my project to you
at Oral Boards.

My research paper explored how changing socioeconomics, diet, and contemporary lifestyle impact the rise in the
incidence of tooth decay in children. One idea which interested me was how access to dental hygiene can combat
this growing epidemic, especially through various social and government programs. With this knowledge, I was able
to complete my physical product. I taught a one-hour lesson on dental hygiene to a class of second graders. My
presentation included a demonstration on proper brushing and flossing, a dentist dress-up time, a coloring activity,
and a Fun with Fluoride game. The class was awesome! Each child listened carefully and wanted to participate in
every aspect of the lesson. They responded so well that I forgot to be nervous, and it seemed I was hugging them
good-bye in no time.

As a soon-to-be graduate, I would like to share with you my learning stretch. I was amazed at the reality of how the
inability to obtain dental health care makes a life long difference to an individual’s health. During my classroom
experience, I witnessed this first hand. On a personal level, I was not sure I would like the Graduation Project, and in
the beginning, I did not want to do the work. However, I realize now I have matured and become more responsible
since I have had to rely on myself to accomplish this project.

The Graduation Project has changed my life. I still admire the work a dental hygienist does, but I now realize
becoming a health care professional is not in my future. Instead, I have discovered that I love teaching! I had never
considered education as a possible career. However, after completing this project, I have decided to become an
elementary school teacher. When I enter the University of North Carolina at Greensboro in the fall, I will begin
working toward this new goal. Who would have thought the Graduation Project would have affected me so
dramatically?

Thank you for giving me the opportunity to share such a personal experience with you. I appreciate your effort in
participating on the judging panel.

Sincerely,
(Signature in black ink.)

Type your full name




                                                  Page 75                                         6/20/2008
                                                                      Graduation Project

                CHARACTER REFERENCE LETTER

You must include a character reference letter in the Portfolio. This letter should be written by an
adult who knows you well and who can attest to the personal qualities, attributes, and/or talents
that make you unique. The letter writer should be able to vouch for your character and give the
reader an idea of who you are as a person.

REQUIREMENTS:
♦ Letter must be written by an adult (21 years of age or older).
♦ Person writing the letter cannot be a relative.
♦ Letter should be approximately ¾ to a full page long. It should not exceed one page.
♦ Person giving recommendation must sign the letter.
♦ Letter should be typed in business letter format.
♦ You will also need to ask permission to use this person as a reference on your resume.

TIPS:
♦ Ask for a reference from someone who LIKES you and thinks you are wonderful.
♦ Give the letter writer a date you would like to pick up the finished letter. You should give
   him/her at least two weeks’ notice to write the letter. (While you may want to remind this
   person in between your request and this date, do not pester him/her every day.)
♦ Give the letter writer your resume or informal list of activities, clubs, hobbies, etc.
♦ It is your responsibility to go by and pick up the letter.
♦ Do not be offended if the person you ask does not have time to write the letter for you – just
   ask someone else.

WHO should you ask to write a character reference for you?
Here are a few suggestions:
♦ Graduation Project mentor
♦ Employer
♦ Coach
♦ Religious teacher, minister, rabbi
♦ Neighbor
♦ Family friend
♦ Club advisor
♦ Volunteer coordinator
♦ Scout leader
♦ Teacher (do not ask a Senior English teacher)




                                         Page 76                                6/20/2008
                                                                              Graduation Project


RESUME How to . . .
♦The purpose of the resume is to represent an overall view of your educational status, honors,
extracurricular activities, talents, and experience from your high school years. It is easy to read, it follows
a formal format, and it must be one page.

Form:
Fortunately, the basic form for resumes is just a click away in most word processing programs. It does not
matter which program you choose to use. The directions that follow are for Word.

1. Open Microsoft Word.
2. On the File menu, click New.
3. Click the Other Documents tab.
4. Double click Resume Wizard.
5. Follow the steps in the wizard. It may seem a little awkward at first, but you will quickly figure it out!
Content:
Since each of you has individual accomplishments, each resume will include slightly different headings.
However, the headings on the resume should follow the order below.
NOTE: Before you leave the Headings window, highlight headings which need to be moved to the correct
order and adjust with the Move Up or Move Down buttons to the right.

1. Begin with the heading Objective. Select one of the following examples to type in as your objective or
make up one of your own if your instructor gives you permission to do so.
       To attend a four-year university
       To attend a two-year college
       To obtain permanent employment
       To join the military (If you already know the branch of service, you may put that.)

2. Next, list Education. Under this category, type the following:
        Name of your school, Wilmington, North Carolina
        Will graduate June 200_
****If you wish, you may add any course concentrations or specific educational programs (Allied Health,
    Cisco certification, etc.) This information should be bulleted.

3. Examine the selection of headings in the Resume Wizard program. Select any headings that apply to
you. The program will also offer you an opportunity to type in any categories that are not listed; this will
allow you to design a resume that highlights your strengths. Sample headings include: Community
Service, Extracurricular Activities, Honors, Employment, Athletics, etc.

4. Always list the most significant or impressive heading first after Education.

5. Use strong action verbs to explain duties and responsibilities.

6. List education, work, and volunteer experience in chronological order with the most recent
accomplishments listed first.

7. Use a listing format rather than complete sentences. See samples.
       Extracurricular activities
                 Varsity Football (2 years): Lettered junior and senior years
                 Student Council (3 years): Elected Senior Representative


                                             Page 77                                     6/20/2008
                                                                              Graduation Project
                                         Sophomore Vice President
        Employment
              Harris Teeter, Wilmington, North Carolina (Summer 2004 – present)
              Cashier
              ● Operate cash drawer; work directly with public
.
8. End with the heading References. A reference is someone who knows you well and can recommend
you as hard working, of good character, etc. A good contact as a reference would be a teacher, boss,
minister, club advisor, volunteer coordinator, principal, guidance counselor, or long time family friend or
neighbor. You must include three references, with one being the person who wrote the character reference
letter for you.
         Requirements

        ● The reference must give his/her permission to you BEFORE you use his/her name on your
           resume.
        ● The reference may NOT be a relative.
        ● The reference may NOT be a person under the age of twenty-one.
        ● You MUST include three references; one reference must be from the person who wrote the
          character reference letter for you.
        ● List each person’s first and last names, relationship to you or job title, full address (including
          zip code), and phone number with area code.

HINTS

1. You may use any of the resume templates as the basis for a resume. The three listed in Word are
   Professional, Contemporary, and Elegant.

2. Before you begin, brainstorm to list as many activities and honors as you can remember.

3. Show the list and/or the first rough draft to your parents. You will be surprised at how well they can
   list your accomplishments even if you have forgotten them. Do not list things before ninth grade.

4. Read the resumes of your friends. Chances are they have been involved in some of the same activities,
   clubs, teams, or experiences that you have. They may remember something you have forgotten.

5. Make yourself sound as impressive as possible; however, do not be dishonest. That often backfires.

6. Although the final resume must be ONE page, it is not unusual for the first draft to be too long or too
   short. Show the rough draft to someone who knows you well and discuss ways in which you can
   shorten or lengthen your resume.

7. Remember that there is no absolute list of headings to include. Tailor your resume to the unique
   individual you are.

BRAINSTORM: Begin by listing as many activities and accomplishments as you can below. Then
decide what is most appropriate for your resume.




                                             Page 78                                     6/20/2008
                                                                             Graduation Project

                                                     2424 Whopee Lane             Phone (910) 555-5555
                                                     Wilmington, North Carolina   E-mail Megastudent@aol.com
                                                     28412


Richard Ricardo Richardson

Objective           To attend a four-year college after high school graduation


Education           Spirit High School, Wilmington, North Carolina
                    Will graduate June 2009

Honors              A/B Honor Roll (2 years)

                    Spanish Honor Society (1 year)

Awards              Human Relations Week Exceptional Individual, November 2007

                    English Department Award, Spring 2008

Extracurricular     Medicats (3 years): Vice President 2007
Activities
                    Track team (2 years): Lettered

Community Service   New Hanover Regional Hospital Volunteer (Summer 2006)

                       •   Provided patient room number information to visitors

                       •   Delivered flowers to patients

Employment          Krispy Kreme, Wilmington, North Carolina (May 2008 – present)

                    Donut Finisher

                       •   Responsible for adding filling to donuts

References          Rev. J. Geriz, 33 Cardinal Lane, Wilmington, NC 28412
                    (910) 444-4444

                    Suzie Smith, Teacher, 22 Owl Street, Wilmington, NC 28413
                    (910) 333-3333

                    Al Achoo, Principal, 13 Eagle Road, Wilmington, NC 28412
                    (910) 222-2222




                                     Page 79                                          6/20/2008
                                                                    Graduation Project

                                      Reflections Format
1. Reflections will be typed in Times New Roman, 12 point font, and double-
   spaced. Include your name, reflection number, and date for each.
2. Make sure you answer each question fully in complete sentences.
3. Each final entry should be one full page.
4. Use the reflective comments (sample reflection phrases listed below)
   throughout each entry.
5. Vary sentence structure in the entries.
6. Be specific about what you have done and how this affected what you have
   learned about yourself.


Suggested reflection phrases to incorporate into your writing:

* Upon reflection…                                    * This comment tells me that…

* I realized that this activity is…                   * After observation…

* It is important for me to realize that…             * This is significant because…

* This activity prompted me to …                       * These events indicate…

* This could be more effective if…                     * Continuing to reflect on….

* This helped me recognize that…                       * I focused on…because…

* To promote continued progress, I…                    * This helped me realize…

* I have greater awareness…                            * I realized that…

* The impact of this activity…                         * The evidence of this was…




                                            Page 80                          6/20/2008
                                                                  Graduation Project

                                  Reflections Content
Reflection #1

  •   What is my goal with this choice of topic for my graduation project?
  •   What tasks have I completed so far towards my project?
  •   What were some specific successes?
  •   How specifically could I have achieved a greater number of successes?
  •   Three goals to be met by next entry:
  •   Self-Reflection on my performance


Reflection #2

  • Explain how this research topic related to the product.
  • How was the information learned in the research used in completion of the product?
  • What was the most useful source in writing the research paper? Why?
  • What was the most difficult phase of the research process? Why?
  • What was the easiest phase of the research process? Why?
  • What is the most significant aspect of the research process learned? Explain.
  • What would you do differently if you were just beginning to research this topic?
  • What advice would you give to a rising Senior about the research phase of the Graduation
    Project?


Reflection #3

  •   Explain three goals met from the previous reflection entry.
  •   What were some specific successes?
  •   Were any goals not met? Why did this occur?
  •   How specifically could I have achieved a greater number of successes?
  •   Three goals to be met by next entry
         o Self-Reflection on my performance

Reflection #4

      •   Explain how you have grown emotionally, academically, and/or personally during the
          Graduation Project process.
      •   What talents or attributes have you discovered about yourself this semester?
      •   After completing this process, what areas of improvement do you plan for the future?
      •   Discuss the areas of difficulty or ease that you experienced during this project.
      •   Now that you are done, how do you feel about your choice of topic?
      •   Will this project impact your future educational or professional plans? Explain.



                                      Page 81                                 6/20/2008
                                                                     Graduation Project

                    New Hanover County Graduation Project
                           Portfolio Scoring Guide
                                    Student _____________________

                                                        .

                                                              Exceeds         Meets       Does Not Meet
                                                            Expectations   Expectations    Expectations
CRITERIA                                                       5 4              3             2 1
Cover Page: color picture or graphic relating to project
Letter to Board Judges
Professional Section
    Resume
    Letter of Recommendation
    Thank-you letters (2)
Dated Reflection Entries (4)
Research
    Letter of Intent
    Advisory Board Approval
    Mentor Commitment Form
    Faculty Advisor Commitment Form
    Signed Interview Evaluation Form
    Research Paper in final form with title page,
      outline, text, & Works Cited
Physical Product
   Mentor Evaluation Form
   Physical Product Log
   Product Documentation/Visuals (Minimum of 10
     pictures documenting all phases of physical product)
Subtotal

Total : ________________________




                                              Page 82                         6/20/2008
                                                                                   Graduation Project

                                                                     NAME __________________________________

        North Carolina Graduation Project Portfolio
                          Rubric
                       Successful Completion                                    Has Not Completed

                  Exemplary            Satisfactory             Developing/            Resubmission               Not
                                                                 Emerging               Necessary               Submitted

  Format/       Adheres to all     Adheres to most           Adheres to some        Does not adhere to        Fails to submit
 Appearance     guidelines for     guidelines                guidelines for         guidelines                portfolio.
                portfolio          for portfolio             portfolio              for portfolio
                appearance.        appearance.               appearance.            appearance.

Organization    Exhibits           Exhibits sufficient       Exhibits minimal       Exhibits no               Fails to submit
                exceptional        organizational skills     organizational         organizational skills     portfolio.
                organizational     in compilation            skills in              in compilation
                skills in          of portfolio.             compilation            of portfolio.
                compilation                                  of portfolio.
                of portfolio.

Completeness    Meets all          Meets most                Meets some             Does not meet             Fails to submit
                requirements for   requirements              requirements           requirements              portfolio.
                portfolio          for portfolio contents.   for portfolio          for portfolio contents.
                contents.                                    contents.

  Student       Demonstrates       Demonstrates              Demonstrates           Does not demonstrate      Fails to submit
  Growth        exceptional        sufficient depth in       limited depth in       depth in academic         portfolio.
                depth in           academic and/or           academic and/or        and/or personal
                academic and/or    personal growth.          personal growth.       growth.
                personal growth.

  Student       Reveals            Reveals sufficient        Reveals limited        Reveals no insight        Fails to submit
 Reflection     exceptional        insight                   insight into           into                      portfolio.
                insight into       into how the student      how the student        how the student
                how the student    anticipated changes       anticipated changes    anticipated changes
                anticipated        and dealt with            and dealt with         and dealt with
                changes and        contingencies.            contingencies.         contingencies.
                dealt with
                contingencies.

 Information,   Effectively        Sufficiently employs      Minimally employs      Employs no                Fails to submit
  Technology    employs            technology in             technology in          technology in             portfolio.
      and       technology in      construction              construction           construction of
Communicatio    construction       of portfolio.             of portfolio.          portfolio.
  ns Literacy   of portfolio.




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                                                                      Graduation Project

                     MIDTERM EXAM INFORMATION
The midterm for the Graduation Project is an oral presentation.
These presentations will be given _____________________.
Content:
One minute:
   • Attention grabber
   • Explanation of the research topic:
            - Makes the topic clear by mentioning the topic for the research paper
            - Tells why you chose this topic (Is it a passion? A hobby? Related to a
               career in which you are interested?)
            - If applicable, the student may also include reference to his/her product
               and its link to the research topic during the midterm presentation

Two-three minutes:
   • Insights learned from research 3 to 5 major points from the research paper

One minute:
  • Conclusion
            - Summarize what you have told the audience
Requirements:

Time: No less than 3 minutes & no more than 5 minutes

Dress: Business attire is required. Refer to the “Presentation Attire: Dress for Success” page of
the Graduation Project manual for specific guidelines.

Visual aid: The visual aid can be a PowerPoint, poster, picture, book, pamphlet, etc. Anything
that will enhance the oral presentation is acceptable.

Speech: A typed copy of the entire speech must be turned into the instructor at the time of the
presentation.

Note cards: Note cards must be used during the presentation. Do not write the entire speech
word for word on the note cards. Since you have practiced your speech repeatedly at home, the
cards should contain basic ideas to help you remember what comes next rather than the entire
speech.

Grading Rubric: See attached.


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        PRESENTATION ATTIRE: DRESS FOR SUCCESS
Like it or not, how we look does affect how seriously people consider what we say. Therefore, for your
oral presentation, the key term is DRESS PROFESSIONALLY.

If you are not sure what this entails, drop by one of the banks downtown. Generally, the men wear nice
trousers and blazers or suits plus ties, belts, and appropriate shoes. The women wear business-like suits,
pants suits, or dresses plus appropriate shoes. No one wears athletic shoes, flip-flops, chunky platforms,
or five-inch heels.

Also, please remember to avoid excessive exposure of your body. In other words, no cropped or halter
tops, low-slung or baggy pants, spaghetti straps, low-cut tops, or denim in any form. The focus of the
audience should be on your expertise in your subject, not on your need to gain attention in other ways.

If you are unsure whether part of your attire is appropriate, ask your English teacher or the Graduation
Project Coordinator. This is one reason that we practice our presentations at school in professional
business attire.

If you have a problem securing appropriate attire for the oral presentation, please discuss this privately
with your English teacher or your guidance counselor.

Please do not take personally anything that a teacher says about your attire. The staff wants you to be the
best that you can be for your oral presentation because we are proud of you. You have worked hard, and
we want you to look and do your best for this important culmination of all of your hard work.

When you have practiced enough, know your subject well, look good, act maturely, and have a winning
attitude, you will succeed! If it doesn’t fit the school dress code, then it will not work for Graduation
Project.
                                                MALES:
            •   Dress slacks with an appropriate belt
            •   Dress jacket/sports coat (optional)
            •   Suits and jackets should be tasteful in style.
            •   Button down shirt with collar and tie (Or a dress shirt appropriate to your suit)
            •   Shirts should be tucked in the slacks
            •   A tasteful tie that coordinates with the dress shirt and pants
            •   Dress shoes (in other words, something other than tennis shoes or flip flops)
            •   Minimal and tasteful jewelry/accessories
                                                FEMALES:
    •   Dress
    •   Suit (slacks or skirt with coordinated top, vest, and/or jacket)
    •   Dresses and skirts should be of tasteful, modest length and style and worn with appropriate
        undergarments
    •   Do not wear tight clothing
    •   Blouses should coordinate with the suit, be long enough to cover your midriff, and have a
        neckline that comes up to the base of your neck
    •   Blouses should not fit tightly and should be both tasteful and modest
    •   Dress shoes (no clogs, sandals, flipflops)
    •   Minimal and tasteful jewelry/accessories


                                             Page 85                                    6/20/2008
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                          Instructions for Presentation Visual

Students must have either tri-fold display board or a PowerPoint presentation to use as a visual during their speeches
before the boards. Students should have this visual complete for grading by the English teacher during the month before
boards. Students should consider the following recommendation as they prepare the visual for the judges. Visuals should
be professional and creative.
        • Required information for visual:
             Main points about research
             Details about the product
             Examples of reflection (for final speech only)
    Tri-Fold Board
        • Students should plan what information they want to place on the board and develop a design scheme,
          including colors and materials they wish to use.
        • Students can purchase a tri-fold board in nearly any color or they can purchase a plain tri-fold board and cover
        with fabric.
        * Trifold must be traditional science board size. (The large ones!)
        • Students should have clear lettering that is cut out, stick on, or printed from computer. Nothing should be
        handwritten.
        • Student should have pictures or graphics. All pictures must have typed captions.
        • Students should place colored paper behind pictures, graphs, etc.
        • The layout should communicate clear, important information and be visually appealing.
    PowerPoint Presentation
        • Design and create appropriate number of slides (teacher determined); include a title slide and an ending slide
        • Include main ideas without being distracting
        • No more than 4 point per slide, no more than 4 lines per slide
        • Use color or template as a background
        • Import pictures or clip art from the Internet
        • DO NOT use sound
        • Have slide transitions
        • SAVE YOUR PRESENTATION ON A FLASHDRIVE/ DISK/CD AND ON THE NETWORK
    Video
             • The use of a video during the presentation is completely optional
             • Videos may not exceed two-three minutes in length. This will not be included in time project.
             * Students are responsible for providing their own technology/video equipment for the Oral Boards.
             * Students must not use a video as an isolated event. If a video is being shown, the student must dialogue
             throughout.




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                                                               Graduation Project

                           Mid-Term Exam Scoring Guide

Presenter: _________________________________________Total Score: ________



Each speech will be based upon the research the student shaped into the research
paper. Students should select key points from the paper, prepare notes, and rehearse
their speech. Students should not read the presentation.


***** Exemplar      **** Strong *** Average ** Standard *Developing

AREAS                                             *****   ****   ***   **     *
Content
Effective attention grabber-introduction           6       5      4    3      2
Clearly stated purpose                             6       5      4    3      2
Speech controlled by purpose                       6       5      4    3      2
Main ideas supported by accurate/appropriate       6       5      4    3      2
details
Logical organization                               6       5      4    3      2
Clear summary of research                          6       5      4    3      2
Effective conclusion-closes entire speech          6       5      4    3      2
Delivery
Eye contact with audience members                  6       5      4    3      2
Appropriate voice, volume, and rate                6       5      4    3      2
Evidence of speech practice- delivery beyond       6       5      4    3      2
reading of note cards
Effective word choice                              6       5      4    3      2
Effective gestures                                 6       5      4    3      2
Energy, enthusiasm, personality, composure,        6       5      4    3      2
and sophistication
Appropriate language (avoids slang/cliché)         6       5      4    3      2
Visual
Professional appearance (typed with clip art or    6       5      4    3      2
photos)
Highlights the main points of the presentation     5       4      3    2      1
Professional appearance of the speaker             5       4      3    2      1

Total:_____________________




                                    Page 87                            6/20/2008
                                                                              Graduation Project

 ORAL BOARD PRESENTATIONS ORGANIZATION
     The judges are here to hear a balanced presentation about your research, physical product, and
     reflection. They will briefly review your portfolio and read your research paper before you
     enter the room for the speech.

     Every speech should have an attention grabber, an introduction, a body, and a conclusion, all of
     which are explained below.

     You must use your visual and your product for this presentation.

Introduction (approximately one minute)
1. Attention grabber (approximately one minute): This may be a quotation, an anecdote (story
    illustrating the point), an imaginary setting, a rhetorical question, etc. Be sure you draw in your
    audience.

2. Statement of purpose.

3. Credibility statement: Explain why the audience should listen to you.

4. a) You must mention the topic for the research paper and the topic for the physical product.
        Do not imply; state these in a straightforward manner.
    b). Tell why you chose this topic. (Is it a passion? A hobby? Something that you have
        always had an interest in? Something related to a career in which you have some
        interest?)

Body (approximately three-four minutes)
5. Three to five major points from your research paper (For most students, this is no more
   than 3-4 minutes unless your speech is longer than the minimum eight minutes. Leave out
   the little details.)

6.   Relationship between your research and the physical product (thirty seconds to one minute)

Physical Product (at least three-four minutes)
7. This is the bulk of your oral presentation, the really interesting part of the whole project. Do
   not gloss over it; explain it well.

Conclusion/Reflection (approximately one-three minutes)
8. Do not just stop talking; your speech needs closure. You may include how this project was a learning
   stretch for you, what you have learned about yourself as you did it, how this project benefited others,
   etc.

POINTS TO REMEMBER:
     You may mention your mentor’s name (or anyone else’s) only if everything that you say is
     complimentary.

        It is okay to mention a problem, but do not elaborate on it. You may also mention (but do not
        elaborate on) a poor quality about yourself or a poor work habit, but only if you have improved
        them.

        Keep this presentation POSITIVE!


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                      ORAL BOARD PRESENTATION TIPS
  1. Smile! It’s almost over!

  2. Know the date, time, and room number of your presentation.

  3. Attend school the day of your presentation for last minute information/changes.

  4. Dress for success – formal business attire only.

  5. Practice, practice, practice! Give your speech at least once a day to an audience outside
     of school. More practice = less panic. Learn your speech without memorizing it.
     Deliver it without reciting it.

  6. Include your visual aid/props in your practice sessions.

  7. Relax! Take a deep breath before beginning; it will slow down your heart rate and lower
     your stress level.

  8. Turn nervousness into positive energy. Harness your nervous energy and transform it into
     vitality and enthusiasm. Turn all that adrenaline from being nervous into a vibrant
     delivery.

  9. Emphasize important points using appropriate gestures (as long as they are not distracting
     for the audience).

  10. Be enthusiastic about your subject. If you’re not, why should the judges be?

  11. Make eye contact with all audience members.

  12. Pause for approximately 30 seconds if your speech is disrupted by a loud noise or a
      mishap.

  13. Begin again if you have a less than auspicious beginning.

  14. Pause in the middle of your speech if you have gotten off topic. Regroup before
      continuing.

  15. Stay positive throughout the entire presentation. No negative talk.

  16. Do your best. Realize that people want you to succeed. The judges want you to be
      interesting, stimulating, informational, and entertaining. They don’t want you to fail.

GOOD LUCK!




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                    Oral Board Presentation Questions
  The judges will ask you questions at the end of the presentation. Keep the following in mind!
  • Look at the person who asks you a question.
  • Don’t answer with a short response. Instead put your answer into the context of the questions.
  For example:
  Question: “What did you gain from this experience, Dominique?”
  Answer: “I gained so much from the Graduation Project experience, Mr. Brown. (It’s
  impressive when you remember names.) One thing I learned was patience. I never knew it
  would take so long to rebuild the engine. Waiting for parts was one of my biggest frustrations.”
  • Look around and smile occasionally.
  • If you do not know an answer, don’t try to fake it. Instead, you might respond, “That’s a good
  question. I did not cover that in my research but would like to find out about it. Thank you.”
  • At the conclusion of the question and answer period, look at the judges and thank them for
  their time and interest.

Practice answering questions about your research and project by responding to the following questions.
           1. Why did you choose this topic?
           2. How do your paper and project connect?
           3. What resources helped you the most?
           4. If you could change one thing about your project, what would you change and why?
           5. What was the picture you had in mind of your project before you started working on
              it? How did the project match that mental picture?
           6. Describe specifically how you strived to make your project the very best quality you
              could.
           7. What are some specific ways this project caused you to leave your comfort zone to go
              to your courage zone?
           8. What are some problems that you encountered during this project and how did you
              handle these problems?
           9. Which phase of Graduation Project stretched you the most? How did you react to
              this challenge?
           10. How did Graduation Project stretch you most emotionally, intellectually, or
               physically?
           11. What were the best and worst moments of the entire process?
           12. Who has your work on this project impacted?
           13. How has this experience changed your attitude about students and faculty
               members?
           14. What advice do you have for next year’s seniors?
           15. What unexpected lesson did you learn along the way?
           16. In what way has the Graduation Project changed your view of yourself? (Are you
               more confident of your abilities? Are you more focused and directed? Are you more
               willing to take a risk?)
           17. Has this experience influenced your future planning in terms of work, education or
               the development of personal interests?



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                North Carolina Oral Board Presentation Rubric
                    Successful Completion                                        Has Not Completed
                Exemplary                Satisfactory              Developing                Resubmission            Not
                                                                                             Necessary               Submitted
Communication   Consistently speaks      Generally speaks          Has difficulty            Does not speak          Fails to
Skills          with appropriate         with appropriate          speaking with             with appropriate        make
                volume, tone, and        volume, tone, and         appropriate volume,       volume, tone, and       presentation.
                articulation.            articulation.             tone, and articulation.   articulation.

                Consistently employs     Frequently employs        Employs infrequent        Makes no eye            Fails to
                appropriate eye          appropriate eye           eye contact and/or        contact.                make
                contact and posture.     contact and posture.      poor posture.                                     presentation.

                Consistently employs     Adequately employs        Employs limited           Does not employ         Fails to
                appropriate nonverbal    appropriate nonverbal     nonverbal                 nonverbal               make
                communication            communication             communication             communication           presentation.
                techniques.              techniques.               techniques.               techniques.


                Consistently exhibits    Generally exhibits        Exhibits limited          Lacks poise,            Fails to
                poise, enthusiasm,       poise, enthusiasm,        poise, enthusiasm,        enthusiasm, and         make
                and confidence.          and confidence.           and confidence.           confidence.             presentation.


                Consistently employs     Generally employs         Infrequently employs      Does not employ         Fails to
                standard grammar.        standard grammar.         standard grammar.         standard grammar.       make
                                                                                                                     presentation.
                Adheres to prescribed    Adheres to prescribed     Violates prescribed       Violates prescribed     Fails to
                time guidelines.         time guidelines.          time guidelines.          time guidelines.        make
                                                                                                                     presentation.
                Wears appropriate        Wears appropriate         Wears inappropriate       Wears                   Fails to
                professional or          professional or           attire.                   inappropriate attire.   make
                authentic attire.        authentic attire.                                                           presentation.


                Employs creative use     Employs appropriate       Employs ineffective       Uses no visual          Fails to
                of visual aids that      visual aids that relate   visual aids.              aids.                   make
                enrich or reinforce      to presentation.                                                            presentation.
                presentation.


Content and     Effectively defines a    Adequately defines a      Insufficiently defines    Does not define a       Fails to
Coherence       main idea and clearly    main idea and             a main idea and           main idea or adhere     make
                adheres to its purpose   adheres to its purpose    adheres to its purpose    to its purpose.         presentation.
                throughout               throughout                throughout
                presentation.            presentation.             presentation.


                Employs a logical        Employs a logical         Employs an                Lacks an                Fails to
                and engaging             sequence which the        ineffective sequence      organizational          make
                sequence which the       audience can follow.      confusing to the          sequence.               presentation.
                audience can follow.                               audience.




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                  Demonstrates             Demonstrates             Demonstrates             Demonstrates no       Fails to
                  exceptional use of       sufficient use of        insufficient             supporting            make
                  supporting details/      supporting details/      supporting details/      details/evidence.     presentation.
                  evidence.                evidence.                evidence.


Self Reflection   Offers an insightful     Offers a clear           Offers an evaluation     Fails to offer an     Fails to
                  evaluation of the        evaluation of the        of the project           evaluation of the     make
                  project process.         project process.         process.                 project process.      presentation.


                  Reflects on successes    Reflects on successes    Reflects on successes    Does not reflect on   Fails to
                  and challenges with      and challenges with      and challenges with      successes and         make
                  exceptional depth and    sufficient depth and     limited depth and        challenges with       presentation.
                  insight.                 insight.                 insight.                 depth or insight.


                  Extensively reflects     Generally reflects on    Minimally reflects on    Fails to reflect on   Fails to
                  on the collaboration     the collaboration with   the collaboration with   the collaboration     make
                  with the mentor.         the mentor.              the mentor.              with the mentor.      presentation.


Extemporaneous    Confidently, politely,   Politely and             Ineffectively            Unacceptably          Fails to
Response          and accurately           accurately responds      responds to judges’      responds/does not     make
                  responds to judges’      to judges’ questions     questions and            respond to judges’    presentation.
                  questions and            and comments.            comments.                questions and
                  comments.                                                                  comments.




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                          WORD PROCESSING TIPS
                          Linda Riesz, New Hanover County Media Specialist

         Here is a quick guide for word processing using Microsoft Word. Follow the directions by
clicking on the words in the tool bar (the list across the top). If there is a list of instructions, the second
item is a choice under that word. Always remember the three rules of computers: Backup, Backup, and
Backup. Save every minute or two.

Setting a margin
Select File, Page Setup. Next to each margin are arrows pointing up and down. Click on the arrow next to
each margin to scroll up or down until each margin (top, bottom, left and right) is set at 1 inch.


Choosing a Font
Select Format, Font and using the arrows, choose Times New Roman 12 pt.

Typing
Just type along and do not worry about how the text looks. Put one space between words and two between
sentences. You can center things, spell check, etc., later. Do not hit Enter at the end of the line unless you
are ending a paragraph.

Saving a File
Select File, Save As, and scroll to the top window until you find 3 1/2 Floppy drive (A:) or whatever
waving device you are using. Create a file name of 8 letters or less with no spaces. (Floppy disks hate
long file names and spaces). Click Save.
Note: Be certain to save to the Floppy drive (A:). If you just hit Save, the file will be saved to the hard
drive of the computer you are using.
 Warning: Do not take your floppy disk or saving device out of the drive until the green light is off. If you
take it out when the light is still on, your file will not open and you may even destroy other files on your
disk.
If you are using a computer at school, also save to your network space.
Saving a File so Other Word Processors Will Open It
Select File, Save As, and scroll to the top window until you find floppy drive (A:) or the appropriate drive
Create a file name of 8 letters or less with no spaces, under Save As Type, scroll until you find Rich Text
Format (.rft) and select it. Click Save.
Note: If you are going to flip back and forth among various computers, always save as .rtf. Any word
processor can open it.

Run spell check and save the document before printing.

Printing a File
Select File, Print Preview and look at your file before you print it to see if it looks right.
Then close Print Preview and select File, Print, and a print menu opens. There you can select what pages
you want to print and how many copies to make. After making your selections, click OK.




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Highlighting Text
Click to the front of the word and drag the mouse until the text is highlighted.


Centering or Aligning Text
Text can be centered, aligned left or right, or justified (lined up on both ends). Highlight the text; then go
to the alignment buttons. (They look like lines of type set to the left, centered, the right, or justified).
Click on the desired button. The text will move to the proper place. Work for English 4 should be left
justified.


Double Spacing
Formal papers are usually double spaced but don't bother to do it until you are ready to print. Double
spacing leaves only a few lines on the screen at a time and makes it hard to read. Just type normally,
hitting enter only at the end of a paragraph and once between paragraphs. Then before you print, go to
Edit, Select All and your whole paper will be highlighted. Then go to Format, Paragraph, Line Spacing
and scroll until you find Double.

Your paper will be automatically double spaced.

Creating Headers (To Put on Page Numbers)
Okay. Take a deep breath and follow these instructions exactly. Once you have done this, your header
will be correct from then on and you can forget about it. Go to View, Header and Footer. Click Format,
Font and using the arrows, choose Times new Roman 10 pt. Click the right alignment button (it looks like
lines of type set to the right), type your last name, space, and then click on the page number symbol on the
header window. (It looks like a piece of paper with the # symbol in the middle.) The correct page number
will then be applied to each page of your paper. If you apply a header this way, you can move whole
sections around and the page numbers will still come out right.

 Printing the First Page without a Page Number
Create a header and Save the paper. Go to File, Print, and find the box on the print screen that says Page
Range. On the Pages line, type 2 and the paper will print from page 2 until the end of your paper. Then go
to View, Header and Footer, highlight your name and page number in the header window and hit delete or
backspace to erase them. Print the first page of the paper without the header and then close the file
without saving it.

Inserting a Picture in a Document
Scan the picture and save it to disk in Windows Bitmap (.bmp) format. Open a new Word document.
Select Insert, Picture, From File and scroll the window to the 3 1/2 Floppy (A:) or appropriate drive.
Click on the file containing your scanned picture and click insert. You can resize or center your picture in
your word document and put words above and below it.

Panic Time
Here is a list of common disasters and their solutions. In addition to the solutions listed, include prayer,
divine intervention, and wishing on a lucky star. It is acceptable to call a computer a nasty name, but
realize that it may object and crash when not treated nicely.

Need a disk
The library sells disks.



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I am typing, and it is erasing words I want to keep.
Push the Insert button on the keyboard that is located to the right of the Backspace button.

I just did something, and it made my whole paper disappear or mess up.
Quick, before you do anything else, go to Edit, Undo (I call this the Uh-oh button). It will undo what you
just did. If you have already clicked on something else and the Uh-oh button doesn't work, close the file
without saving it. You will lose work you did after your last save, but it sure beats redoing the whole
paper.

There are stupid looking backwards P'S on the page.
There is a button on the tool bar with that symbol. Click on it and the symbols will go away. (Those are
not-printing characters that show where you hit the spacebar and Enter.)

There are squiggly green and red lines under my words.
Red lines are for misspellings. Green lines show incorrect grammar. Always run spell checks before you
print. There is no excuse for a misspelling when you are using a word processor unless the word is a
proper name. The grammar check is less reliable, but a green squiggly line should make you stop and
consider rewording your sentence.

My file won't print.                                      ,
All kinds of problems can cause printing failure, ranging from a loose printer cable to no ink in the inkjet
cartridge. You can always print in the library, but be sure to save your file as .rtf so the library computers
can open it.

My file won't open.
You probably saved it in a format the computer does not recognize. A newer version of software, like
Word XP will open an older file, but if you save in the newer format, the old version won't open it. To
avoid this problem, save files as .rtf (Rich Text Format). Another reason files don't open is because they
aren't really there. You may have saved your file to the hard drive of the computer you were working on.
You will have to go back to that computer and open the file, and then go to File, Save As to save it to
your disk.



I lost (or broke, dropped in the mud, ate) my disk or flash drive.
If you have a good print out (called a hard copy) of your work, you can scan it and turn it back into a file.
The better the quality of the hard copy, the better the file created. Even a messy scan that has to be
cleaned up a lot beats retyping a whole paper! We also suggest you regularly save to the hard drive of a
machine you can regularly access. Disks can and do fail! We also suggest you put your name on your disk
and keep it in a plastic diskette container or zip lock bag for protection.




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                                                                          Graduation Project
I came in to the library to print and the printer was offline (or jammed, or out of paper, or out of
toner, etc.) Will the Graduation Project Advisory Committee let me turn it in late?
No. No. No.
You are expected to get your work done early enough to accommodate for this type of problem. Do not
wait to print the morning of the due date. You are asking for problems!
Remember that you must have hard copies of all material on due dates. You can NOT turn in a disk or
CD, nor can you assume your English teacher will let you print out material on his or her computer on the
due date. Make arrangements to get work typed and printed BEFORE the due date.

To turn off automatic outline function in Word
1. Format
2. Bullets and Numbering
3. Outline numbered
4. Click on none
5. Click 0K

You probably also have to do the following:
1. Tools
2. AutoCorrect
3. Open tab labeled Auto Format As You Type
4. Remove check from automatic numbered lists
5. Click 0K




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                                                            Graduation Project




                          BACK UP Is Crucial
                    YOU are responsible for keeping
                            back-up copies
                        of ALL computer work!

                     Keep a clean hard copy of every file and
                   a second diskette or Flash drive with all files
                              that you update daily.

                     A damaged, corrupted, or lost diskette is
                                      NOT
                                an excuse for late work.

                                Computer problems are

                                       NOT
                              an excuse for late work.

*** In order to be able to open a document in any
   computer, save a back-up as a Rich Text File (.rft).

*** Avoid using Notepad as a word processor.

*** Diskettes with plastic doors are less likely to be
   stuck in the computer than those with metal doors.

*** Make sure your Flash drive is compatible with school computers

*** Computers in the Senior Project lab are Flash Drive and CD read/write
   compatible. These storage devices are more durable than floppy disks.

            You should also always save EVERY document on your
                           Network space at school.


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                                                               Graduation Project


INDEX
 Appendix Section 93                           Oral Board Presentation Tips 89
 Audience Verification Form 67                 Oral Board Presentations 88
 Back Up Copies 97                             Paraphrasing 36
 Bibliographic Forms 31                        Parent/Guardian/Student Consent Form 10
 Body Paragraphs 42                            Physical Product Checklist 70
 Business Plan 62                              Plagiarism 35
 Character Reference Letter 76                 Policies & Procedures 7
 Coaching 62                                   Portfolio Rubric 83
 Conclusion 42                                 Portfolio Scoring Guide 82
 Due Dates 4                                   Portfolio Section 72
 Editing Sheet 49                              Presentation Attire 85
 Faculty Advisor Form 15                       Presentation Section 84
 Final Draft 52                                Product Log 58
 Final Paper Checklist 53                      Product Rubric 71
 Final Paper Rubric                            Product Section 58
 Formal Outline 40                             Reflections Content 81
 Fundraising 66                                Reflections Format 80
 Getting Started Section 2                     Release Form 69
 Grading Procedures 9                          Release Information 68
 Internal Doc Procedures 43                    Requirements 4
 Internal Doc Sp Situations 44                 Research Paper Section 20
 Interview Evaluation Form 30                  Research Recovery Form 57
 Interview Guide 28                            Research Recovery Program 56
 Interview Sample Questions 29                 Research requirements 20
 Interview Tips 27                             Research Topic 22
 Introduction 41                               Resume How To 77
 Judges Letter Format 74                       Resume Sample 79
 Judges Letter Sample 75                       Rough draft 41
 Lesson Plan Format 64                         Rough Draft Checklist 48
 Letter of Intent Content 12                   Rough Draft Evaluation 51
 Letter of Intent Cover Sheet 14               Rough draft revision 52
 Letter of Intent Format 11                    Source Card Format 24
 Letter of Intent Sample 13                    Source Card Sample 25
 Mentor Arrangements 17                        Source Card Frequently Asked Questions 26
 Mentor Commitment Form 19                     Special Situations for Products 62
 Mentor Description 16                         Teaching 63
 Mentor Evaluation of Product 61               Thank-you Letter Format 72
 Mentor Information letter 18                  Thank-You Letter Sample 73
 Midterm Exam Information 84                   Visual Presentation Instructions 86
 Midterm Exam Scoring Guide 87                 Word Processing Tips 93
 NC Board of Education Mission Statement 2     Working Bibliography 23
 New Hanover County Mission Statement 2        Working Bibliography Evaluation 34
 Note Cards (50) Evaluation 39                 Working outline 22
 Note Card Format 37                           Works Cited How To 46
 Note Card Sample 37                           Works Cited Sample 47
 Note Taking 35                                Writing Tips 42
 Oral Board Presentation Questions 90
 Oral Board Presentation Rubric 91


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