Senior Project Handbook Table of Contents Introduction Timeline 1 Points Guide 2 Letter to Seniors 3 Deadline Policy/Plagiarism 4 Letter to Parents 5 Parent Consent Form 6 Advice 7 Choosing a Topic 8 The Paper 9 Minimum Requirements 10 Outstanding Research Papers 11 Thesis Statement 13 Library Directions/Info 14 Tips & Errors 15 Guide to Writing the Paper 16 Sample Outline 18 MLA Guidelines 19 In-Text Citations 20 Sample Citations 21 Sample Works Cited Page 22 Website Evaluation 23 Interview Techniques 24 Research Paper Rubric 26 Report for Judges Rubric 28 The Project 29 Project Introduction 30 Letter of Intent 31 Role of Mentor/Mentee 32 Mentor Verification 33 Midway Checkpoint 34 Project Self-Evaluation 35 Mentor Review 36 Project Rubric 37 Thank You Letter to Mentor 38 The Presentation 39 Presentation Introduction 40 The Portfolio 41 ESLR Essay/Artifacts 42 Judge/Panelist Application 43 Portfolio Rubric 44 Model Outline for Presentation 45 Scholarships 46 Presentation Evaluation Form 47 Westmont High School 2009-2010 Senior Project Timeline A/B Days PHASE I: The Research Report Sept. 22/23 Signature Packet: *Senior Intro Letter/Parent Letter. *Deadline Policy/Plagiarism *Topic/Parent Consent Form Judges/panelist form due Oct. 7 Senior Teachers at Dr. Martin Luther King, Jr./SJSU Library 6-9 p.m. Oct. 15/16 Research Checkpoint: Thesis, Outline, Works Cited in Progress, Website Evaluation. Nov. 4/5 Writing Checkpoint: Thesis, Outline, 3-5 pages, Works Cited Nov. 12/13 Research Paper Due. Students turn in two separate parts. Each part is stapled together. 1st part: Turnitin.com Receipt, Rubric, Thesis, Outline, 6-8 Page Completed Report, and Works Cited. 2nd Part: All Previous Work. TBA Senior Teachers Meet to Grade. Dec. 15/16 Research Papers Returned to Students. Jan. 7/8 Report for Judges. Students turn in two separate parts. Each part is stapled together. 1st part: Rubric, Thesis, Outline, 8-10 Page Revised Report, Works Cited. 2nd part: Essay Reflecting on Changes Made to Report, All Previous Work (including research paper) Jan 13 English Teachers Meet to Calibrate Rubric and Grade. Jan. 14/15 Report for Judges Returned. PHASE II: The Service Learning Project Feb 4/5 Description of Project Goals (Rubric: Purpose, Evidence, Challenge, Time, Mentor); Letter of Intent; Parental Consent Mar. 3/4 Mentor Verification. Mar. 30/31 Midway Project Checkpoint Apr. 21/22 Project Completion (All Project Evidence, Rubric, Mentor Review, Self-Evaluation, Service Learning Reflection). Apr. 27/28 Thank You Letter to Mentor (Signed Original for Teacher to Correct and Hand Back. Also, One Corrected Copy of Signed Letter to Turn In). PHASE Ill: The Presentation May 3/4 Oral Practice Begins/Oral Outlines Due. May 20/21 Presentation Room Technology Check Form Due. May 25/26 Portfolios Due. May 25 Judges Training in Library 7-8 p.m. June 1, 2, 3 Oral Presentations 5:30-8:30 p.m. Senior Project Points Guide The Research Report Phase Signature Packet 20 Research Checkpoint 40 Writing Checkpoint 55 Peer Edit 30 Research Paper 200 Report for Judges 160 The Project Phase Description of Project Goals 20 Letter of Intent 20 Mentor Verification 20 Midway Project Checkpoint 50 Judges Forms 10 Project Completion 200 Thank You Letter to Mentor 20 The Presentation Phase Oral Practice/ Oral Outline 50 Portfolio 100 Check Room for Technology 10 Oral Presentation 200 These point values are approximate as teachers may choose to adjust them. It is also possible that more points will be assigned on the Senior Project through other writing assignments, oral discussion, participation, and peer review. Westmont English Department 2009-2010 Dear Senior: You are about to begin a major assignment that will provide a bridge between the fall and spring semesters of this academic year. This assignment is called the Senior Project. The purpose of the Senior Project is to afford you the opportunity to demonstrate the skills, talents, and maturity you have developed during your high school career and to discover ways in which you can contribute to your community. You will choose a topic that not only interests you, but one which will allow you to grow and mature in ways that are exciting and challenging. The Senior Project has three phases. PHASE I is the Paper. You will be researching and writing a persuasive paper of approximately 6-8 pages, based on your identified area of need. You will use both primary and secondary sources to gather information for your paper. PHASE II is the Project. To prepare you to be an independent thinker in a democratic society, you need to be aware of the various issues and needs present in your community. You will be developing a service learning project based on your identified area of need that allows you to apply your knowledge and mastery of your research area. Service learning means you will not only help your community, but also learn about that community and that area of need. For example, community service is putting in hours in a soup kitchen. Service learning, however, is providing that service and learning about the causes of homelessness and why there is a need for the soup kitchen in the first place. Ideally this will lead to greater sensitivity and participation in each student’s community. Your evidence at the conclusion of the service learning phase should accurately reflect the amount of time and effort you spent. A minimum of twenty hours of verified service is required in this phase of the Senior Project. PHASE III is the Presentation. You will be delivering an 8-10 minute oral presentation that describes your research and demonstrates your project in order to display your mastery of your chosen subject area. This presentation is done before a review panel, and it is the culminating element to your Senior Project. This presentation is your chance to demonstrate what you know and what you can do. Part of the presentation phase includes a comprehensive portfolio that will display the hard work you have done throughout the year. This is a significant project and will have a major influence on your semester grades. Although you may feel a bit overwhelmed at the moment with the size of the task before you, rest assured that by meeting deadlines and by making the most of the resources at your disposal, you will have a successful and exciting experience. “You can do it; we can help.” Sincerely, The Westmont High School English and Social Science Departments Signing on the line below indicates that you have read and understand this letter. Student’s Name: ____________________________________________ Teacher’s name: _________________________English Period:_______ Signature of Student: ______________________________ Date__________ Westmont High School Senior Project 2009-10 Deadline and Plagiarism Policies Senior Project Deadline Policy: Full credit is only given to Senior Project work placed in the teacher’s homework tray before the tardy bell rings at the start of class whether a student is in class or not. Assignments that are turned in on the due date but not at the start of class will receive half credit. This policy applies to students who arrive late to class, arrive after class has ended, fax the assignment after class has started, email the assignment after class has started, call the teacher after class has started, and/or place the assignment in the teacher’s mailbox after class has started. Even when absent, a student is still responsible for getting the assignment turned in on time. If this is impossible, a student must contact the teacher in advance to discuss options. Neglecting to communicate will result in no credit. Tutorial after an absence is too late to communicate. How to communicate: Phone, email, fax. Any assignment turned in after the due date (without communication with the teacher) will be corrected by the teacher and will receive zero credit. Remember, learning time management skills now will be very helpful to you in your future, no matter what you do. Senior Project Plagiarism Policy: Any form of plagiarism will result in a zero for that assignment, a referral to the dean, and a phone call to your parents. It is important to correctly cite all sources. Common errors that are plagiarism: 1. A student uses a quote or another author’s work without any citation. 2. A student paraphrases a quote or another author’s work but does not cite the source. 3. A student incorrectly cites a source. 4. A student uses phrases and pieces of quotes without using quotation marks around them and / or does not cite them to their source. Signing on the line below indicates you have read the deadline and plagiarism policies. Signature of Student: _______________________________________________ Print your name: __________________________________________________ Teacher: ___________________________ Period: ______ Date ___________ Westmont English Department 2009-2010 Dear Parents/Guardians: The purpose of this letter is to inform you of a major project that is being assigned to all seniors through their English and Social Science classes. This assignment, the Senior Project, has far-reaching potential for positively affecting students, not only while at Westmont, but well into the future. The objective is to bring together all of the skills that students have developed throughout their education, offer them an opportunity to expand that learning through a project which they choose and develop, and to assist them in presenting the fruits of their hard work in a presentation to the larger community beyond high school. The Senior Project has three phases: the Paper, the Project, and the Presentation. First, a 6-8 page Research Paper requires students to complete substantial research in a variety of formats, to organize that information into a convincing and thorough essay, and to manage their time so as to correct errors, revise, and finally to produce a polished paper. The second phase is the product component, also called the Service Learning Project phase. Now the student takes advantage of the information gained during research, chooses someone who is highly knowledgeable in that particular field to serve as a mentor, and then spends a minimum of 20 hours pursuing some activity for which there will be a final result or product. As this is a service learning project, this activity must involve community service. There is a broad range of topics that may be pursued, ranging from volunteering at a Crisis Center, coaching a youth team, volunteering in a shelter or the Mayor’s office, and many, many more. The student’s own desire and interest determines the topic with the focus being on the identified area of need. The third component is the Presentation. This is a multi-media oral report of 8-10 minutes before a panel of community judges. These volunteer judges (panelists) are parents, CUHSD Board Members, high tech employees, policemen, independent business persons, teachers, mentors and various other members of our community. We welcome you to serve as a panelist for our Oral Presentations on June 1, 2, 3, 2010. Part of the presentation involves the creation of a highly visual portfolio, which demonstrates the student’s learning experiences throughout the Senior Project. All of the guidelines for the Senior Project will be distributed through the Westmont website and your student’s English class. One of the most important features of the Senior Project is the lesson it teaches in self-discipline, responsibility, integrity, and time management. Your son or daughter has already been given access to the handbook that includes all due dates, as well as advice, directions and examples. We expect this to be a challenging yet extremely rewarding project, one which will be a crowning culmination of your teen’s entire school experience. We invite your involvement. Sincerely, The Westmont High School English Department Please sign below to indicate you have read the contents of this letter. Parent/Guardian’s signature _________________________ Date ______________ Parent’s name (print) __________________________________________________ Student’s name (print) _________________________________________________ English Teacher: ________________________________________ Period: _______ Senior Project 2009-2010 Parental Consent Student’s name: __________________________________________ English Teacher: _______________________ Class Period:_______ Parents: Please complete this form yourself after conferencing with your senior about his/her choice of research and project topics. As the parent/guardian of a senior at Westmont High School, I am aware that my son/daughter must successfully complete the three phases of the Senior Project (research paper, the project, and the oral presentation) in order to fulfill all the requirements of English 4 and Social Science 4. Area of Need: ________________________________________________________________________ ________________________________________________________________________ For the Project, my son/daughter will do the following: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ For the Research Report, my son’s/daughter’s topic is: ________________________________________________________________________ ________________________________________________________________________ My son/daughter has my permission to complete this project, and I agree to release the school district and its employees from all claims arriving from financial obligation incurred, or damage, injury, or accident suffered while my son/daughter participates in the project that s/he has chosen. ________________________________ ____________ Parent/Guardian signature Date ________________________________ ____________ Parent/Guardian printed name Date ________________________________ ____________ Student’s signature Date Westmont High School urges all seniors to consider the safety factor when selecting their project and to consider alternatives to any project involving danger to themselves or others. Westmont High School Senior Project 2009-2010 Senior Project Advice (Do these things and you will improve your grade!!) o Evidence: Keep all evidence. Keep all of your notes, drafts, outlines, checkpoints, logs, e-mails, letters, photos (anything!) on your senior project throughout your senior year. You will need them for your Portfolio, which is due in May. o Topic Questions: Here are some questions for you to answer in selecting your topic. 1. How does this subject matter interest/challenge me? 2. What is my target community? 3. What is an area of need in that community? 2. Are ample resources of information available? Can I prove my thesis? 3. How can this topic be presented objectively? 4. What community service will I perform? 5. Is this topic too narrow? Is the topic too broad or vague? 6. Is my paper going to be an argumentative expository essay and not just an explanation of a problem in the community? o Primary Source/Mentor. Generally, the best primary source is your mentor or some other expert in the field you are researching. If you get a mentor early on, you may also have your primary source for the research paper. Cool! o Use the handbook. Most of your questions are answered in the handbook. Review the rubrics to see how to earn a high grade. Study the directions and examples. * Aim for an A. If you earn an ‘A’ on the Research Paper, you automatically earn an ‘A’ on the Report to the Judges (as long as you make changes indicated by your teacher). * Every year the graduating seniors make this recommendation to incoming seniors: Don‘t Procrastinate!!! Senior Project Topic Activity 2009-2010 Career Options Current Events Community Service Personal Improvement College Major 1. What career options have you considered for yourself? List them here, even if you are not sure the career is something you want to pursue. 2. What is going on in the state, country, and world today? List some current events that concern you, worry you, impress you. Choose 1-2 events on your list: Why do they concern you? 3. In what way could you help other people in your community? People near your home, in San Jose, in Santa Clara County, in California? Would you most like to help your peers, older people or younger children? What kinds of volunteer opportunities exist for teenagers? PHASE I The Research Paper Westmont High School Senior Project 2009-2010 Minimum Requirements Use the following “minimum standards” as a checklist to insure your paper will be effective. Meeting these minimums will not ensure a high grade, but will be a guide to a passing grade. Highest grades go to papers that EXCEED the minimum standards. We encourage you to aim for the best that you can do. Minimum Standards 1. The text of the paper is a minimum of 6 typed, double-spaced pages in correct MLA format, but not longer than 10 pages. 2. Correct Order: Rubric, Thesis, Outline, Research Paper, Works Cited. All items are headed and paginated according to MLA format. 3. All works listed on Works Cited page are cited within the body of the research report (quoted or paraphrased). 4. All citations in the paper appear on the Works Cited page. 5. No MLA citation errors. 6. The margins are 1” on all four sides, and the author’s last name appears on every page with the appropriate page number (including the Works Cited page). 7. There are at least four sources (primary and secondary) cited in the paper and listed on the Works Cited page. 8. A primary source is used effectively at least twice; one of those must be an interview. Other primary sources include: Survey of a justifiable number of subjects (100) with a data report Direct observation with documentation Experiment with laboratory report and/or documentation of results 9. Secondary sources include: Published Books Government Pamphlet. Specialized Encyclopedia Published Newspapers. Electronic Database (not a general encyclopedia). Published Magazines. Articles. Credible Internet source. Scholarly Journals 10. There are at least seven in-text citations in the body of the research report. 11. The Works Cited include a minimum of three different types of sources. 12. The Works Cited page is in alphabetical order by author, the entries are NOT numbered, and the entire page is double-spaced with hanging indentation. Please see the Works Cited page example on page 22. OUTSTANDING RESEARCH PAPERS ON FILE Annie Garcia Planned Parenthood 2008 Izyumin, Dmitriy Guevera, Stalin and Hitler 2007 May, Jared E-Waste 2007 Nguyen, Liz Cats the musical 2007 Ayer, Caitlin Costume Design 2006 Bommarito,Tori Caligraphy 2006 Chase, Erica Oscar Wilde 2006 Falahati,Veesta Classroom dynamics 2006 Fong, Dominique Theodor Seuss Geisel 2006 Grunwald,Amanda Joan Miro 2006 Law,Yvonne Tarot cards 2006 Maali Sigmund Freud 2006 Orlanda,Sarah Jane Addams 2006 Ufheil-Somers, Emily Snow White 2006 Bierach, Katie e.e Cummings poetry 2005 Blondefield, Chris PHP Language 2005 Cucuzza, Matt Fender Stratocaster 2005 Gneckow, Eric Harmonicas 2005 Hegstrom, Hayley McCarthyism/Literature 2005 Ng-Parish,Mark Frank Lloyd Wright 2005 Pasman, Lesley Genetics 2005 Raymond, Jenna The Simpsons 2005 Rippen, Marie Jimi Hendrix 2005 Amii, Kristine Pilates 2004 Chapman, Danietle Salsa Dancing 2004 Choi, Ronnie Wizard of Oz 2004 Dilts, Bekkah Tarot cards 2004 Dimbil, Mohamed Gun Control 2004 Iwagoshi, Drew Carbohydrates and Proteins 2004 Jebens, Jen Digital Photography 2004 Kurwa, Rahim Overweight Epidemic 2004 Makishima, Lesley Karate 2004 Mitchell , Justin Robots 2004 Scheinbaum, Ashlee Horror Films 2004 Ufheil-Somers, Amanda French New Wave Films 2004 Wojno, Kathryn Apples vs PCs 2004 Alexander, Victoria Digital Photography 2003 Bamford, Katherine Ocean Damage 2003 Brengle, Meredith Religious Cults 2003 Chi, Enoch Jesus’s Resurrection 2003 Clair, Mike Music Recording 2003 Dipiero, Shauna Alcoholism 2003 Jackson, Jenny Premature Babies 2003 Navid, Shaudee William R. Hearst-Journalist 2003 Nguyen, Dana Children’s T\/ 2003 Nguyen, Chris Feng Shul 2003 Nguyen, Vy Optometry 2003 Nickooshiam, Maryann Forensic Science 2003 Pouya, Nazaneen Separation of Church and State 2003 Tantraphol, Sedora Homelessness 2003 Alkhadra, Pierre Barry Bonds 2002 Brown, Jenny College Scholarships 2002 Huang, Christine Murder of Rwanda 2002 Judd, Jonathan Independent Films 2002 Kemp, Taralee Mentors 2002 Parola, Jessica Fashion 2002 Potts, Leah Katherine Graham-Jounalist 2002 Smith, Allison Separation of Church and State 2002 Corpron, Justin Model Planes and Aviation 2001 Liang, Cindy Animal Cruelty 2001 McAvoy, John Mozart 2001 McAvoy, Colin Swing Music 2001 Moon, Amber Guitars: Creation & Evolution 2001 Phan, Linda Volunteer Services 2001 Raymond, Rachele Cosmetics 2001 Shpiel, Megan Scottish war 2001 Siahpolo, Haleh Veterinary Medicine 2001 Smitt, Leanne Henri Rousseau: Painter 2001 Spilman, Greg Internet 2001 Walker, Melissa Fashion Designer 2001 Thesis Statement More information and excellent examples of thesis statements are available at this web site: http://web.uvic.ca/wguide/Pages/Essay/ThesisStatement.html A formal thesis statement has the following characteristics: I. Is a complete sentence (not a fragment, not a phrase, not several sentences) 2. Forms a complete statement (not a question) 3. Contains an argument 4. Contains divisions of proof in parallel structure Throughout the Senior Project, your thesis will be evaluated as: Wow! Interesting! Fascinating! Intriguing! Adequate but not inspiring, meets minimum standards Confusing, Unclear, Try Again Grading scale for these different theses categories is: A=95-lOO% C=75% D=60-65% Review the sample thesis statements that follow: Outstanding 1. Although many believe cosmetics are only used for glamour, they have, in fact, been utilized throughout history for cultural purposes, religious practices, and health reasons. 2. The lack of public awareness may imply that veterinary medicine is a stagnant field; however, it is actually growing and improving thanks to advances in medicine, breakthroughs in technology, and innovations in practice. 3. Not only is Jerry Rice the greatest wide receiver to ever play in the National Football League, but his remarkable durability, productivity, and accomplishments make him an obvious candidate as the greatest player the league has ever seen. Adequate, but not inspiring 1. Although some people believe that adoption is a cruel and irresponsible act, in fact, it has helped a remarkable number of children grow up in a healthy, stable environment, and has provided loving parents (who can’t conceive on their own) a chance to raise children. 2. While many think exercise is just for fun, it actually strengthens muscles, develops flexibility, and releases stress. 3. Although many people want to design their own home, it is better to invest in the help of an interiordesigner because they have been trained in the field and know how to properly design an area. Try Again 1. Why do sharks attack people? They have the power to make us wander, be amazed, and be in fear. Sharks also have a great importance in people’s lives and the ecosystem. When a shark attacks, scientists wander and people fear. 2. Making a difference in the world today takes the strength to rise up against the ignorance of racism and to realize racial purity is an illusion in today’s society, just like Martin Luther King, Jr., Rosa Parks, and so many activists did many years ago. 3. With new advances in technology, work has become faster, simple communication is easy and reliable, and doing routine actions such as driving is now safer. Library Research Day (Or how the English teachers will help me get started on my research) Dear Seniors: The senior Enghsh teachers will meet you at the Martin Luther King, Jr. branch of the San Jose library on Wednesday, October 7, 2009. Teachers will be there between 6:00 and 9:00 p.m. You may come anytime. Ask your teacher where to meet. If you do not currently have a San Jose library card, please follow the link below to apply online. If you are under 18, you will need parent permission to obtain a card. Please do this before meeting your teacher at the library. https://mills1.sjlibrary.org/sefreg~S1/juvenile Dr. Martin Luther King, Jr. Library 150 E. San Fernando St. San José, CA 95112 (408) 808-2000 Regular Hours: August 24 - December 16, 2009 Monday - Thursday 8:00 AM - 10:00 PM Friday 8:00 AM - 6:00 PM Saturday 9:00 AM - 6:00 PM Sunday 1:00 PM - 7:00 PM Wednesday, Nov 25 — Open 8 AM - 6 PM Welcome to the largest, all-new library west of the Mississippi, an innovative collaboration which has created an invaluable community resource open and free to all. A feast for the mind, as welt as the eyes, the King Library boasts a collection of roughly 1.5 million items as well as delightful public art installations awaiting your discovery on every floor. See you there!! The Senior English Teachers Westmont High School English Department Writing Errors and Tips Errors: *1. Title Problem: underline or italicize published works / use “quotation marks” when appropriate. *2. Do not use slang. *3. Tense agreement problem - write about literature in the present tense. *4. Format problem: heading, spacing, margins, pagination, paper choice. 5. Word usage problem. 6. Do not use abbreviations. 7. Off topic - going off on a tangent. Need to address the prompt. 8. Capitalization error. 9. Spelling error. 10. Punctuation error. 11. Agreement. (subject/verb, parallel structure, participle/ verb). 12. Missing complete introduction to quote or missing clarification of quote. 13. Wrong pronoun reference (the child says that they will love English). 14. Unclear antecedent/pronoun (Hamlet tells Horatio that he is smart). *15. Font size / style problem. 16. Sense / clarity problem. 17. Sentence ends with a preposition. *18. Formal, third person (no I, we, you, us, me...unless in quotes). 19. Do not use unnecessary generalizations / judgments. 20. Run-on sentence. 21. Fragment. 22. Repetitive, redundant. 23. Too much plot! - not enough analysis - need to analyze not summarize. 24. Missing divisions of proof (normally three elements that will support your claim in an essay). 25. Do not use quotes as claims - state your own idea. 26. Missing word(s). *27. Using names. (use the full name first [John Lennon, Barry Bonds, Rosa Parks] only use the last name thereafter [Lennon, Bonds, Parks]). *28. Do not make assumptions. The reader of your paper could be anyone. *29. Citation error-format-MLA *30. Missing citation. * indicates MLA error = 10% grade reduction. Tips: 50. Support argument with examples, evidence, details, data, quotes. Be specific. Show don’t tell. 51. Proofread. Writer proofreads. Someone else proofreads. 52. Commentary must prove thesis. Link your quote to the thesis. 53. Need a conclusion. 54. Need a transition. 55. Vague. Avoid this, that, it. 56. Increase vocabulary. 57. Add an attention-getter or “hook”. 58. Avoid split-infinitives. 59. Avoid using forms of to be (is, are, was, am). Find stronger verbs. Avoid using passive voice. 60. Need a creative title. 61. Awkward wording or sentence structure. 62. Use a wider variety of sentence patterns. 63. Avoid contractions. 64. Avoid starting sentences with conjunctions. 65. Avoid using clichés and over-used expressions. 66. Be more descriptive of characters. Add appositive or adjective. Updated 5/15/07 by JB and AE A GUIDE TO WRITING THE SENIOR PROJECT RESEARCH PAPER After you have chosen a topic that interests and challenges you, completed preliminary research on the topic, and started to determine the overall structure of your paper, use this guide to assist you with the writing of your introduction, body paragraphs, and conclusion. The basic structure of this paper proves extremely simple. It has three parts: an introduction, a body, and a conclusion— or, to put it in the most basic terms, a beginning, middle, and end. Think of each of the units as a paragraph. The first, or introductory paragraph, begins broadly and narrows to a point (thesis). The second, third, fourth (and so on) paragraphs comprise the middle section and support the thesis in the introductory paragraph. The last paragraph concludes, beginning at a narrow point and ending broadly. There are student-written examples in this guide. Though you are encouraged to use the models to help you, do not copy from them directly. THE INTRODUCTION: There are several ways one could begin a research paper. This guide uses the attention-getter model as the most beneficial type of introduction for your readers. This type of introduction has two major aims: to catch the reader’s attention and to state the main point or purpose of the essay. There are many different types of attention-getters, including: question, humor, anecdote, suspense, quotation, examples, shock and series. Sample Introductions: both of these introductions begin with significant quotes taken from the author’s research. Notice that each of the sentences is numbered. The chart that follows the first introduction explains the function of each sentence. After reading the second introduction, try to fill in the chart yourself. (1) “Fear doesn’t travel well; just as it can warp judgment, its absence can diminish memory’s truth. What terrifies one generation is likely to bring only a puzzled smile to the next” (Miller “Why I Wrote” 159). (2) With this quotation from his article “Why I Wrote The Crucible,” author Arthur Miller addresses mankind’s tendency to forget its mistakes, dooming future generations to repeat them in an endless cycle. (3) Miller indicates one “mistake” in particular here: the paranoia associated with McCarthyism. (4) The “witch-hunts” of Joseph McCarthy left a lasting mark on society, which, by accounts of ruined lived and careers may lead one to assume the mark completely harmful. (5) However, some positive aspects resulted from McCarthyism, or more specifically, from the backlash against McCarthyism. (6) Arthur Miller, recognizing the cyclical nature of such paranoia and suspicion, created great works of literature suggesting this cycle. (7) His most famous play, The Crucible, serves as the definitive example of McCarthyism’s positive influence on modem literature. • # 1: attention-getter • #4: background information, setting up argument • #2: clarification of attention-getter, begins to address • #5: continuing to set up argument, funneling to thesis topic • #6: continuing to funnel to thesis • #3: background information, continuing to address • #7: thesis statement topic (1) “The human nature of Freudian psychology is exactly the stuff upon which the poet has always exercised his art” (Skura 20). (2) Through these words, Lionel Trilling, a prominent literary analyst, elegantly expressed the tremendous extent to which writers and literary critics have utilized the many revolutionary ideas of Sigmund Freud. (3) Freud’s theories offered an entirely new portal into the workings of the human mind, giving literalists the ability to approach literature in a completely different manner. (4) Literary analysts constantly refer to Freud’s work because “psychoanalysis provides not only a tool for practical criticism, but also the basis for understanding how literature works” (Skura 274). (5) With his revolutionary advancements in psychology, Sigmund Freud, known as the father of psychoanalysis, significantly impacted literary criticism through his theories on the unconscious, “creativity,” and psychobiography. #1: #4: #2: #5: #3: THE BODY PARAGRAPHS • Most body paragraphs will begin with a topic sentence, which specifically states the content or point of the sentences that follow. Here are some sample topic sentences from past student papers: “Many writers and literary analysts note parallels between the Salem witch trial injustice of the 1690s and the similar McCarthyist injustice of the 1950s” (Hegstrom 5). “Wright uses the animal to demonstrate his protagonist’s subconscious understanding that humans are as capable of unthinking, instinctive action as the most ferocious of beasts” (Witte 1). • Notice that, in the topic sentences above, the language is specific and speaks directly to the content of the paragraph. The rest of the paragraph will include specific details about the topic, including necessary quotes and paraphrases. The paragraph should also include the author’s own interpretation of these details—in other words, your opinion, your argument, your commentary. Though the body paragraph structure of a research paper will vary, the following chart can be used as a general guide. For models that go beyond this chart, use the following papers to help you: “Breaking the Cycle,” “Finding Freud: The Depths of Literary Criticism,” and “From Fearful to Feared: Symbolism and Redefinition in Native Son.” Sentence Number Function 1 Topic sentence 2 Concrete detail # 1 3 Concrete detail # 1 (with quote) 4 Commentary # I 5 Commentary # 1 continued 6 Transition/Concrete detail #2 7 Concrete detail #2 (with quote) 8 Commentary #2 9 Commentary #2 continued 10 Clincher THE CONCLUSION What form a conclusion will take depends on what precedes it. Summary can be an important part of the conclusion, but keep it brief. Try to discuss your topic in a new way now that you have presented all that you know about it. Consider pointing out the importance or implications of what you have just written. Another possibility includes pointing out what you feel is the natural next step to take in light of your argument. The conclusion is the last paragraph the reader will read. Do not allow a strong essay to fizzle with a weak conclusion. Always end with a definite statement. Study the conclusions from the sample papers for concrete examples and ideas. Ufheil-Somers 2 Outline I. Introduction. A. “It’s official: The American independent cinema has arrived! The New York Times puts indie films on its front page… as do the stalwart industry trades Variety and Hollywood Reporter. The development of a viable alternative cinema... may be one of the most exciting developments in American culture during the past two decades” (Levy 13). B. Through its pioneering application of innovative production methods, the auteur theory of directing, and caméra-stylo cinematography, French New Wave has been the most influential cinematic movement on American independent film. II. Innovative production methods; A. New technologies of the 1950’s. B. Techniques established by New Wave directors. C. Impact of these technique on film industry. III. The Auteur Theory. A. Creation of “la politique des auteurs.” B. Application of auteur theory. C. Problems with the traditional theory and application of the adapted theory. IV. Caméra-Stylo. A. Creation of caméra-stylo. B. Application of caméra-stylo. C. The presence of cainéra-stylo in American independent film. V. Conclusion. A. Thesis proved. B. Attention-ender. Return to quote from Emanuel Levy MLA Guidelines For more help with MLA, use the following web site: http://owl.english.purdue.edu/owl/resource/557/01 General Guidelines • Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper, • Double-space the text of your paper, and use a legible font like Times New Roman or Garamond. • Leave only one space after periods or other punctuation marks (unless otherwise instructed by your teacher). • Set the margins of your document to 1 inch on all sides. Indent the first line of a paragraph one half-inch (five spaces or press tab once) from the left margin. • Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow their guidelines.) • Use italics throughout your essay for the titles of longer works and, only when absolutely necessary, providing emphasis. • Begin your Works Cited page on a separate page at the end of your research paper. It should have the same one-inch margins and last name, page number header as the rest of your paper. This page is numbered sequentially with the rest of the paper. • Label the page Works Cited (do not underline the words Works Cited or put them in quotation marks) and center the words Works Cited at the top of the page. • Double space all citations, and do not skip spaces between entries. • List page numbers of sources efficiently, when needed; if you refer to a journal article that appeared on pages 225 through 250, list the page numbers on your Works Cited page as 225-50. NOTES: In-Text Citations 1. Print Sources (Book, Magazine, Newspaper). Author’s last name and page number: Example: (Potok 40). 2. Interview. Use the last name of person interviewed Example: (Wiggins). 3. Website- If the author is known, then the author is listed. If the author is unknown, then cite with the title of the article. If there is no author or article, then use the underlined title of the website (not the address). Keep in mind that if there is no author to the website, then how reliable is it? Examples: Author: (Jenkins) Title of article: (“Saddened by Closure of Lollapalooza”) Website: (Italian Food). 4. Quotes that come from more than one page (You might have a quote that begins at the bottom of page 77 and finishes at the top of page 78). Use author’s name and pages separated by a hyphen. Examples: (Reilly 77-78). (Fouts 125-127). 5. Quotes from a book by more than one author. Use the last name of the first person listed on the cover. Note this is similar to the format for Works Cited. 6. What if I have quotes by the same author from different books? Use author’s name then the first few words of the title (don’t forget to underline) then the page numbers. Example: Julie wants to quote William Shakespeare from both Hamlet and Much Ado About Nothing (Shakespeare Hamlet 57). (Shakespeare Much Ado 89). 7. A Survey or an Experiment???? (Survey). (Experiment). 8. When all else fails, in parentheses, place the first thing that you have on your Works Cited and then the page number. Very Important: Citation is placed after the sentence in which source material is quoted or paraphrased Remember, even if your paraphrase (i.e., use your own words) you STILL MUST CITE YOUR SOURCE!!! Very Important: REMEMBER: IF YOU HAVE ANY QUESTIONS ABOUT CITING A SOURCE THAT IS MORE COMPLEX THAN THE EXAMPLES ABOVE, THEN CHECK THE MLA HANDBOOK, CHECK www. http://owl.english.purdue.edu OR ASK YOUR GREAT ENGLISH TEACHER. Sample Citations Book: Author, title, city, publisher, year Okuda, Michael, and Denise Okuda. Star Trek Chronology: The History of the Future New York: Pocket, 1993. Journal Article: author, article title, journal title, volume, year. Wilcox, Rhonda V. “Shifting Roles and Synthetic Women in Star Trek: The Next Generation.” Studies in Popular Culture 13.2 (1991): 53-65. Newspaper or Magazine Article Di Rado, Alicia. ‘Trekking through College: Classes Explore Modern Society Using the World of Star Trek.” Los Angeles Times 15 Mar. 1995: A3. Book Article or Chapter James, Nancy E. ‘Two Sides of Paradise: The Eden Myth According to Kirk and Spock.” Spectrum of the Fantastic Ed. Donald Patumbo. Westport: Greenwood, 1988. 219-223. Encyclopedia Article (well known reference books) Sturgeon, Theodore. “Science Fiction.” The Encyclopedia Americana International ed. 1995. Website Lynch, Tim. “DSN Trials and Tribble-ations Review.” Psi Phi: Bradley’s Science Fiction Club 1996. Bradley University. 8 Oct. 1997 <http:/I www.bradley.edu/campusorg/psiphi/DS9/ep/5O3r.html>. E-mail to You Kunka, Andrew. “Re: Modernist Literature.” E-mail to the author. 15 Nov. 2000. Note: MLA style capitalizes the “E” in E-mail; and separates E and mail with hyphen. Newspaper or Magazine Article on the Internet Andreadis, Athena. ‘The Enterprise Finds Twin Earths Everywhere It Goes, But Future Colonizers of Distant Planets Won’t Be So Lucky.” Astronomy Jan. 1999: 64-. Academic Universe Lexis-Nexis. B. Davis Schwartz Memorial Lib., Brookvitle, NY. 7 Feb. 1999 <http:JJ web.Iexis-nexis.com/universe>. A Page on a Web Site “Inside the Games: Dolphin Kick Gives Swimmers Edge” http://www.npr.org/ templates/story/story.php?storyId=93575235npr.org. 15 August 2008. Wyss 13 Works Cited Adams, Paul. “Furious Arafat Is Freed.” Globe and Mail [Toronto] 2 May 2002: A1+. “Beginner Tip: Presenting Your Page with Style.” Webmaster Tips Newsletter July 2000. NetMechanic. 13 Oct. 2002 <http://www.netmechanic.com/ news/vol3/beginner_no7.htm>. Collins, Ronald K.L., and David M. Skover. The Trials of Lenny Bruce: The Fall and Rise of an American Icon Naperville, IL: Sourcebooks, 2002. Continelli, Louise. “A Place for Owls to Heal.” Buffalo News 12 Jan. 2003: C2. “E-Money Slips Quietly into Oblivion.” Nikkei Weekly Tokyo] 22 Jan. 2001: 4. Gordin, Michael D. “The Science of Vodka.” Letter. New Yorker 13 Jan. 2003: 7. “Ho Chi Minh.” Encyclopaedia Britannica 2003. Britannica.com. 15 May 2003 <http://www.britannica.com>. King, Stephen. Black House New York: Random, 2001. ---From a Buick 8: A Novel New York: Simon, 2002. Law and Order Prod. Wolf Film in assoc. with Universal Television. NBC Television Network. WHEC, Rochester, NY. 13 Mar. 2003. Longin, Helimut. Telephone interview. 11 Jan. 2006. Marshall, Leon. “Mandela in Retirement: Peacemaker without Rest” National Geographic.com. 9 Feb. 2001. 13 Mar. 2003 <http://news.nationalgeographic.comlnews/200 1/02/0209_mandela.html> Website Evaluation Using key words specific to your Senior Project, select one site to evaluate using the following criteria. Most answers are of the yes/no type, though some will include short answer responses. You must also complete a Narrative Evaluation (B) after evaluating the web site for technical and visual aspects of the web site, content, and authority. Directions are at the bottom of this page. URL of Web page you are evaluating: http:// ___________________________________ Name of Web page: _______________________________________ Author of Web page: _______________________________________ A. Technical and Visual Aspects of the Web Page Does the page take along time to load? Do the pictures add to the page? Is the spelling correct on the page? Are there headings and subheadings on the page? If so, are they helpful in finding information. quickly? Content Is the title of the page indicative of its content? is the purpose of the page indicated on the home page? When was this document created? Is the information useful to your purpose? Would it have been easier to get the information somewhere else? Did the information lead you to other sources that were useful? Is a bibliography of print sources included? Is the information current? Does up-to-date information matter for your purpose? Does the information appear biased? Does the.information contradict something you found somewhere else? Authority Who created the page? What organization is the author affiliated with? Has the site been reviewed by an online reviewing agency? Am you positive that the information is true? What can you do to prove that it is true? B. Narrative Evaluation On a separate sheet of paper, explain why or why not this site is (or is not) valid for your purpose. Include aspects of technical and visual aspects, content, and authority. Interviewing techniques Interviewing someone who has knowledge and expertise on your Senior Project topic is a great way not only to gather information for your research paper, but also to make a contact who might possibly be your mentor for the project phase. Also, it is enjoyable to talk to someone who is interested in your subject area. The information you gain from this person is often more valuable than the material taken from written sources, Take full advantage of your time with this. Show respect for your interviewee by properly preparing ahead of time. Use effective interviewing skills, and carefully review your notes immediately following the interview. Thoroughly study the following guidelines: Before the Interview: 1. Decide if this is the best person to interview for your topic selection. What do you already know about his / her position, background & education, and any special skills and experiences he or she might have? Ask other people you know who have knowledge in this area if this individual would be your best choice. (People you might ask include teachers, people at your work site, business owners, or your parents.) 2. Discern the purpose of your interview. Know exactly what you want to gain. If you don’t have a clear purpose, or do not know what you want to accomplish, your time spent with this person will be unfocused. 3. Call and make an appointment. Introduce yourself and state the purpose of your interview and how long it might take. Do not procrastinate! Don’t put off calling this person because he or she may be busy and might not be able to fit you into the schedule. Jointly decide on a date, time and place for the interview. (If you have scheduled an appointment during school time, be sure you follow the correct policy for leaving campus.) 4. Write out clearly-phrased questions reflecting the purpose of the interview, which is to gain information supporting and adding to the thesis of your research paper. Organize your questions in a logical fashion; for example, from simple to complex or from objective and factual to personal. Write out more questions than you might have time for in the interview. 5. Gather your materials: pen, paper, and equipment. Before the interview, be sure to check the functioning of any technology you are planning to use, such as a laptop computer and tape recorder. 6. It is a good idea to call the day before your scheduled interview to confirm your appointment. 7. Be sure to dress appropriately for the interview. You take yourself seriously and you want your interviewee to take you seriously, too. During the Interview 1. Dress appropriately; be well groomed. 2. Be punctual - 10 minutes early is desirable. 3. Introduce yourself in a professional manner - firm handshake, smile, eye contact. 4. Review the purpose of the interview again, and thank the person for his or her time. 5. If using a tape recorder, ask permission of interviewee. 6. Don’t digress during the interview. Stay on topic. 7. Listen for possible leads, however, and formulate new questions. 8. Ask for clarification if needed, and don’t be embarrassed to ask the person to repeat an answer you did not understand or hear correctly. Take time to be correct in note taking. The person will appreciate that you are taking the time to be accurate. 9. Honor “off the record” remarks. Questions? Questions? Questions? Asking the right questions is critical for a successful interview. The following questioning prompts might help you get started. 1. How are you involved with……………………………………..? 2. What is basic to know about…………………………………….? 3. How long have you……………………………………………...? 4. Who else has……………………………………………………? 5. Where did you learn……………………………………………? 6. What is most challenging about………………………………...? 7. What do you enjoy about……………………………………….? 8. What is next in terms of………………………………………..? 9. If you could change one thing about……………………………? 10 How do you envision the future of……………………………..? After the interview Review your notes as soon after the interview as possible. Consolidate information; prune information you can’t use. 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 discovered during the interview. Remember the basics! Date, time and place of interview, interviewee’s full name and title Write a thank-you letter to the person. “A single conversation with a wise man is better then ten years of study.” Chinese Proverb Senior Project Research Paper Rubric • A Persuasive Composition: Exceptionally states & maintains a position, Score authoritatively defends that position with precise & relevant evidence, & convincingly addresses the reader’s concerns, biases & expectation. 4 • Provides an exemplary thesis that is responsive to the writing task • Thoroughly supports the thesis & main ideas with specific details & examples. • Demonstrates a consistent tone & focus; illustrates a purposeful control of organization. • Demonstrates an exceptional sense of audience. • Provides a variety of sentence types & uses precise, descriptive language. • Contains few, if any, errors in the conventions of the English language. Errors are generally first-draft in nature. Score • A Persuasive Composition: states & maintains a position, strongly defends that position 3 with precise & relevant evidence, & addresses the reader’s concerns, biases & expectation. • Provides a meaningful thesis that is responsive to the writing task. • Supports the thesis & main ideas with specific details & examples. • Demonstrates a consistent tone & focus; illustrates a solid control of organization. • Demonstrates a strong sense of audience. • Provides a variety of sentence types & uses some descriptive language. • May contain some errors in the conventions of the English language. Errors do not interfere with the reader’s understanding of the essay. Score • A Persuasive Composition: defends a position with general evidence & attempts 2 to address the reader’s concerns, biases, & expectations. • Provides a thesis that is responsive to the writing task. • Supports the thesis & main ideas with specific details & examples. • Generally demonstrates a consistent tone & focus; illustrates minimal control of organization • Demonstrates a basic sense of audience. • Provides few sentence types & uses basic, predictable language. • May contain errors in the conventions of the English language. Errors may interfere with the reader’s understanding of the essay. • A Persuasive Composition: poorly defends a position with limited evidence and poorly addresses the reader’s concerns, biases & expectations. • Provides a weak thesis that is related to the writing task. Score • Demonstrates an inconsistent tone/focus; illustrates limited control of organization 1 • Poorly supports the thesis & main ideas with details & examples. • May demonstrates a limited/minimal sense of audience. • Provides a limited sentence types & uses limited vocabulary. • May contains serious errors in the conventions of the English language. Errors interfere with the reader’s understanding of the essay. Non-Scorable: The code “NS” will appear for responses that are written in a language other than English, off topic, unintelligible, or otherwise non-responsive to the writing task. SCORING 4=100-95% 4/3=90% 385% 3/2=80% 2 =75% 2/1 =70% 1 =65% NS=0% WESTMONT HIGH SCHOOL SENIOR PROJECT Report for Judges Rubric Cover Sheet Student name. _________________________________________ Teacher ____________________ Class period ______ 1. Thesis: ______________ = Wow! Interesting! Fascinating! Intriguing! = Adequate but not inspiring; meets minimum standards. = Confusing, Unclear, Try Again. Comments: 2. Writing Rubric: __________ 4 = 95-100 4/3=90 3 = 85 3/2 = 80 2=75 2/1 = 70 1 = 65 Comments: Scoring: Thesis _________/ 20 Writing Rubric ________/ 100 Report revisions __________/140 TOTAL __________ /160 Attach this cover sheet to your research paper with the following: Judges Rubric, Thesis, Outline, 8-10 Page Revised Report and Works Cited. Hand in changes to report sheet, original, corrected essay, and all previous work separately. PHASE II The Project PHASE II: THE PROJECT The Project phase of the Senior Project is the aspect that truly sets this total endeavor apart from most other high school assignments. You will now have the opportunity to do something hands-on, to actually get involved outside of school in an area that interests you. Just think, you will be earning high school credit for doing something you are interested in anyway! This phase asks you to apply the knowledge you gained in the research and reporting phase to a real-life experience around the same--or a very similar-- topic. There must be a product at the end of your project experience. The product can be something that you built, wrote, or created, or it can be a visual representation of something that you did, such as a collage of photos from the fifteen hours you spent teaching reading at the public library. Many students choose to create a video of their experience, both for use in the oral presentation at the end of the semester, as well as for their own personal memorabilia. Here are the key points to remember as you choose your project area and product: 1. Your project and research report topic must be related to the area of need you have already identified. 2. You must spend a minimum of twenty (20) hours outside of school on your project. 3. Your project must represent a challenge to you, and an opportunity for growth. It is very important that you show how you stretched yourself in doing this project and your community service. 4. You must have an adult mentor to help you with the project phase. This person must either be an expert in the field, or someone who has significant experience in the area of your project. You may have more than one mentor. 5. You must show physical evidence and written verification of your project, both at the midway point and at the end of the project. Sample research report topics with Project ideas and the final product. Research Report Topic Project Product The methods used by Volunteer at local Photos and journal of Dr. Paul Farmer Red Cross. Distribute volunteer time. Informational to fight TB in Haiti flyer about H1N1 vaccine flyer about H1N1 virus. Changing uses and Volunteer at local library Photo collage of continuing need for for Literacy Project volunteering at library public libraries The results of domestic Volunteer at Second Video of bagging donated violence in Santa Clara Harvest Food Bank groceries and food collection County bins set up at Westmont. Law enforcement Shadow a police officer Photos, class certificate video of ride along SENIOR PROJECT LETTER OF INTENT Salutation: Address the letter to your English teacher. Follow the name with a colon. Paragraph #1: Describe your interest in your topic. Why did you choose this area of need? What did you previously know about the topic? Paragraph #2: What was your research report subject? What did you learn? Did you prove your thesis? What resources did you use? Paragraph #3: Begin with a transitional sentence, a segue from your paper to your project topic. Next, describe your project in some detail. What will you do, who will be involved, what will be your product, how much time will you spend, etc. Signature: You must sign your name above your typed name and below the word “Sincerely.” Block Form Business Letter Format A business letter with the return address at the left margin and using block paragraphs. Wanda Full Student 5 Hill Street Campbell, California 95008 February 14, 2010 Mr. Chris Haskett 4805 Westmont Ave Campbell, CA 95008 Dear Mr. Haskett: Until recently, I had relatives who lived in New Orleans, Louisiana. They were devastated by Hurricane Katrina’s damage to their home. I watched the news and read all the stories about the disaster and the heroism of those who volunteered to help the victims of the hurricane. My relatives have managed to relocate elsewhere, and they are going to be fine; but I am now extremely interested in organizations such as the Red Cross, which help those in need. I researched disaster preparedness, and argued that it is possible for communities and states to have a comprehensive disaster plan in place, and for those communities and states to identify potential problem areas now, to prevent disasters from reaching epic proportions. I used the examples of the hurricanes near New Orleans as well as the devastating wildfires in California that annually threaten the nearby hills in South San Jose and the Boulder Creek/Bonny Doon area when my aunt and uncle now live. I argued that both situations would have been mitigated by preventative measures and the presence of well- communicated and comprehensive disaster plans. Even in the best of circumstances, natural disasters do occur. When that happens, organizations like the Red Cross are always first on the scene to help. For my project, I am going to become a Red Cross volunteer. This involves attending all of their requisite classes, which will take over thirty hours. After I complete the classes I hope to become a volunteer working in the office, or helping with the blood drive. I intend to continue with the Red Cross even after I graduate, so it is impossible to say how many hours I will spend on this project, but it will be at least fifty. I hope to learn more about the work of the Red Cross, to meet new people who feel the way I do, and to feel like I am helping others in need. Sincerely, Wanda Full Student (you will sign your name here) Wanda Full Student Senior Project Mentor Verification Your mentor will be called for verification. Include both daytime and evening numbers where your mentor can be reached. In some cases an email address will be sufficient. Student’s name ____________________________________Date______ Period ______ Area of Need____________________________________________________________ Project Topic:____________________________________________________________ Research Topic:__________________________________________________________ Mentor’s name: __________________________________________________________ (Must be an adult and not a relative) Mentor’s Signature: ________________________________________ Date _________ Position _______________________________________________________ Email: ____________________________________ Daytime phone _________________________Evening phone: _____________________ Mentor’s Description of Project: (Please feel free to attach your response on a separate page) The Role of the Mentor Odysseus entrusted his good friend Mentor with the education of his son, Telemachus, while he himself was away at Troy. Thus, “mentor” is defined as a trusted counselor or guide – a coach. For Students (mentees): Why do I need a mentor? In order to gain maximum benefit and to learn as much as possible from your senior project, you will have a mentor. You need to select a topic about which you know little or nothing. You will need a mentor—a guide—who is either an expert in the field you have chosen or experienced in some way and therefore able to guide your learning. Who do I choose as my mentor? Choose someone who is currently working in the field you have chosen. If you choose medicine, your mentor should be a medical professional in the same area as your topic. If you choose working with the hearing impaired, your mentor could be a sign language instructor. How do I find a mentor? Be creative and BOLD. Use the internet, the phone book, other students, and your teachers. Look at the list of last year’s mentors. Go to shops, hospitals, and businesses and ask for help. Phone calls and email are the best tools. How much time do I need to spend with my mentor? Your mentor must verify that you spent at least 15 hours on Phase II of the project. lf you do not actually spend 15 hours with your mentor, he or she must have absolute proof of your time. Email contact is acceptable. Mentors: What can I do to help the student? Your primary job is to prod the student’s thinking. Secondly, lend your expertise when it’s appropriate and necessary, keeping in mind that more is learned by doing than listening. Allow the student to interview you. Ask questions. He or she may ask you to read over the draft of his or her research report and/or self-evaluation. How much time is required? Although the role of the mentor is important, it is not a job that need take up much of your time. A monthly meeting of 10-20 minutes might be enough. Some mentors spend many, many hours with their mentee. It is really up to you and your schedule. Much can be accomplished by phone calls and emails. It is up to the student to arrange meetings with you at a mutually convenient time and place. The student should be keeping a log to document each visit. Please sign the log each time. What if the student doesn’t contact’ me again? What if he wants too much of my time? It is the student’s responsibility to maintain contact. If you have not seen the student since the beginning of the project; do NOT sign the mentor verification form, please! You might suggest alternatives for the student to explore if he needs a tremendous amount of help. It is possible that the topic is too challenging, and the student may need to speak with his teacher regarding a modification. Also, it is perfectly all right for a student to have more than one mentor. SENIOR PROJECT MIDWAY CHECKPOINT On a separate sheet of paper, answer the following questions fully. Remember, the more effectively you fill out this self-evaluation, the more material you will have to put in your portfolio—material that will demonstrate your mastery of Westmont’s ESLR’s, our expected schoolwide learning results. 1. In at least 25 words, give an overview of what you have actually done on your project. 2. Create a time management chart as follows: Date Times What you were doing Total Hours: _____________ 3. Describe how your mentor has assisted you and how often have you met with him or her. 4. List other contacts you have made: Phone calls Interviews Classes/volunteer time Meetings Other 5. What have you learned at this point that is surprising to you? Explain why. 6. What is the major problem/hurdle you have encountered, and how was it resolved? 7. When do you anticipate completing your project? 8. Is there anything you would like to change about your project so far? What? Why? Physical Project Self-Evaluation Directions: The answers to these questions are a key component in your grade: therefore, answer all questions carefully and with plenty of details to give the reader a clear picture of your experience. Your finished composition will be a 3 – 5 page clear, cohesive essay. Follow MLA format. 1. Describe the purpose of your project (goals, objectives). 2. Describe your physical evidence. 3. How did this project challenge you? What risks did you take? Explain the challenges that you faced? How did you grow physically, emotionally, mentally? 4. Create a time log of your work on the project. Be sure to include the total time spent. 5. Describe your collaboration with your mentor. MENTOR REVIEW OF PHYSICAL PROJECT Student’s name: ____________________________________ To the mentor reviewing this project: You have been chosen to help review this student’s efforts on his or her senior project. Since most of the time spent on the product phase of the assignment has been out of class, verification of the student’s efforts is necessary. Please answer the following questions honestly to help the senior English teacher to evaluate the student’s work. You may answer on the back of this form or on a separate piece of paper. If you have any concerns/comments, please contact this student’s teacher. Mentor name: ________________________________ Title/Occupation:______________________________ Relationship to student:__________________________________ Phone # __________________________email: __________________________ 1. Can you verify that the student has spent at least 20 hours creating this project? YES ____NO _____ Comments: 2. How did this project challenge the student? What obstacles were overcome? What risks were faced? How did the student grow physically, emotionally, mentally? 3. How did you assist the student? How did the two of you collaborate? Signature: ____________________________________Date: ______________ THANK YOU LETTER TO MENTOR Salutation: Address the letter to your project mentor. Follow the name with a colon. Paragraph #1: Thank your mentor for the time s/he spent helping you with your project. Paragraph #2: Add specific details about what you learned because of your mentor’s involvement. Specifically address how working with your mentor has helped you comply with Westmont’s ESLR on collaboration. Paragraph #3: Conclude by restating your thanks for your mentor’s time commitment, and expressing an expectation that you will continue to benefit from this experience. Signature: You must sign your name above your typed name and below the word “Sincerely.” Follow the directions for Block Form Business Letter Format. It is appropriate to write thank you letters to all of the individuals who helped you with your project, even though you need only show one letter to your English teacher. Wanda Full Student 5 Hill Street San Jose, CA. 95008 April 22, 2010 Mr. James Voltz Red Cross, Santa Clara Valley Chapter 2731 North First Street San Jose, CA. 95134-2029 Dear Mr. Voltz: Thank you for agreeing to mentor me in my Westmont High School Senior Project. I appreciate both your time and expertise. I specifically want to thank you for being such an effective CPR teacher. I enjoyed all the classes I took at the Red Cross, but I probably had the most fun and learned the most from the one that you taught. In addition, you worked with me on both the research for my paper and the project itself, which shows that I addressed one of my school’s Expected Schoolwide Learning Results: being a collaborator. I want to thank you again for the time you spent with me, for your patience, and for all of your good advice. I know that the lessons I learned in completing this project will stay with me for a lifetime. Sincerely, Wanda Full Student (sign your name here) Wanda Full Student PHASE III The Presentation The Oral Presentation The presentation represents the final step in the Senior Project process. It is a self- evaluation and reflection by the student of all that he or she has accomplished and serves as a synthesis of all learning. It entails a speech of 8-10 minutes before a panel of teachers and community members, some of whom are experts in the field represented by the topic. The presentation describes what has been learned from conducting research, writing the paper, and fulfilling the requirements of the project. The presentation should include whom the student contacted, what worked, what did not work, and how problems were solved. Of special importance is a description of what was learned from the total experience. The total time allowed for each presentation is 20 minutes, and this is very firm. Five minutes is allowed for set-up and takedown, ten minutes for the presentation itself, and 5 minutes for questions from the board. The student’s responses to the panel questions is evaluated as part of the overall presentation. No more than 3 minutes of the speech may involve slides, videotape, audiotape, or computer display. The focus should be on what the student has to say, and how well he or she delivers the information. Background music or visuals that are accompanied by student explanation and not viewed in isolation are exempt from the 3-minute maximum. Students are evaluated on their preparedness, ability to communicate and think on their feet, and explanation of their senior project process. Please refer to the “Fail-Safe Model Outline for Oral Presentations” to assist in preparing for this assignment. The student’s selection of proper attire for the panel presentation is considered extremely important. Impeccable grooming, including clean clothes and hair is decidedly important. The student should strive for a professional appearance in all aspects of the boards. Grading: A panel of judges will evaluate each student. The grade is determined from the average of the judges’ evaluations. Please refer to the “Oral Presentation Evaluation Form.” A portfolio is also a required component of the oral presentation. Members of the panel will have the opportunity to view the portfolio prior to the actual senior boards. Please refer to the following pages more information regarding the Portfolio contents and grading policies. Oral Presentations begin at 5:30 p.m. All presenters must be in the room at the start and remain until all have finished. The Senior Project Portfolio A portfolio shows the world the variety of things one has learned, accomplished and experienced. The purpose of this portfolio is to document the process of the Senior Project in all its dimensions: the research paper, the physical project, and the presentation. Your Senior Project Portfolio should reflect your growth throughout your Senior Project, showing the variety of tasks and opportunities you experienced in a format that is both attractive and informative. Your portfolio will be on display for the community, the senior board judges, and the school during the Senior Boards. Presentation of Portfolio: •New three-ring binder or leather portfolio. • Individual pages in plastic page protectors (an entire rough draft can be placed inside one plastic protector) •Table of Contents with page numbers. •Organize in five sections (ESLR Essay, Final Research Report, Research Report Phase, Physical Project Phase, Oral Presentation Phase). Sections should be labeled and built chronologically. Pages should be numbered. • Everything, from the cover to the last page, should be presentation quality. People do judge a book by its cover, and you will be judged by the appearance of your portfolio. This is your chance to shine! The portfolio is highly visual in nature and should include color, graphics, photos, and art work as appropriate. •Make sure that your portfolio is easily navigable; that is, make sure that reviewers can find any item they wish to view very quickly. Assume that the reviewer does not have much time. •The Expected Schoolwide Learning Results Composition: The artifacts for your portfolio are already complete. The only additional piece you need to create is an ESLR essay. This essay is an informational piece which briefly describes each document/artifact in the portfolio and the particular ESLR met by each artifact. Your essay must explain how you have demonstrated each Westmont ESLR: Personal Development, Individual and Group Communication, and Critical Thinking. To assist you in writing the ESLR composition, please refer to page 55, which defines the ESLRs and lists required documents/artifacts. Your essay should be typed in MLA format. The quality of your essay will be a major factor in determining the grade for your portfolio. Portfolio Contents: There are several mandatory items required in your portfolio. In addition, you are strongly encouraged to be creative and thoughtful as you determine the exact contents of your personal portfolio. The highest scores will only be given to those students who exceed minimum requirements and present lively, easily navigable contents. Consider brochures, admission tickets, ribbons, awards, etc. No two portfolios will be exactly alike! On the next page, you will see a list of required components as well as suggestions for what else you might include. ESLR ESSAY This informational essay describes each document/artifact in the portfolio and the particular ESLR met by each artifact. Your essay must explain how you have demonstrated every Westmont ESLR. The quality of your essay will be a major factor in determining the grade for your portfolio. Your essay should be typed in MLA format. Estimated length: 3-5 pages ESLR Required Artifacts/documents Recommended Artifacts/documents Personal Written critiques of practice Thank you letters Development presentation (peer evaluation) Request letters Demonstrated Mentor Verification through ethical Correspondence with mentor behavior, personal Thank you letter to Mentor. Works Cited page of research responsibility, and report; letters to or from mentor respect for others indicating ethical conduct. Any artifacts which documented the work you did with others during the project including peer editing, letters you received, photos, newspaper clippings Individual and Group Letter of intent Photos demonstrating oral Communication presentation practice Research Report Demonstrated Photos of an oral presentation throughout written, Senior Board Presentation outline, related to project itself oral, and visual notes or script presentation Transcripts of taped oral interview Typescript of interview Critical Thinking ESLR Essay Letter to or from mentor which Demonstrated through discuss decision making (or notes) Letter of Intent solving problems and Writing check points making decisions by 3-5 page self-evaluation of analyzing relevant physical project Letters to or from mentor which information discuss decision making (or notes) Westmont High School Senior Project Oral Presentations Judge/Panelist Application Panelist Name __________________________________ __ Street Address _________________________________ City Zip Code Name of Student__________________________________ English Teacher___________________________ Period Please check one of the following dates to judge the Senior Project Oral Presentations and mark these dates on your calendar. A confirmation will also be sent. Check-in at the Westmont High School Library: Tuesday, June 1 ____Wednesday, June 2 ____ Thursday, June 3 5:30 - 8:30 p.m. 5:30 - 8:30 p.m. 5:30 - 8:30 p.m. Judges’ Training date is optional but recommended (Please check if you will attend): Wednesday, May 26 7:00 - 8:00 p.m. Westmont Library Important - Please indicate how you would prefer to be contacted: ________________Work Phone ________________Home Phone Email (please print legibly) ___________________________________ Please return this form to your son’s/daughter’s/friend’s Senior English teacher. Westmont High School would like to thank you for your time and effort to support your student and the Senior Project learning experience. Portfolio Final Evaluation Rubric Student Name: _______________________________________ Period: _____ Teacher: Exceptional Commendable Competent Minimal Achievement Achievement Achievement Achievement 4 3 2 1 Completeness: Completeness: Completeness: Completeness: Contents exceed Contents exceed All required items are One or more items is substantially exceed minimum requirements included missing minimum requirements Appearance: Appearance: Appearance: Appearance: Portfolio is typed or Portfolio is neatly and Portfolio is mostly neat Portfolio is sloppily or word processed and is legibly typed, but may and legible, but no effort hastily put together. professional in not have the was made appearance professional look of a to appear professional. score 4. Quality: Quality: Quality: Quality: ESLR essay shows ESLR essay ESLR essay ESLR essay does not exceptional insight, demonstrates that the demonstrates that the convincingly document sophistication, and student has achieved student has met most of that the student has voice, and clearly Westmont’s ESLRs, but Westmont’s ESLR’s but achieved Westmont’s demonstrates that the may lack the insight and the writing may be ESLR’s. student has achieved sophistication of a score uneven. Westmont’s ESLR’s at a 4. high level. Navigability: Navigability: Navigability: Navigability: Contents are well- contents are well- Contents are organized, Contents are organized and easy to organized, though but not easy to find. disorganized; therefore find. somewhat less easy to difficult to locate. find than a score 4. Portfolio Score: /100 Senior Project Scholarships (Sponsored by PTSA) 2007 Community Service: Nicole Bristol Top Research Paper: Liz Nguyen Extraordinary Effort: Jared May, Dmitriy Izyumin 2006 Community Service: Sarah Orlando, Lisa Mitchell, Cassidy Nichols, Lauden Siapolo, Kelly Nguyen Top Research Paper: Sahar Maali Extraordinary Effort: Jyoti Kehi, Yvonne Law, Lauren Quinn, Stacey Harrison, William Soley, Steven Rygaard, Michaeal Pickens, Sara Andrews, Sami Horn 2005 Community Service: Rachel Geilman, Stacy Stenzel Top Research Paper: Katie Bierach Extraordinary Effort: Robert Lane, Michael Sheehan 2004 Community Service: Joann Collier, Christopher Goldman,Denise Picard Top Research Paper: Amanda Ufheil Somers Extraordinary Effort: Kristine Amii, Jakob Edell, Amanda Fisk, Kristin Franks, Ethan Hoewisch, Christina Michaelsen, Linh Quan, Luis Pena, Andrew Uckele, Kathryn Wojno 2003 Outstanding Overall: Naz Nami Community Service: Yadira Gomez, Tamara Oskoui, Danielle Rideau, Sedora Tantraphol Top Research Paper: Nazaneen Pouya Extraordinary Effort: Katherine Bamford, Aimee Bulow, Ashley Burch, Antonio Galvan, Jenny Jackson, Jordan Lang, Joey Lolla, Jeffrey Macid, Thomas Ngo, Tavin Rivera 2002 Outstanding Overall: Bryan Klofas Community Service: Colleen Anderson, Jennifer Dwyer, Carrie Murray, Lily Nguyen Top Research Paper: Christine Huang Extraordinary Effort: Chad Helmonds, Arianna Pilram, Connie Sechrist, Jamie Wong Notable Effort: Doug Bamburger, Jenna Boyd, AmirGhodsi, Taralee Kemp, Ashcon Navid, Darya Pilram, Israel Velasquez, Alicia Weaver Honorable Mention: Carissa Almeida, Janelle Bishop, Sina Ferdosi, Amy Freitas, Juan Jimenez, Stan Sprogis, Jessica Trainor, Amela Zanacic Fail-Safe Model Outline for Oral Presentations I. Introduction. A. Attention-Getter. B. Greeting (your name, welcome). C. Overview (preview topic, present thesis). II. Paper (three key points in your paper. How about your divisions of proof?). A. B. C. III. Project. A. Transition to your project. Argue the relationship between your paper and your project. B. Three key points of project. 1. 2. 3. C. Demonstration/Sample. IV. Personal Growth: What did you learn? What risks did you take? V. Conclusion A. Tell them what you told them. B. Advice (advice to judges, the world, yourself). C. Thank the judges. D. Return to Attention-Getter.
Pages to are hidden for
"Sample Research Papers for Senior Project - PDF"Please download to view full document