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Senior Project:
Creating Possibilities and Clarity
North Lawndale College Prep High School
2009-2010
The Mission of North Lawndale College Prep High School:
The mission of North Lawndale College Preparatory Charter High
School (NLCP) is to prepare young people from under-resourced
communities for graduation from high school with the academic
skills and personal resilience necessary for successful completion of
college.
To this end, NLCP will
• Expect nothing less than high academic standards for all students.
• Provide a challenging curriculum, extra resources, and the support
necessary to achieve those standards.
• Assemble and support a superlative faculty, staff, and
administration to collaboratively accomplish this task.
• Integrate the best technology to assist in all aspects of student
development.
• Serve the wider North Lawndale community
NLCP’s Two Graduation Gateways:
25 Credits
and
Successful Completion of Senior Project
How Senior Project Links to NLCP’s Mission
(from NLCP’s Student Handbook):
At NLCP we believe in people creating an “Intentional Life.” A person’s
life can be “accidental” or “intentional.” The Accidental Life just happens – there is
no particular plan, priorities, or guiding principles. In the Accidental Life, accidents
happen. Accidental people lose their way.
In the “Intentional Life,” people have clear goals in mind and are committed
to a way of getting there. The big dreams for their lives come with a specific
blueprint. People know where they are going and how it is they will get there.
Intentional people make their own way.
NLCP wants to make sure that when our seniors leave, they know where
they are going. The Senior Project is designed to help graduates become “full
grown.” We want NLCP graduates to make the transition to adulthood and take
responsibility for setting the course for their life that will be filled with success. We
expect students to take with them after graduation a belief in themselves that says: “I
have power. I can make change occur in my life. And, I have a responsibility to serve
my community to make change occur to benefit the lives of others.”
Original Guiding Questions for Senior Project
(from NLCP’s Student Handbook):
In answering these questions over the trimester, students will do the
following:
• Conceptualize possible pathways for their lives, outlining
personal/professional goals and strategies to get there
• Create a project to help them explore one of these pathways
• Demonstrate proficiency in research
• Demonstrate proficiency in writing
• Demonstrate proficiency in oral presentation by presenting and defendi
their projects before a panel
Senior Project
is simply
a symbol
of the
NLCP Dream...
Present Senior Project Pathway:
Within the English Department
Senior Completes Research Process
Senior Completes Essay Process
Senior Completes Presentation Practice
Senior Presents to Independent Panel
(The grade for this stage is the Graduation Gateway.)
Pathway Approach to Senior Project:
The Research Essay Pathway
or
(if an A on Junior Research Project,
then may choose above option or either)
The Creative Pathway
or
The Experiential Pathway
Stages to a Pathway Approach
1st Stage 2nd Stage 3rd Stage
The student will In all Pathways, the student will In all Pathways, the student will
Continue Research Articulate Evolving Claim
Understand Ideals behind Senior Articulate Emerging Claim
Project In the Research Essay Pathway, the student will
Derive Topic and Driving Question In the Research Essay Pathway, the student will Complete Outline
Identify Senior Project Adult Mentor Complete Research Begin Drafting Research Essay
Select Pathway: Complete Sourcecards and Notecards
o Research Essay Pathway Begin Outline In the Creative and Experiential Pathways, the
o If A on Junior Research Project, can choose student will
Creative Pathway or Experiential Pathway In the Creative and Experiential Pathways, the Complete Annotated Bibliography
If Creative, select Medium (e.g., Literary, student will Continue creating and/or experiencing
Visual Arts, Dramatic, Cinematic, Dance, etc.); Complete Research
select Genre (e.g., if Literary, then Fiction, Continue Annotated Bibliography
Nonfiction, Poetry, or Dramatic Script; if Visual If Creative Pathway, begin creating creative
Arts, then…) project
If Experiential, select appropriate experience If Experiential Pathway, begin experiencing
(e.g., paid or unpaid internship, volunteer internship, volunteer experience, etc.
experience…)
In all Pathways, begin Research
In all Pathways, explore potential for Civic
Engagement that informs Research
4th Stage 5th Stage 6th Stage
In all Pathways, the student will In all Pathways, the student will In the Research Essay Pathway, the student will
Articulate Evolving Claim Finalize Claim Present Research Portfolio to English Teacher:
1.Sourcecards and Notecards
In the Research Essay Pathway, the student will In the Research Essay Pathway, the student will 2.Outline, including drafts
Continue Drafting Research Essay Complete Drafting/Editing Research Essay 3.Research Essay, including drafts
Prepare for Project Presentation Begin Reflective, Metacognitive Letter and Peer 4.Reflective, Metacognitive Letter
and Adult Responses 5.Peer and Adult Responses
In the Creative and Experiential Pathways, the Prepare for Project Presentation Present Senior Project to Independent Panel
student will In the Creative and Experiential Pathways, the
Continue Drafting Creative Project In the Creative and Experiential Pathways, the student will
Prepare for Project Presentation student will Present Creative or Experiential Portfolio to
Complete Creative or Experiential Project English Teacher:
Begin Reflective, Metacognitive Letter and Peer 1.Annotated Bibliography, including drafts
and Adult Responses 2.Creative or Experiential Project, including
Prepare for Project Presentation drafts/versions
3.Reflective, Metacognitive Letter
4.Peer and Adult Responses
The English Department’s Research Strand: Tangible Products:
Freshmen English (Expository Product) Sophomore English (Argumentative Product)
Deriving a Question Deriving a Question
Library Trip (e.g., Collins campus Library Trip (e.g., Harold Washington
library or CPL-Douglas branch) Library or UIC’s Library)
Annotated Bibliography
Primary Sources (None) Annotated Bibliography (at least 3 sources
Secondary Sources (5+) explore opposition)
• 1 book Primary Sources (1+):
• 1 academic journal article • Film
• 1 newspaper article Secondary Sources (7+):
• 1 magazine article • 1 book
• 1 internet reference (hub) site
• 1 dissertation abstract (optional) • 2 academic journal articles
Expository Claim • 1 newspaper article
Outline, with 3 reasons of support with • 1 magazine article
sub-level details • 1 internet reference (hub) site
Reflective, Metacognitive component
• 1 dissertation abstract
Argumentative Essay (MLA style)
• In-text citations
• Works Cited page
Reflective, Metacognitive component
The English Department’s Research Strand: Tangible Products
(Continued):
Junior English (Argumentative Product) Senior English (Persuasive Product)
Deriving a Question Deriving a Question
Library Trip (e.g., Harold Washington Library or UIC’s Lib
Library Trip (e.g., Harold Washington
Library or UIC’s Library) Sourcecards and Notecards (at least 3 sources explore opposi
Sourcecards and Notecards (at least 3 sources Primary Sources (2+):
explore opposition) • Film
Primary Sources (2+): • Interview (either personal or transcripts from radio/tv)
• Film Secondary Sources (8+, student picks extras):
• Interview (either personal or transcripts • 2 book
from radio/tv) • 2 academic journal articles
Secondary Sources (8+, student picks extras): • 1 newspaper article
• 1 book • 1 magazine article
• 2 academic journal articles • 1 internet reference (hub) site
• 1 newspaper article • 1 dissertation abstract
Senior Project Pathway
• 1 magazine article
If Research Pathway — Senior Project Essay: Argumenta
• 1 internet reference (hub) site (MLA style)
• 1 dissertation abstract • In-text citations
Junior Project Essay: Argumentative Essay • Works Cited page
(MLA style)
If Creative or Experiential Pathway — Senior Project Ann
• In-text citations Bibliography (MLA style)
• Works Cited page • In-text citations
Reflective, Metacognitive component (with • Works Cited page
Civic Engagement Questions) Reflective, Metacognitive component (with Civic Engagemen
Questions)
DEVELOPMENT A strong, logical thesis/claim; A logical thesis/claim; A somewhat clear, logical No thesis/claim or illogic
and CLARITY Exceptional supporting Effective supporting thesis/claim; thesis/claim;
of ARGUMENT ideas/content/evidence that flow ideas/content/evidence that flow Somewhat effective supporting Little or no supporting
Develop and make logical sense; and and make logical sense; and ideas/content/evidence that flow ideas/content/evidence o
esis and ideas; demonstrate Thorough explanation/analysis of An effective explanation/analysis of and make logical sense; and/or ideas/content/evidence which
logical thought ideas/content/evidence. ideas/content/evidence. Some explanation/analysis of flow or make sense; and/
40% Points Possible (40-36) Points Possible (35-32) ideas/content/evidence. Ideas/content/evidence that d
Points Possible (31-28) connect to the thesis/claim
Points Possible (27)
TION An provocative thesis/claim A clear thesis/claim within the A thesis/claim not within the No thesis/claim anywhere wit
within the introduction; introduction; introduction; essay;
An exceptional introduction that An effective introduction that has a An introduction that veers from a No introduction that preview
has a strong hook hook; preview of the essay body; essay body;
An exceptional introduction that An effective introduction that A topic sentence of some No organized body paragraph
previews the essay body; previews the essay body; paragraphs; clear topic sentences;
A strong topic sentence of each A clear topic sentence of each Some supporting sentences in Few or no supporting senten
paragraph paragraph; paragraphs; No cohesive transitions betw
Strong supporting sentences in Strong supporting sentences in Somewhat cohesive transitions paragraphs; and/or
each paragraph; each paragraph; between paragraphs; and/or No conclusion.
Cohesive transitions between Mostly cohesive transitions A somewhat effective conclusion. Points Possible (9)
paragraphs; and between paragraphs; and Points Possible (11-10)
A strong conclusion. An effective conclusion.
Points Possible (15-14) Points Possible (13-12)
Language and tone(s) that clearly Language and tone(s) that mostly Language and tone(s) that Language and tone(s) that d
rstand audience, purpose, and understand the rhetorical context understand the rhetorical context somewhat understand the understand the rhetorical co
ion; (i.e., the audience, purpose, and (i.e., the audience, purpose, and rhetorical context (i.e., the (i.e., the audience, purpose,
d effective language and tone(s) occasion); occasion); audience, purpose, and occasion); occasion);
An advanced and complex An accurate vocabulary; A mostly accurate vocabulary; An inaccurate vocabular
vocabulary; Frequently varied sentence Rarely varied sentence structure Rarely varied sentence structu
Varied sentence structure and structure and length; and/or and length; and/or length; and/or
length; and/or A partial understanding of An inconsistent understanding of No understanding of narrative
A strong understanding of narrative voice, sometimes narrative voice, often without apparent understan
narrative voice, using the 1st unintentionally using the 1st person unintentionally using the 1st frequently use the 1st person p
person pronoun “I” only with an pronoun “I.” person pronoun “I.” “I.”
intended effect. Points Possible (13-12) Points Possible (11-10) Points Possible (9)
Points Possible (15-14)
S Exceptional understanding and Effective understanding and Somewhat effective Ineffectual understanding a
ctly use grammar; application of standard English application of standard English understanding and application of application of standard Eng
, punctuate, and grammar; grammar; standard English grammar; grammar;
alize; and correctly format Correct punctuation and Some incorrect instances of Several incorrect instances of Many incorrect instances
capitalization; punctuation and capitalization; punctuation and capitalization; punctuation and capitalizat
Correct spelling; and Some incorrect instances of Several incorrect instances of Many incorrect instances of sp
Correct formatting spelling; and/or spelling; and/or and/or
Points Possible (15-14) Some formatting mistakes. Several formatting mistakes. Many formatting mistake
Points Possible (13-12) Points Possible (11-10) Points Possible (9)
RESEARCH Effective research to support Research to support original ideas; Some research to support original Either no research or resea
Correctly use conventions original ideas; Avoiding plagiarism; ideas; incorrectly used to support or
of research Avoiding plagiarism; Significant control of MLA or Avoiding plagiarism; ideas while also avoiding plag
15% Control of MLA or APA APA conventions: Correctly cite Some control of MLA or APA Ineffective control of MLA o
conventions: Correctly cite in-text most in-text research (both conventions: Correctly cite some conventions: Do not or incor
research (both paraphrased and paraphrased and direct quote in-text research (both cite in-text research (bot
direct quote citations) and the citations) and the “Works Cited” paraphrased and direct quote paraphrased and direct qu
