senior project - schoolwires.henry.k12.ga.us€¦ · created by c. thompson-smith march 2015 senior...

Created by C. Thompson-Smith March 2015

SENIOR PROJECT Dutchtown High School

2015-2016

Ms. Powell

Mrs. Thompson-Smith

The Senior Project Rationale

The faculty of Dutchtown High School believes that many seniors desire the opportunity to apply actively the knowledge learned over their entire educational career. As a result, Dutchtown High School has designed the “Senior Project.” It is our hope that this experience will act as an appropriate culmination to the participating students’ senior year as well as to the overall learning experience with Henry County Schools.

The program is designed to provide seniors with the opportunity to:

immerse themselves in an area of personal interest

extend their thinking beyond the classroom

develop independent learning techniques

develop self-direction, self-reliance, and self-confidence

This opportunity will come in the form of an ongoing project, focused on one, or some combination of the following areas:

community service

artistic/literary creativity

career exploration

academic research

Participating students will have the opportunity to propose their specific topic of study at the conclusion of their first or second semester of their senior year. We hope you will find this experience rewarding and memorable. There are four major things involved with this project:

1) Career Research paper 2) Creation of a product related to one’s chosen career field 3) Presentation of career research findings & 4) An Academic (i.e. argumentative) Research paper.

GOOD LUCK!

http://www.google.com/imgres?imgurl=https://pbs.twimg.com/profile_images/1364430662/Bedford-Bulldog-Head_002_400x400.jpg&imgrefurl=https://twitter.com/bhssp&h=400&w=400&tbnid=JAU1gjdNd4lQQM:&zoom=1&docid=cP-b6zpRQPSQsM&ei=fPexVKTYDZKVyATwrILIAw&tbm=isch&ved=0CFwQMyhUMFQ4yAE&iact=rc&uact=3&dur=1233&page=20&start=283&ndsp=15


Senior Project SCORING SHEET FAILURE TO ATTACH/INCLUDE THIS GRADE SHEET WILL RESULT IN A 50pt. DEDUCTION!

Required Element Pts.

Earned Pts.

Poss.

I. Introduction (20 points total) Due 11/11 – ALL PERIODS!

A. Letter of Intent (10 points) B. Work Philosophy and Goals (10 points)

20

II. Employability Skills/Post-Secondary (80 pts total) Due for 6th per. 11/16, 5th per. 11/18,

4th, 7th, & 3rd per. 11/20

A. Resume (10 points) B. Letter(s) of Recommendation (30 points total @ 10 points each) x three C. Cover Letter (Work Related or College Related) (10 points) D. Thank you letters to judges and/or advisor (30 points total @ 10 points each) x three E. One Completed College Application (10 points-optional)

80

III. The Research Paper (200 points total) MUST SUBMIT ELECTRONIC COPY VIA

TURNITIN.COM or PAPER WILL NOT BE SCORED!!!!!! DUE: 6th per. 12/5, 5th

per. 12/12, 4th, 7th, & 3rd per. 12/19

A. The Research Paper with parenthetical documentation (100 points) B. Works Cited/References (5 minimum, Galileo required) (100 points)

200

IV. Work Samples/Achievements (60 pts total) DUE 6th per. 1/7/2016, 5th per.

1/14/2016, 4th, 7th, & 3rd per. 1/21/2016

A. Six High School Artifacts (60 points @ 10 points each) B. Reading Log (10 points-optional)

60

V. The ARGUMENTATIVE Research Paper (300 points total) MUST SUBMIT ELECTRONIC

COPY VIA TURNITIN.COM or PAPER WILL NOT BE SCORED!!!!!! DUE: 6th

per. 2/3/2016, 5th per. 2/10/2016, 4th per. 2/17/2016, 7th, & 3rd per. 2/24/2016

A. Annotated Bibliography (100 points) B. The Research Paper with parenthetical documentation (100 points)

C. Works Cited/References (5 minimum, Galileo required) (100 points)

300

VI. The Presentation (200 pts.) DUE 2/29/2016 – 3/31/2016 for ALL CLASSES

*STUDENTS MUST SIGN-UP using SIGN-UP GENIUS!!!

A. Project Product & Presentation (125 points) B. Documentation of Product Creation (75)

200

VII. Candidate’s Proof of Readiness/Growth (30 points total) Due 3/31/2016 for ALL CLASSES!

A. High School Transcript (10 points) B. Honors/Awards/Recognitions (10 points)

C. Reflection Letter (10 points)

30

VIII. 12-Week Progress Report Grades (10 pts ttl) DUE ON 3/31 for ALL CLASSES! (in binder 10

IX. Forms/Logs (100 points total) DATES ARE SUBJECT TO BE CHANGED see REMIND

A. Formal Proposal (10 points) Due: ____11/515_____________

B. Plagiarism Statement (10 points) Due: __11/4/15_ & Signature Form (10 points) ____11/4/15___

C. Contract Form (10 points) Due: ___11/4/15______________

D. Time Sheet for Field Supervisor (10 points) Due: _________________

E. Time Sheet for Mentor (OPTIONAL 10 points) Due: _________________

F. Log of Activities (50 points) Due: ___3/31/2016______________

G. Community Service Sheet (10 points-optional) Due: _____3/31/2016____________

100

TOTAL POINTS EARNED ~ ALL ITEMS MUST BE INSIDE A 3-RING BINDER! 1000


Dutchtown High School Senior Project Letter of Intent

Your mailing address City, State ZIP Today’s Date Mrs. Thompson-Smith/Ms. Powell Dutchtown High School 149 Mitchell Rd Hampton, Georgia 30228 Dear Mrs. Thompson-Smith/Ms. Powell: Paragraph 1: Describe your general area of interest (history, art, science, technology, recreation, etc.) and tell why you chose this area. Explain what you already know or have accomplished in this area. Paragraph 2: Describe your project. Tell what it will be, who will be involved, when and where it will take place, how it will be accomplished, how it is a “stretch” beyond your current abilities, and how much it might cost in time and money. Paragraph 3: Begin with a transitional sentence that shows the relationship between your project and your research paper. Then state your specific research topic. Include some of the ideas you hope to cover as well as some of your possible resources. Paragraph 4: Tell who your mentor will be or how you plan to obtain a mentor (an adult qualified to help you in your field). Explain whom you plan to interview for information and identify his/her expertise/background. Paragraph 5: Explain your understanding of plagiarism and repercussions of such an act, including the fact that this would result in failing Senior English and the Senior Project, both graduation requirements. Conclude with a statement affirming that you will not plagiarize or falsify any of the information in your research or your project. Sincerely, (your legible signature in blue or black ink) Your name typed


Senior Project Work Philosophy and Goals (sample)

Work Philosophy

My Philosophy Statement

I strive to provide competent and comprehensive nutrition therapy to each patient and their families. Thorough education of the patient and family is vital to success in any nutrition intervention and treatment program. Maintaining a healthy lifestyle is difficult today, and it is my goal to provide

patients and clients with the nutrition information necessary for disease prevention and treatment, and maintain optimal quality of life in the process.

Professional Goals

My Professional Goals

To finish my Master’s of Science Degree in Nutrition in May 2013. To continue with life-long learning through continuing education classes on diverse topics in the

nutrition field. To advance in my field and be selected for the position of Clinical Nutrition Manager at Baptist

Memorial Hospital-North Mississippi

To train Nutrition and Dietetics students from the University of Mississippi by educating them in the clinical aspect of nutrition.


S E N I O R P R O J E C T S A M P L E R E S U M E # 1 Y O U R N A M E

E-MAIL [email protected]

12345 MAIN STREET • ANY CITY, STATE 12345 • PHONE (123) 456-7890

OBJECTIVE

[Click here and type objective]

EXPERIENCE

2007–2009 St. Edward High School Bookstore Lakewood, OH

Sales Associate

Took orders, maintained inventory, and ran cash register.

Helped reconcile inventory twice annually.

Suggested new products that increased earnings by 10%.

May 2008–August 2008 Lakewood YMCA Lakewood, OH

Lifeguard

Worked 40hrs/week supervising recreational and instructional aquatic activities.

Assisted in maintaining pool facilities, including daily closing responsibilities.

Maintained Lifeguard and CPR certification by the American Red Cross Life Saving Certification and American Red Cross CPR.

June 2007–Dec. 2008 The Retail Shoppe Cleveland, OH

Sales Associate

Maintained and restocked inventory.

Provided customer service.

Operated computerized cash register system and inventory management system.

EDUCATION

Entering Fall 2009 Cleveland State University Cleveland, OH Intended major in Studio Art

2005–2009 St. Edward High School Lakewood, OH Member of the National Honor Society

INTERESTS

Running, gardening, carpentry, computers.

HONORS/AWARDS

Select text you would like to replace, and type your information.


S E N I O R P R O J E C T S A M P L E R E S U M E # 2 [Click here and type address] [Put phone, fax, and e-mail here]

Your Name

Objective [Click here and type your objective]

Experience Month/year–Month/year Name of Company Location

Title of Position

Insert a brief description of your responsibilities

Be descriptive yet brief.

Suggested new products that increased earnings by 23%.

May 2008–August 2008 Lakewood YMCA Southridge, WA

Lifeguard

Worked 40hrs/week supervising recreational and instructional aquatic activities.

Assisted in maintaining pool facilities, including daily closing responsibilities.

Maintained Lifeguard and CPR certification by the American Red Cross.

Life Saving Certification and American Red Cross CPR .

June 2007–Dec. 2008 The Retail Shoppe Cleveland, OH

Sales Associate

Maintained and restocked inventory.

Provided customer service.

Operated computerized cash register system and inventory management system.

Volunteer Experience 2007–Present Big Brothers Big Sisters Cleveland, OH

Big Brother

Mentor to a “Little,” now 12 years old.

Meet regularly, year-round, for social and educational activities.

Education Entering Fall 2009 Cleveland State University Cleveland, OH

Intended major in Studio Art

2005–2009 St. Edward High School Lakewood, OH

Accomplishments Sophomore Class Secretary, 2006-2007

Varsity Soccer, 2008, 2007; JV Soccer 2006, 2005

Academic Honor Roll, 2008-2009

Computer Skills Proficient with Microsoft Word, Excel and PowerPoint.

Tips Select text you would like to replace, and type your information.


Senior Project

THE COVER LETTER

A cover letter is used to accompany any resume mailed to a prospective employer. Its purpose is to summarize

briefly what you can offer to the employer. This letter should be carefully planned, written, and possibly

rewritten until you are satisfied that it is as effective as possible. The following guidelines will be helpful in

writing your cover letter.

The Heading

Your return address and date

The Inside Address

The name of the person to whom you are writing

The name of the company and its correct mailing address

Salutation or Greeting

If possible, address the letter to a specific person by name. Try to avoid "Dear Sir/Madam" or "To Whom It May

Concern." After the person’s name, type a colon [:].

The Body of the Letter

The body of the letter should include three paragraphs. These paragraphs may take several forms depending on your level

of experience or the type of position you are seeking.

Opening Paragraph

State why you are writing to this employer. Give the position or type of work for which you are applying. Tell how you

heard about the position or the company.

Middle Paragraph

Include a brief description of your education and work experience. Indicate how these relate to the position. Be positive

and confident; sell yourself.

Closing Paragraph

Tell the employer that you are available for a personal interview. Always close by thanking the employer for the

company's time and consideration.

The Signature

Legibly sign your name between the closing [“Sincerely,”] and your typed name


Senior Project

Student work reflective Cover Sheet

Instructions:

Create a reflective cover sheet for six artifacts you will include in your portfolio. Make six copies to attach to each artifact.

Each cover sheet must include the following introductory information using the format provided below:

Answer these questions as you reflect:

o Why did you select this item?

o How did the assignment challenge you?

o What else did you learn?

o What would you do differently next time?

o How might you use what you learned in your future?

Type the cover sheet using the following format:

o 1-inch margins

o 12 pt. Times New Roman font

o Double-spaced

o White paper, black ink

Organize your ideas in a thoughtful, logical, and coherent manner. Use language that communicates your ideas effectively. Follow the conventions of standard written English.

Name:________________________

The work that I have selected is from the following course/activity:

_____________________________________________________ _____________________________________________________

Grade Level:_________

Explain the activity/assignment in two-three sentences.


Senior Project Contract

Student Name___________________________________ Advisor’s Name__________________________________

Title of Project___________________________________________________________

Please write a brief essay describing your Senior Project, topic of your research paper, and a plan for your presentation. Be sure it is typed, 12 point font in Times New Roman. Return this contract with the essay attached to your advisor by ______________________.

As a graduating Senior at Dutchtown High School, I hereby agree to complete the above stated project in partial fulfillment of my Senior Project requirement. I understand that I will not be allowed to change my topic once it has been approved. I understand that I must also obtain the permission of my parent or legal guardian on this form before this agreement is valid.

Student Signature________________________________Date____________________

Advisor Signature________________________________Date____________________

PARENT PERMISSION

As a parent of ________________________________________________, a student attending Dutchtown High School, I am aware that my son or daughter must participate in Senior Project activities. The various components of the Senior Project will be factored into the grade for British Literature, a course which is required for graduation from DHS. I further understand that failure to complete the Senior Project, including the Senior Project Presentation, may result in my son or daughter not successfully completing English IV. Failure to pass Senior English/ British Literature will also result in not graduating from Dutchtown High School. I further agree to allow Dutchtown High School the rights to use any video or audio recordings of my son’s or daughter’s presentation for future training purposes.

Parent/ LegalGuardian________________________________________ Date______________

DUTCHTOWN HIGH SCHOOL PLAGIARISM POLICY

Dutchtown High School regards plagiarism as a very serious offense. Plagiarism is a form of cheating, and cheating will not be tolerated. Plagiarism is defined as:The use of another's words without acknowledging the source, whether found in printed material or in electronic media, including submitting the work of another, either published or unpublished, in full or in part, free or purchased.

It is the teacher's responsibility to provide instruction concerning documentation procedures. Ultimately, however, academic honesty is the student's responsibility. If plagiarism is not discovered during the writing process but appears in the final paper, the penalties listed below will apply.

Student research will be evaluated throughout the writing process. A paper containing blatant plagiarism will be returned. After having a period of time to confer with the teacher and make any necessary corrections, the student may resubmit the paper for a final grade with a grade no higher than 50% of the possible points. If the resubmitted paper still contains a pattern of plagiarism, it will receive a zero.

I understand that if the first final copy of my research paper contains plagiarism, it must be rewritten correctly in order for me to continue with my Senior Project. I also understand that when the paper is redone, it will receive a grade no higher than a 50%.

Student's Signature___________________________________ Date___________________________

Parent's Signature____________________________________ Date___________________________


12th Grade – Brit. Lit. Name: ________________________________________#:

Signature Form

Dutchtown High School Senior Project

Part A: Student

I AGREE TO Adhere as closely as possible to the schedule and objectives, which I have set for myself. Make progress reports at the times and in the form designated by my faculty advisor.

I UNDERSTAND THAT

I am free from all exempted academic requirements during the period of the project realizing the school encourages the taking of AP exams.

It is my responsibilities to notify all coaches and activity sponsors of my project. SUCCCESSFUL COMPLETION AND ACCEPTABLE REPORTING OF THE PROJECT ARE REQUIREMENTS FOR

SUCCESSFUL COMPETION ENGLISH IV

I am required to attend those activities required for graduation. I may NOT receive payment for this project. I may NOT work for a close relative. I may NOT work at a place of business where I have been employed previously. The school is not liable for any

injuries that I may sustain as a result of this project.

_________________________________________ (Student’s Signature) Part B: Parent

I have read the rationale, guidelines and Project Proposal and have discussed them with my son/daughter. In the case of out-of-town projects, I realize that the school cannot directly supervise him/her and understand that the school is not liable for any injuries that he/she may sustain as a result of this project.

___________________________________________

(Parent’s Signature) Part C: Faculty mentor (*optional) I accept the responsibilities as faculty mentor for_______________________ if his/her project is accepted as proposed. I

will contact the project’s supervisor before this student begins this project. I will be willing to give help to this student as needed before the project begins and during this project.

_______________________________________

(Faculty Mentor’s Signature)

Part D: Field Supervisor (Current English Teacher)

I have seen a copy of the rationale and guidelines for Senior Project at Dutchtown High School, and have been given a copy of The Role of the Field Supervisor. The student has discussed with me the aims and objectives of the Senior Project. We have discussed both the goals and our mutual expectations. I have read his/her proposed project. I approve it and will fulfill my obligations as outlined in The Role of the Project Supervisor. Furthermore, I agree NOT to remunerate this student in any way now or in the future, for services rendered during the project time.

____________________________________________________

(Field Supervisor’s Signature)

ALL SIGNATURES NEEDED PRIOR TO ACCEPTANCE!


How to Write an Annotated Bibliography (MLA FORMAT)

An annotated bibliography is an organized list of sources, each of which is followed by a brief note or “annotation.” The annotations can serve different purposes depending on the type of assignment, the audience for whom you are writing, or the purpose for which you are writing. Annotations can:

condense the content of the source (write a brief summary of the information)

evaluate the credibility of the source (analyze for authority, accuracy, currency, objectivity)

assess the usefulness or relevant application of the source

discuss the writer’s background (examine expertise)

analyze the intended audience (education, age, experience, needs, bias)

describe your reaction (credible source? value of source? analytical/emotional reaction?

An annotated bibliography has two portions: the citation and the summary. The first portion of the bibliography is the citation. You will follow MLA format. The second portion of the bibliographic entry is the summary. A summary (written in two to five complete sentences) tells the main idea of the source and evaluates the credibility of the source as well as the other points as described above. Answer and address ALL six points from above. Use present tense. Place the entries in alphabetical order according to MLA format.

SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY Gilbert, Pam. “From Voice to Text: Reconsidering Writing and Reading in the English Classroom.” English Education 23.4 (1991): 195-211. Print. Gilbert provides some insight into the concept of “voice” in textual

interpretation, and points to a need to move away from the search for voice in reading. Her reasons stem from a growing danger of “social and critical illiteracy,” which might be better dealt with through a move toward different textual under-standings. Gilbert suggests that theories of language as a social practice can be more useful in teaching. Her ideas seem to disagree with those who believe in a dominant voice in writing, but she presents an interesting perspective.

Greene, Stuart. “Mining Texts in Reading to Write.” Journal of Advanced Composition 12.1 (1992): 151-67. Print. This article

works from the assumption that reading and writing inform each other, particularly in the matter of rhetorical constructs. Greene introduces the concept of “mining texts” for rhetorical situations when reading with a sense of authorship. Considerations for what can be mined include language, structure, and context, all of which can be useful depending upon the writer’s goals. The article provides some practical methods that compliment Doug Brent’s ideas about reading as invention.

Murray, Donald M. Read to Write: A Writing Process Reader. Fort Worth: Holt, Rinehart, and Winston, 1987. Print. Murray’s

book deals more specifically with the ways writers read other writers, particularly the ways in which writers read themselves. Read to Write provides a view of drafting and revising, focusing on the way a piece of writing evolves as an author takes the time to read and criticize his or her own work. Moreover, the book spotlights some excellent examples of professional writing and displays each writer’s own comments on their own creations, in effect allowing the student reader to learn (by reading) the art of rereading and rewriting as exemplified by famous authors.

Handout Source: MLA. MLA Handbook for Writers of Research Papers. 7th ed. New York: MLA, 2009. Print.


REMEMBER BEFORE YOU CAN BEGIN TYPING YOUR PAPER, YOU MUST follow these steps: 1. Research your career field 2. Find resources (using Galileo, books, &

reputable websites) 3. Create source cards for each resource from

which you take notes or plan to take notes 4. Create note cards where you record the

information you gather from your resources 5. Take the information you have gathered AND

create an outline of your paper 6. Use the outline to write your paper

RESEARCH PAPER REQUIREMENTS for OUTLINE

• You need 3-5 major categories. • This will guide your research. • The categories from the outline and your note cards will be the same- usually by paragraph. • You may change, add, or delete categories on the outline as your research progresses. • This is a sample outline for your career choice- you may add to or delete items you will not use. • On the following pages, are:

• Sample source cards • Sample note cards • two different examples of outlines


SURVIVAL GUIDE (Source Cards) CHEAT SHEET

Purpose: The purpose behind creating a source card is to . . .

1. Make sure you have a record of all the sources you used to write your paper 2. Keep track of the bibliographic information so that you can easily create your Works Cited page

3. Help you quickly alphabetize the sources you used for your Works Cited page

4. Remember the format for each source is different depending on the type of source

Internet 1

Polgreen, Lydia. “Mandela’s Death Leaves South Africa

Without Its Moral Center.” The New York Times. 13

Dec. 2013. Web. 15 Mar. 2015.

Jill Smith #000

B MAN – DHS Media Center 2

Magoon, Kekla. Nelson Mandela: A leader for freedom. Edina, MN: ABDO Publishing, 2008. Print.

Jill Smith #000

Call number or where you found information

Citation for source

Student’s name and number

Citation for source

Source card number (matches)

Source card number (matches with note card)


SURVIVAL GUIDE (Note Cards) CHEAT SHEET

Purpose: The purpose behind creating a note card is to . . .

5. Have a place to record or write the notes you take from each source

6. Easily be able to organize and group your notes

7. Determine what notes you will and will not include in your paper

Nelson Mandela – History 1

Spent 27 years in prison

Accused of committing treason

South Africa’s first black president

“Mr. Mandela served as president from 1994 to 1999”

(paragraph 17 since no page numbers are available)

Led African National Congress (ANC)

Won Nobel Peace Prize

Jill Smith #000; 1 1

Nelson Mandela – Impact of his death 1

“Our nation has lost its greatest son,” President

Jacob Zuma (paragraph 2)

Death reminds people of the struggles and sacrifices

he and his family made for their country

President Obama said of Mandela, “influential,

courageous and profoundly good” (paragraph 7)

Many in shock and disbelief at the death of icon

Jill Smith #000; 2 1-2

Subject/topic of card (Slug)

Notes (can be in bullet or sentence format)

Notes you take from

the source

Student’s name, #, and the number of the note card (if it’s the 1st card, the number is 1, 2nd card 2, etc.)

Notes you take from the source (can be in bullet format or sentences or direct quotations)

Source card number

(matches)

Page number where you found the info. for your notes


SURVIVAL GUIDE (Works Cited) CHEAT SHEET

Purpose: The purpose behind creating a Works Cited page is to . . .

1. Make sure you provide a detailed listing of all the sources you have used in your paper

2. Avoid plagiarism

3. Give credit to those sources you cited (used) in your paper

SAMPLE BELOW

IF A SOURCE IS LISTED ON THE WORKS CITED PAGE, THEN THAT SOURCE

SHOULD BE “CITED” OR USED IN THE BODY OF YOUR PAPER. VICE VERSA, IF A

SOURCE IS NOTED IN THE BODY OF YOUR PAPER, THAT SOURCE MUST ALSO BE

LISTED IN FULL DETAIL ON THE WORKS CITED PAGE! FAILURE TO PROPERLY

CITE A SOURCE OR ANY BORROWED MATERIAL COULD RESULT IN PLAGIARISM

AND A GRADE OF ZERO “0”

Smith 1

Works Cited

Magoon, Kekla. Nelson Mandela: A leader for freedom.

Edina, MN: ABDO Publishing, 2008. Print.

Polgreen, Lydia. “Mandela’s Death Leaves South Africa

Without Its Moral Center.” The New York Times. 13

Dec. 2013. Web. 15 Mar. 2015.

The words Works Cited are not in bold, italicized, underlined, in ALL CAPS, or inside “quotation marks”.

Header (student’s last name a space and the page number). This is page 4 of the paper. It is ½” from top of

the page.

Each citation correct MLA FORMAT DEPENDING ON SOURCE TYPE of each source cited in the paper. Sources are double spaced.


I. Introduction a. Overview of the career such as

i. History of People in this career 1. Approximately how many people are now employed in this career field? 2. Briefly discuss current employment trends relating to this career. 3. Where are jobs related to this career most often found? Why?

ii. Qualifications of workers in this field. 1. Sex, Age, Health and physical 2. Personality 3. Experience 4. Aptitude 5. Education (general level and type required) 6. What are the most common methods of entry into this career?Which one would you choose? Why

b. THESIS: Name of Career Field AND reasons for studying this particular career (can have 2, 3, or 4 reasons). II. Body Paragraph for Reason #1 for career field selection

a. Topic Sentence – identifies first reason b. Concrete detail/example

i. Evidence supporting detail/example (i.e. direct quotation/paraphrase/summary from research) MUST PROPERLY CITE THIS INFORMATION USING PARENTHETICAL DOCUMENTATION and INCLUDE COMPLETE CITATION ON WORKS CITED PAGE

ii. Explanation of evidence c. Another concrete detail/example


ii. Explanation of evidence

III. Reason #2 for career field selection a. Topic Sentence – identifies first reason b. Concrete detail/example



IV. Reason #3 for career field selection a. Topic Sentence – identifies first reason b. Concrete detail/example


ii. Explanation of evidence c. Explanation of concrete detail/example

V. Reason #4 for career field selection

a. Topic Sentence – identifies first reason b. Concrete detail/example



VI Conclusion a. Overview of the value of this career field to society


b. Recap of reasons for selecting career field c. Identify personal career goal (i.e. education, dream job, your future).

I. Name of Career Field and reasons for studying this particular career. II. History of the career

III. People in this career

a. Approximately how many people are now employed in this career field? b. Briefly discuss current employment trends relating to this career. c. Where are jobs related to this career most often found? Why?

IV. Duties of this career a. General Duties b. Specific Duties c. Hours of work ordinarily required d. Is there anything unusual about the number of hours or nature of the work schedule which might relate to

this job field? (Seasonal fluctuations, days, nights, split shifts etc..)

V. Qualifications of workers in this field. a. Sex b. Age c. Health and physical d. Personality e. Experience f. Aptitude g. Education (general level and type required) h. Other i. What are the most common methods of entry into this career?

Which one would you choose? Why

VI Education Planning d. Develop your own education plan, including preparation for this career, including courses you’ve taken or

will take in high school to prepare. e. If you decide to attend a post-secondary school, what entrance requirements might you expect? What is

the length of training? Cost of training? f. Briefly describe any armed forces training opportunities that relate to his career. g. What are the scholarships, loans or grants that you could apply for to help with the cost of this training? h. Other training-apprenticeship, company or on-the-job training?

VII Related Fields

a. List and briefly describe seven career fields related to the one you have chosen to explore. VIII Finding a job in this career field.

a. List our local firms where employment in the career field could be found. b. Job advertisement. Clip and attach on a separate sheet a job ad from the local newspaper, magazine

or other source to you paper. c. If you were to apply for this job, whom would you ask for recommendations. List three persons. d. Attach your resume and cover letter to this paper.

IX. Earnings a. How much can you expect to make from this career?


1. Beginning salary? 2. Average Salary? 3. Exceptional Salary?

b. What expenses might you have to meet in following this career?

X. Nature of the Job a. List some benefits, other than salary, that you would expect to gain form this career. b. What hazards can you anticipate in this job field?

XI. Career Advancement a. What are the chances for advancement in this field? b. Would advancement require additional training? c. Would advancement require additional duties? Explain. d. Is there a need for continuing education to hold this position? Explain

XII Interview from your field experience a. Arrange an interview with someone employed in this career field. b. Ask this person the same questions you have been exploring for this project and any additional one

you may have. c. Write a summary of this interview

XIII Reflection

a. After studying this career in depth, state why you would or would not be interested in making this your own career objective.


English (Thompson-Smith/Powell) Name: #: Date:_______ Period: (circle one) 1 2 3 4 5 6 7

SENIOR PROJECT RESEARCH PAPER/ESSAY

CHECKLIST/Self-Assessment FORMATTING

YES NO Statement or Criteria 1. The paper is typed.

2. The font size is 12 point and the style is Times New Roman. NOTHING SHOULD BE IN BOLDFACE!

3. The margins are correct (one inch top, bottom, left, and right).

4. The margin for the header is ½” inch.

5. I have checked my margins with a ruler.

6. The heading is in correct MLA format (student’s name and number, teacher’s name, title of course, and date in military format).

7. The date is in military/MLA format (i.e. day month year or 13 April 2015).

8. The header has one space in-between the student’s last name and the page number WITHOUT THE WORD PAGE OR PG OR PP OR P etc. before the page number.

9. The pagination (page numbers) are continuous and do not repeat the same number over and over.

10. The title is not underlined, in bold type, italicized, inside “quotation marks” or in ALL CAPS

11. The entire paper is double spaced (no extra spacing between paragraphs etc.). No extra spacing exists before or after the heading or before or after the introductory paragraph.

12. The title of the research paper is original or unique (i.e. should not be My Research Paper, Career Research Paper, etc. – it should not contain the words “RESEARCH PAPER”)

13. Each paragraph is indented.

14. ALL paragraphs begin with an indentation (i.e. hit the TAB button once) and are NOT centered!

Introduction, Body, and Concluding Paragraphs and Highlighting Code

YES NO Statement or Criteria

15. The essay begins with an attention-getter or hook (i.e. question, startling statement, thought-provoking appropriate quotation) that grabs the reader’s attention and it is highlighted orange. If so, write it here: _______________________________________________________________ ______________________________________________________________________________

16. The introduction provides a general overview of the topic of the paper without providing specific examples or evidence yet. If so, write it here: _______________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

17. The overview discusses why the student selected this particular career field.

18. The thesis statement is the last sentence of the introductory paragraph.

19. The thesis statement is highlighted yellow. Now write your thesis statement here: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________



20. Topic sentence of each of your body paragraphs is not a “Quotation” or a question? If it is, STOP; you must fix this before you can continue writing your essay.

21. Topic sentence is highlighted blue.

22. The topic sentence begins each body paragraph. If so, write the topic sentence for your first body paragraph here:_________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

23. Each body paragraph focuses on only one topic (i.e. one Roman Numeral from the outline)

24. Each body paragraph uses logical evidence and examples as support (i.e. quotations from note cards).

25. Each supporting quotation begins with a lead-in (your own words leading-in or up to the quotation). If so, write your second one here:_____________________________________________________ The correct parenthetical documentation follows all quotations, summaries, or paraphrases.

26 ALL citations (parenthetical documentation or in-text citations) are highlighted pink.

The Works Cited Page


32. The works cited page has a header but NOT a heading.

33. The works cited page is correctly formatted and double-spaced (no extra spacing or lack of).

34. The works cited page is alphabetized AND each entry has a hanging indent.

35. The works cited page has at minimum, TWO sources listed.

36. Rubric is submitted WITH Name & Number in blue or black ink.

37. The works cited page has a title: Works Cited (should NOT be underlined, “inside quotation marks”, italicized, or bolded)

38. The works cited page numbers are correct (i.e. if it is the last page of a 4 page research paper, it is numbered as Student’s Lastname 5).

39. The works cited page is typed in a Times New Roman 12 point font style and size.

40. I understand that my research paper essay cannot be considered as such if there is a lack of textual evidence or ACTUAL RESEARCH (i.e. quotations) & if it does not have a works cited page and parenthetical documentation (quotations, summaries, and/or paraphrases correctly cited in the body to support my thesis statement) IT CANNOT ACTUALLY BE CONSIDERED A RESEARCH PAPER.

41. I have come in for assistance prior to the paper’s due date not the morning the paper is due or waited until the day before the assignment is due.

27. The essay has a sense of closure. If so, write it here:_________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

28. The re-stated thesis is AT MINIMUM two sentences. If so, write it here:______________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

29. The re-stated thesis is highlighted yellow.

30. The re-stated thesis is not a question or quotation.

31. Following the re-stated thesis is a recap of the main/important points from your paper.


Other Important Reminders


42. The words “Works Cited” are centered on the works cited page.

43. For each source that appears on the works cited page there is a matching in-text citation (also known as parenthetical documentation) in the body of the paper. See example below:

IF A SOURCE IS LISTED ON THE WORKS CITED PAGE, IT MUST BE IN THE

BODY OF THE PAPER (i.e. it would be the PARENTHETICAL DOCUMENTATION

or IN-TEXT CITATION). IF A SOURCE IS IDENTIFIED IN THE BODY OF YOUR

PAPER, THE COMPLETE SOURCE INFORMATION MUST ALSO APPEAR ON THE

WORKS CITED PAGE!!!

44. ALL in-text citations A.K.A. parenthetical documentations are highlighted pink.

45. ALL borrowed material paraphrases (i.e.written in your own words, but about the same length as the original), summaries (i.e. written in your own words, but shorter than the original) AND direct quotations (i.e. written word-for-word from the original and inside quotation marks) are cited.

46. Each source listed on the works cited page is correctly formatted according to MLA and is NOT numbered.

47. The paper has been submitted electronically (i.e. on Turnitin.com – read your teacher’s specific guidelines)

48. The paper avoids the KISS OF DEATH:

Contractions (it’s, she’d, can’t, should’ve, etc.)

Second person (you)

Words such as “In this paper I will” or “This paragraph will be about” or “In conclusion”

Slang (i.e. gonna, y’all, ain’t, turnt up, ya feel me, ya know wha I’m sayin’, etc.)

Weak words (i.e. very, really, a lot, stuff, etc.)

The argumentative paper does not use first person (I, me, my, us, we)

49. The paper checklist signature sheet has been completed and signed even if the paper is not submitted!

50. The student has uploaded the paper to a plagiarism checker and provided hard copy evidence that the paper is free from plagiarism by attaching that evidence to his/her rubric.

Smith 1

Karen Smith #000

British Literature

Thompson-Smith

15 April 2015

Between the Word and the Sentence:

Apes and Language

One afternoon, Koko the gorilla, who was often

bored with language lessons, stubbornly and

repeatedly signaled “red” in American Sign

Language when asked the color of a white towel.

She did this even though she had identified the

color white many times before. At last the gorilla

plucked a bit of red lint from the towel and

showed it to her trainer (Patterson and Linden

80-81). At Yerkes Primate Center, chimpanzees

Sherman and

Austin, who had been taught symbols for foods

and tools, were put in separate rooms. To obtain

food

Smith 12

Works Cited

Davis, Flora. Eloquent Animals: A Study in Animal

Communication. New York: Coward, 1978.

Eckholm, Erik. “Kanzi the Chimp: A Life in

Science.” New York Times 25 June 1985,

local ed.: A1+.

Marx, Jean L. “Ape-Language Controversy Flares

Up.” Science 207 (1980): 1330-33.

Patterson, Francine, and Eugene Linden. The

Education of Koko. New York: Holt, 1981.

Robbins, Esther. Personal interview. 17 Oct. 1996.

Terrace, H. S., et al. “Can An Ape Create a

Sentence?” Science 206 (1979): 891-902.


PAPER CHECKLIST SIGNATURE SHEET

I (print your name and number) have read and understand the checklist Mrs. Thompson-Smith has provided me. I have carefully reviewed my paper and completed this checklist in advance of the paper’s due date. Consequently, I have had the time to revise, edit, and correct any errors I discovered as a result of completing this checklist. I also understand that completing this checklist in no way guarantees me an “A” on the assignment; however, I do understand that if used correctly in conjunction with the other resources Mrs. Thompson-Smith has provided me (i.e. Checklists, samples, modeled how to complete the steps of the research process, online resources such as knightcite.com and Galileo, Bootcamp PowerPoint, the Writing Feedback Symbols handout, etc.), it will help me make sure that I have adhered to the assignment requirements. #: (Student Signature) (Date) (Parent Signature) (Date) ______The following is an original work. I understand that if the opposite is found true that I will receive a zero on the assignment and I cannot rewrite the assignment. I also acknowledge that disciplinary action will be taken.

OR I chose not to do this assignment and understand that I will receive a zero as my grade. I also understand that I cannot rewrite the assignment.


Brit. Lit. – Thompson-Smith/Powell Name:_________________________________#: Date Period 1 2 3 4 5 6 7 (circle one)

ARGUMENTATIVE RESEARCH PAPER Rubric: 300 points

SEE COVER SHEET FOR DEADLINE!

A-/A/A+ All elements of research paper completed with excellence. Goes beyond basic requirements. Paper is well-written and well-organized. Introduction is attention-getting and thesis is both clear and insightful. Body paragraphs include clear topic sentences and well-chosen specific concrete details. Commentary thoughtfully and insightfully analyzes the significance of the information, Quotes and other information from sources are cited correctly and smoothly. Conclusion gives a satisfying, insightful wrap-up without being repetitive. Transitions and a variety of sentence lengths/beginnings create a smooth flow from idea to idea. Works cited page demonstrates attention to detail in that it is correctly punctuated, alphabetized, etc. All elements of the research process (source and note taking cards, drafts, photocopies, outline, edits) are evident, extremely thorough, and present in the folder. B-/B/B+ All elements of research paper completed with competence. Goes beyond basic requirements. Paper is organized effectively. Introduction effectively leads into the thesis, and thesis is clearly stated. Body paragraphs include clear topic sentences and specific concrete details. Commentary competently analyzes the significance of the information,. Quotes and other information from sources are mostly cited correctly and smoothly. Conclusion wraps up the essay without being repetitive. Transitions and a variety of sentence lengths/beginnings are utilized. Works cited page demonstrates attention to detail in that it is mostly correctly punctuated, alphabetized, etc. All elements of the research process (source and note taking cards, drafts, photocopies, outline, edits) are evident, thorough, and present in the folder. C-/C/C+ Elements of research paper adequately completed, Paper is organized enough to follow ideas. Introduction is present and thesis is mostly clear. Body paragraphs include topic sentences and concrete details. Commentary makes an attempt, to analyze the significance of the information but may be limited. Quotes and other information from sources are mostly cited correctly. Conclusion is present Some use of transitions and sentence variety. Works cited page includes sources, but may contain errors in punctuation, etc. All elements of the research process (source and note taking cards, drafts, photocopies, outline, edits) are evident. D-/D/D+ Elements of research paper may be present, but not skillfully completed. Some elements may be missing. Thesis and topic sentences may not adequately set the focus. Concrete details and commentary may be limited. Organization may be difficult to follow at times. Errors in grammar and usage may be present, and sentence variety and use of transitions may be limited. Citations may be present, but not accurate. Works cited page may contain multiple errors. Essay process is utilized, but revisions are limited. F Elements missing, underdeveloped, or incomplete. Brief or little organization. Severe difficulties in citations resulting in plagiarism. Severe difficulties in grammar or usage. (Parent Signature) (Date) ______The following is an original work. I understand that if the opposite is found true that I will receive a zero on the assignment and I cannot rewrite the assignment. I also acknowledge that disciplinary action will be taken.



Argumentative Paper Format *Please note that this is only a sample format. There are multiple ways to organize an argumentative paper

INTRODUCTION o 1-2 paragraphs tops

o PURPOSE: To set up and state one’s claim

o OPTIONAL ELEMENTS

Make your introductory paragraph interesting. How can you draw your readers in?

What background information, if any, do we need to know in order to understand your claim?

If you don’t follow this paragraph with a background information paragraph, please insert that

info here.

o REQUIRED ELEMENTS

If you’re arguing about a literary work—state author + title

If you’re arguing about an issue or theory – provide brief explanation or your of issue/theory.

If you’re arguing about a film—state director, year + title

STATE your claim at the end of your introductory paragraph

BACKGROUND PARAGRAPH o 1-2 paragraphs tops; Optional (can omit for some papers). Also, sometimes this info is incorporated into the introduction

paragraph (see above).

o PURPOSE: Lays the foundation for proving your argument.

o Will often include:

Summary of works being discussed

Definition of key terms

Explanation of key theories

SUPPORTING EVIDENCE PARAGRAPH #1 o PURPOSE: To prove your argument. Usually is one paragraph but it can be longer.

o Topic Sentence: What is one item, fact, detail, or example you can tell your readers that will help them better understand

your claim/paper topic? Your answer should be the topic sentence for this paragraph.

o Explain Topic Sentence: Do you need to explain your topic sentence? If so, do so here.

o Introduce Evidence: Introduce your evidence either in a few words (As Dr. Brown states ―…‖) or in a full sentence

(―To understand this issue we first need to look at statistics).

o State Evidence: What supporting evidence (reasons, examples, facts, statistics, and/or quotations) can you include to

prove/support/explain your topic sentence?

o Explain Evidence: How should we read or interpret the evidence you are providing us? How does this evidence prove the

point you are trying to make in this paragraph? Can be opinion based and is often at least 1-3 sentences.

o Concluding Sentence: End your paragraph with a concluding sentence that reasserts how the topic sentence of this

paragraph helps up better understand and/or prove your paper’s overall claim.

SUPPORTING EVIDENCE PARAGRAPH #2, 3, 4, 5 etc. o Repeat above

COUNTERARGUMENT PARAGRAPH o PURPOSE: To anticipate your reader’s objections; make yourself sound more objective and reasonable.

o Optional; usually 1-2 paragraphs tops

o What possible argument might your reader pose against your argument and/or some aspect of your reasoning? Insert one or more of

those arguments here and refute them.

Possible sentence starters: One might object here that... , It might seem that ,

It's true that , Admittedly, Of course

o End paragraph with a concluding sentence that reasserts your paper’s claim as a whole.

CONCLUSION PART 1: SUM UP PARAGRAPH o PURPOSE: Remind readers of your argument and supporting evidence


o Conclusion you were most likely taught to write in High School

o Restates your paper’s overall claim and supporting evidence

CONCLUSION PART 2: YOUR “SO WHAT” PARAGRAPH o PURPOSE: To illustrate to your instructor that you have thought critically and analytically about this issue.

o Your conclusion should not simply restate your intro paragraph. If your conclusion says almost the exact same thing as your

introduction, it may indicate that you have not done enough critical thinking during the course of your essay (since you ended up right

where you started).

o Your conclusion should tell us why we should care about your paper. What is the significance of your claim? Why is it important to

you as the writer or to me as the reader? What information should you or I take away from this?

o Your conclusion should create a sense of movement to a more complex understanding of the subject of your paper. By the end of

your essay, you should have worked through your ideas enough so that your reader understands what you have argued and is ready to

hear the larger point (i.e. the "so what") you want to make about your topic.

o Your conclusion should serve as the climax of your paper. So, save your strongest analytical points for the end of your essay, and

use them to drive your conclusion

o Vivid, concrete language is as important in a conclusion as it is elsewhere--perhaps more essential, since the conclusion determines

the reader's final impression of your essay. Do not leave them with the impression that your argument was vague or unsure.

o WARNING: It's fine to introduce new information or quotations in your conclusions, as long as the new points grow from your

argument. New points might be more general, answering the "so what" question; they might be quite specific. Just avoid making new

claims that need lots of additional support.


Argumentative Essay Outline

Introduction + Background

Body Paragraph 1 (Supporting Evidence #1)



Counterargument

Conclusion (Restatement of claim using synonyms + supporting evidence statements, So What: call to action – what should

happen next)


HOW TO SAVE A SOURCE FOUND IN GALILEO WITH CORRECT MLA

Follow the steps below:

A. Find a source for your topic

B. Make sure it is “FULL TEXT”

C. Either click on the “plus” to add the source to a folder to view later

OR D. Click on the blue hyperlink of the

source’s title

E. When the source opens up you will see a list of options all the way to the right of the screen

F. Choose email to send it your personal email address

G. Type your email address in the “E-

mail to:” box and a brief not regarding

the subject (i.e. “Article about

Crimmigration for Research paper”)

DO NOT select yet.

H. To the right you will see “Citation Format.” This is where you can select MLA

I. Once you have selected “MLA,” you

can hit

J. Repeat steps A through I for each source until you have 5 sources total.

K.

L. From each of these sources, you will take notes and create note cards.

+


HOW TO CONDUCT A SEARCH USING GALILEO Step 1

A. Log on to the DHS website

B. Go to “Academics” and select “Media

Center”

C. On the left-hand side of the page,

select “Georgia Library Learning

Online (Galileo)”

http://galileo.usg.edu Step 2

D. Type in the Galileo password; it is on the DHS website

E. In the search box, type in the title of

your chosen career

F. Click “SEARCH”

Step 3

G. Once you get your search results, you will see that you have gotten too many results to sift through. Therefore, you must narrow your search.

H. To narrow the search, you should: a. Under “Limit To” select “Full Text” b. Under “Limit To” select “Scholarly

Peer Reviewed Journals” c. Under “Limit To” change the

publication date to the last 5 years (i.e. 2010-2015)

I. To limit your search results even more use the word “AND” and then add descriptors such as “United States and immigration and racism and Georgia and driving and homicide”

J. Ideally, you want 50 results or less but under 100 is good too.


REMINDERS for CREATING SOURCE CARDS & NOTE CARDS

SOURCE CARD EXAMPLE:

NOTE CARD EXAMPLE

HELPFUL LINKS/Resources: www.knightcite.com http://galileo.usg.edu Mrs. Thompson-Smith’s Edmodo page (see Survival Cheat Sheets and Senior Project packet)

http://www.knightcite.com/

http://galileo.usg.edu/

Revised and Adapted by B. Jones & C. Thompson-Smith Oct. 2015

REMINDERS for CREATING OUTLINE & ANNOTATED BIBLIOGRAPHY

SAMPLE OUTLINE (SEE DIRECLTY BELOW)

SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY

Lastname page# Firstname Lastname #000 Thompson-Smith/Powell Brit. Lit. 27 Mar. 2015

Career Name Annotated Bibliography

Gilbert, Pam. “From Voice to Text: Reconsidering Writing and Reading in the English Classroom.” English Education 23.4 (1991): 195-211. Print. Gilbert provides some insight into the concept of “voice” in textual interpretation, and points to a need to move away from the search for voice in reading. Her reasons stem from a growing danger of “social and critical illiteracy,” which might be better dealt with through a move toward different textual under-standings. Gilbert suggests that theories of language as a social practice can be more useful in teaching. Her ideas seem to disagree with those who believe in a dominant voice in writing, but she presents an interesting perspective.

Greene, Stuart. “Mining Texts in Reading to Write.” Journal of Advanced Composition

12.1 (1992): 151-67. Print. This article works from the assumption that reading and writing inform each other, particularly in the matter of rhetorical constructs. Greene introduces the concept of “mining texts” for rhetorical situations when reading with a sense of authorship. Considerations for what can be mined include language, structure, and context, all of which can be useful depending upon the writer’s goals. The article provides some practical methods that compliment Doug Brent’s ideas about reading as invention.

Lastname page# Firstname Lastname #000 Thompson-Smith/Powell Brit. Lit. 27 Mar. 2015

Paper Title Outline

I. Name of Career Field and reasons for studying this particular career. II. History of the career

III. People in this career

a. Approximately how many people are now employed in this career field?

b. Briefly discuss current employment trends relating to this career. c. Where are jobs related to this career most often found? Why?

IV. Duties of this career a. General Duties b. Specific Duties c. Hours of work ordinarily required d. Is there anything unusual about the number of hours or nature of

the work schedule which might relate to this job field? (Seasonal fluctuations, days, nights, split shifts etc..)

V. Qualifications of workers in this field.

a. Sex b. Age c. Health and physical d. Personality e. Experience f. Aptitude g. Education (general level and type required)

VI Education Planning

a. Develop your own education plan, including preparation for this career, including courses you’ve taken or will take in high school to prepare.

b. If you decide to attend a post-secondary school, what entrance requirements might you expect?

An annotated bibliography has two portions: the citation and the summary. The first portion of the bibliography is the citation. You will follow MLA format. The second portion of the bibliographic entry is the summary. A summary (written in two to five complete sentences) tells the main idea of the source and evaluates

the credibility of the source. Answer and address ALL six points from above.

Use present tense. Place the entries in alphabetical order according to MLA

format. REFER TO YOUR CHECKLIST FOR DETAILS!!!!


Senior Research Rubric:

A-/A/A+ All elements of research paper completed with excellence. Goes beyond basic requirements.

Paper is 'well-written and well-organized. Introduction is attention-getting and thesis is both clear and

insightful. Body paragraphs include clear topic sentences and well-chosen specific concrete details.

Commentary thoughtfully and insightfully analyzes the significance of the information. Quotes and other

information from sources are cited correctly and smoothly. Conclusion gives a satisfying, insightful wrap-up

without being repetitive. Transitions and a variety of sentence lengths/beginnings create a smooth flow from

idea to idea. Works cited page demonstrates attention to detail in that it is correctly punctuated,

alphabetized, etc. All elements of the research process (source and note taking cards, drafts, photocopies,

outline, edits) are evident, extremely thorough, and present in the folder.

B-/B/B+ All elements of research paper completed with competence. Goes beyond basic

requirements Paper is organized effectively. Introduction effectively leads into the thesis, and

thesis is clearly stated, Body paragraphs include clear topic sentences and specific concrete details.

Commentary competently analyzes the significance of the information. Quotes and other

information from sources are mostly cited correctly and smoothly. Conclusion wraps up the essay

without being repetitive. Transitions and a variety of sentence lengths/beginnings are utilized.

Works cited page demonstrates attention to detail in that it is mostly correctly punctuated,

alphabetized, etc. All elements of the research process (source and note taking cards, drafts,

photocopies, outline, edits) are evident, thorough, and present in the folder.

C-/C/C+ Elements of research paper adequately completed. Paper is organized enough to follow

ideas. Introduction is present and thesis is mostly clear. Body paragraphs include topic

sentences and concrete details. Commentary makes an attempt to analyze the significance of the

information but may be limited. Quotes and other information from sources are mostly cited

correctly, Conclusion is present Some use of transitions and sentence variety. Works cited page

includes sources, but may contain errors in punctuation, etc. All elements of the research process

(source and note taking cards, drafts, photocopies, outline, edits) are evident.

D-/D/D+ Elements of research paper may be present, but not skillfully completed., Some

elements may be missing. Thesis and topic sentences may not adequately set the focus. Concrete

details and commentary may be limited. Organization may be difficult to follow at times. Errors in

grammar and usage may be present, and sentence variety and use of transitions may be limited.

Citations may be present, but not accurate. Works cited page may contain multiple errors. Essay

process is utilized, but revisions are limited.

F Elements missing, underdeveloped, or incomplete. Brief or little organization severe difficulties in citations

resulting in plagiarism. Severe difficulties in grammar or usage.

(Parent Signature) (Date) ______The following is an original work. I understand that if the opposite is found true that I will receive a zero on the assignment and I cannot rewrite the assignment. I also acknowledge that disciplinary action will be taken.



Dutchtown Senior High School Senior Project

Personal Checklist

All of these items must be placed in a neat binder for submission. All binders become the

property of DHS English Department.

Assignment Check Dates Final Due Date Final Grade

Part I

Binder, Tabs, Protective Sheets Feb. 9, 2016

Part II

Title Page Feb. 16, 2016

Table of Contents Feb. 28, 2016

Part III

Community Service Letters and Certificates May 18, 2015

Part IV

Cover Letter

Resume

Transcript

Letter of Recommendation - School *

Letter of Recommendation – Community *

Letter of Recommendation – Student Choice *

College Application *

Part V

Formal Proposal

Plagiarism Statement

Letter of Intent

Contract Form

Signature Form

Project Log (minimum one entry per week)

Research Paper

Works Cited (5 source minimum) **

Part VI

PowerPoint Presentation/Prezi

Brochure (optional)

Part VII

6 Student Artifacts

Reflection Sheets

Reading Log ***

Part IX

Reflection Paper

Thank You Letter Judges

Thank You Letter Mentor

This document goes in your project notebook. If any of the items are missing or

incorrect, you will not receive credit. Check your binder thoroughly before submission.


Appendix 2

Documentation of Community Service Hours

Directions: Submit official letters and/ or official documentation from the organization(s)

where you completed hours of community service or use this form/format. All documentation

must be on official organization letterhead or contain the organization’s official seal. Attach

forms or letters as needed.

Student’s Name: _________________________________

Total number of community service hours completed: _____________________

Community service activities completed Date completed

__________________________________ ______________

__________________________________ ______________

__________________________________ ______________

__________________________________ ______________

Name of organization of community service:

______________________________________________

Organization’s Street Address: _________________________________________________

City: _______________________________State: ________ ZIP: _______

Organization’s Community Service Coordinator/ Representative:

Name: _____________________________________________________

Title: ______________________________________________________

Telephone Number: ( ) ________________________________________

Email Address: ___________________________________________________

Signature of Advisor: ______________________________________________

One of these is needed for each organization to which you have provided service.


Appendix 3 Senior Project

Dutchtown High School - Activity Journal

Date Activity Time Spent Advisor Signature


Appendix 4

Twelve-Week Classroom Grades Documentation Sheet

NAME_________________________________________________________

Name of Class Numerical

Average

Conduct Days Absent

Spring

Semester

Teacher Signature

1st Period:

2nd Period:

3rd Period:

4th Period:

5th Period

6th Period

7th Period


Appendix 5

PowerPoint Instructions/Requirements Slide 1: Title Slide 2: Purpose/Why I Chose This Particular Career Slide 3: Educational Needs for This Career Slide 4: Societal Needs for This Career Slide 5: Statistics About This Career Slide 6-10: Steps One Needs to Take In Order to Achieve This Career Slide 11: Bibliography or Works Cited/References (Must include U.S.

Dept. Of Labor and 3 Galileo links as included Sources)

NO MORE THAN 24 words per slide. Bullet your outlines and include graphics. Be sure PowerPoint can be read from a screen. Do not let graphics interfere with the text. Print each slide for your notebook.


Appendix 6

Critical Reading Log Daily Log Sheet

Title Author Year Read 2-3 Sentence

Summary


Appendix 8

Dutchtown High School

Mentor Acceptance Form

Student’s Name_______________________________________________________________

Mentor’s Name_______________________________________________________________

Field of Expertise______________________________________________________________

Email_______________________________________________________________________

Thank you for volunteering to mentor__________________________throughout his/her Senior

Project. This is a very important role and your efforts, time, and commitment are greatly

appreciated.

For the Senior Project, all senior students will:

Write a research paper on an approved, self-selected topic

Complete a hands-on or service-oriented project related to the research paper topic

(requiring a minimum of 20 hours of documented hours of work)

Compile a portfolio of coursework and,

Present findings to a board in a formal oral presentation during the spring semester

The suggested responsibilities of the mentor are:

Provide feedback and guide the student through the Senior Project process

Confirm the number of hours

Help the student pace him/herself to meet all deadlines with ease

Set upcoming goals

Troubleshoot potential difficulties

Review completion of goals

Discuss the student’s accomplishments, discoveries, frustrations, questions, obstacles,

etc.

Review the materials or artifacts the student gathered

Suggest additional resources or contact

Verify that the student is working to complete the project

Verify and sign the student’s project log

Complete the mentor evaluation form at the satisfactory completion of the Senior Project

Please plan to meet with your mentee on a regular basis- at least twice or more per month. The

student is responsible for making and arranging all scheduled appointments with you, perform all

necessary research, planning and implementing the project, and providing any necessary supplies

as needed.

If you have any questions, please contact Mrs. B. Jones at [email protected].,ga.us or the

student’s Senior Project Advisor/ELA instructor.

mailto:[email protected].,ga.us


Thank you for your support.

senior project - schoolwires.henry.k12.ga.us€¦ · created by c. thompson-smith march 2015 senior...

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