northside high school graduation project...

NORTHSIDE HIGH SCHOOL GRADUATION PROJECT

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NORTHSIDE HIGH SCHOOL

GRADUATION

PROJECT

HANDBOOK

Mission Statement:

Northside High School faculty and staff will prepare our students

for a global world by empowering them with the ability to solve

problems, think critically and utilize technology.


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Table of Content * Indicates a form that must be returned to your advisor if applicable.

Mission Statement 1 Avoiding Plagiarism 56

NC Board of Education Mission Statement 3 Basic Paper Format 57

Common Core Standards 4 Parenthetical (in-text) Citations 59

General Information 6 Quotations 61

Order and Contents of Portfolio 7 Writing Tips 64

Requirements for the Graduation Project 8 Works Cited Instructions 65

Special Products 9 Works Cited Sample 66

Advisory Lessons and Due Dates 10 *Research Paper 1st Draft Checklist 67

Issues of Timeliness and Early Graduates 11 *Research Paper Submission Checklist 68

Statement of Integrity 12 Onslow County Research Paper Rubric 69

Getting Started: Forms and Reflections 13 State Research Paper Rubric 71

*Parent/Guardian/Student Consent Form 14 Portfolio 73

*Video/Photo/Image Release Form for Student 15 Order and Content of Portfolio 74

*Parental Release/Ethical Commitment Form 16 Judge’s Letter Format and Sample 75

Advisor Can and Cannot Do 17 Resumé Instructions 77

*Faculty Advisor Form 18 Resumé Sample 79

Reflection Journal Entries 19 Onslow County Portfolio Rubric 80

Topic and Product 22 State Portfolio Rubric 81

Choosing a Topic and Product 23 Presentation 82

*Topic Selection Worksheet 25 Presentation Guidelines 83

*Topic Approval Form 26 Presentation Attire and Questions to Practice 85

*Sign of Commitment 27 Instruction for the Presentation Visual 86

Mentor 28 *Presentation Planning Worksheet 87

Mentor Description 29 Practice Presentation Verification 88

Mentor Arrangements 30 Onslow County Practice Presentation Rubric 89

*Mentor Commitment Form 31 Onslow County Presentation Rubric 90

Mentor Information Letter 32 State Presentation Rubric 91

*Mentor Progress Check 33 Appendix 92

*Product Mentor/Independent Work Log 34 Special Situations for Products 93

*Mentor Evaluation of Physical Product 35 • Business Plan 93

Thank-you Letter Format and Sample 36 • Coaching 93

Onslow County Product Component Rubric 38 • Documentary 93

State Product Component Rubric 39 • Teaching a Class 94

The Research Paper 40 • Fundraising Products 97

Guidelines for The Research Paper 41 *Audience Verification Form 98

Creating a Thesis Statement 42 *Application for Use for School Facilities 99

The Research Process 46 *Subject Permission for Personal Service 100

Interview Tips 47 *Animal Use Permission Form 101

*Interview Evaluation Form 48 *Appeals Form 102

After the Interview 49 *Appeals Topic Approval Form 103

*Source Cards and Note Cards Evaluation 50 *Mentor ½ Day Excused Absence Form 104

Sample Outline 51 Judge’s Comment Form 105

Works Cited Handout 53


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North Carolina State Board of Education

Mission Statement:

The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21

st Century. The goals are as follows:

Goal 1: NC public schools will produce globally competitive students.

Goal 2: NC public schools will be led by 21st century professionals.

Goal 3: NC public school students will be healthy and responsible.

Goal 4: Leadership will guide innovation in NC public schools.

Goal 5: NC public schools will be governed and supported by 21st century

systems.


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Common Core Standards

English Language Arts Standards » Writing » Grade 11-12

Text Types and Purposes

• W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

o Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

o Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

o Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

o Provide a concluding statement or section that follows from and supports the argument presented.

• W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

o Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

o Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

o Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

o Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


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• W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

o Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

o Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

For further information about Graduation Requirements, please visit the Onslow County

Schools website, http://onslowcounty.schoolinsites.com, and search for the Onslow County

School Board Policies #3420 and #3460.


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7 Order and Contents of Portfolio 8 Requirements for the Graduation Project 9 Special Products 10 Advisory Lessons and Due Dates 11 Issues of Timeliness and Early Graduates 12 Statement of Integrity


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Order and Contents of Portfolio

The portfolio should:

• demonstrate depth in academic and personal growth.

• employ technology.

• have all papers in separate sheet protectors. Neatness counts.

• have most of the work typed and forms completed in ink.

• follow the order listed below.

Appearance:

• 3-ring binder

• Title on front w/student’s name or “Sign of Commitment” in front pocket. Be sure that the student’s name is visible.

Contents:

• Sign of Commitment if not in front pocket

• Table of Contents Divider – “Signed Forms”

• Letter to judges signed (four copies: 3 for the judges, placed in front pocket of portfolio and 1 in a sheet protector placed in the portfolio

• Resumé

• Parent/Guardian/Student Consent Form

• Video/Photo/Image Release Form

• Parental Release and Ethical Commitment Form

• Faculty Advisor Form

• Topic Selection Worksheet and Acceptance forms

• Copies of any appeals and responses if applicable Divider -“Field Work/Product”

• Mentor Commitment Form

• Mentor Progress Checks - should have at least 3 to 4 progress checks

• Field Work/Mentor Logs (must total at least 15 hours, 4 hours must be with the mentor)

• Mentor Evaluation Form

• Captions and Evidence of Product (pictures, surveys, letter from participants, audience verification form, receipts, release forms, any documentation of proof of working on the product)

• Reflections (minimum of 8 including final reflection essay)

• Mentor Thank-You Letter Divider-“Research”

• Outline of research paper

• Research Paper including Works-Cited Page (Each sheet in a separate sheet protector—should be front to back)

• Research Paper Component Rubric

• 10 Source Cards/50 Note Cards Evaluation Form

• Interview form for each person interviewed

• Notes from the interview

• Interviewee Thank- You Letter Divider-“Presentation”

• Presentation Planning Worksheet

• Practice Presentation Rubric signed by authorized school personnel, not a parent/relative


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Requirements for the Graduation Project

REQUIRED COMPONENTS • An 8-10 page research paper written on an approved topic of student choice to

include 5-7 pages of text, a student generated visual, and a works cited page. An outline must also be included but will not count as part of the 8-10 pages requirement

• A product related to the paper that requires significant hours of work

• A portfolio that reflects the Graduation Project process

• A presentation to a panel of community and/or faculty members

Research Paper: • Students will choose an area of interest and a specific topic for research.

• A school-based committee should approve the selected topic.

• Development of the research paper should follow Common Core Standards in composing a research paper.

• The paper should reflect the results of a purposeful, focused, in-depth study on a specific topic of choice.

Product: • Students must create and submit a tangible or intangible product related to the research project.

• The process of production will demonstrate applications of learning, critical thinking skills, problem-solving skills, teamwork and personal employability skills, such as responsibility, persistence, and independence.

• The quality of the product should reflect a minimum of fifteen (15) hours of student work; at least 4 of those hours must be with a mentor. All 15 hours must be focused on the product, not working on the portfolio.

• Students may use (but are not limited to) approved job-shadowing, internship or apprenticeship experiences as the basis for the product. The workplace is acceptable if completed after work hours. These experiences must result in a physical product.

• The physical evidence should produce a product log, reflections, pictures (showing the

process), mentor progress checks, a mentor evaluation form, and a product.

Portfolio: • Students will maintain a learning record and reflections of the process and progress through

all steps of the Graduation Project.

• The portfolio should contain a collection of the Graduation Project documentation (work samples, pictures, work schedules, interview logs, reflections, etc.) as a showcase of the student’s progress throughout the Graduation Project process.

Presentation: • Students will demonstrate public speaking skills in a 5-10 minute oral presentation to a

review panel.

• The focus should be delivery of accurate, credible information on the chosen topic.

• Students should also be prepared to respond to questions from the Graduation Project panelists. * Special consideration will be given to transfer students arriving in the second semester of their senior

year.


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SPECIAL PRODUCTS

• Any student considering products that involve fundraising must refer to the Fundraising Requirements (See Appendix page 97).

• Any student producing a product involving the use of school facilities must fill out the Facility Use Form (See Appendix page 99) and have the Graduation Project Coordinators’ approval.

• Any student completing a product involving teaching a class must refer to the Teaching a Class Guide for the required criteria (See Appendix page 94).

• Any student whose Product involves coaching must refer to the Coaching Guide (See

Appendix page 93).

• Any student choosing a product involved with a business plan should refer to Creating a Business Plan (See Appendix page 93).

• Any student choosing to bring an animal to the school grounds (See appendix page 101).

As a junior, you will pick your topic and work on the Research Paper with an

understanding of refining the paper your senior year. The focus of your senior year should

be to refine your research paper and complete the physical product.

You may have started your mentoring and physical portion over the summer. Be sure to

have all forms completed and returned to your advisor for review before the end of the

school year.

***All four parts of the project are REQUIRED for completion in order to successfully

receive a high school diploma in the state of North Carolina.

(OCSB Policy # 3420 and #3460).


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2013-2014 Graduation Project Advisory Lesson and Due Dates

# Title of Lesson Date Due Dates

1 Kick-Off Assembly and General Information May 7 2 Topic Selection Brainstorming May 9 3 Topic Selection Worksheet May 14 May 28

4 Finding a Mentor/Community Support May 16 June 10 or September 10

5 Completing Required Forms May 21 June 4 First 2 Days of School – Homeroom

administrative tasks, handbook, fees, etc. August 27 &

28

6 Understanding Rubrics August 29 7 Reflections (8) August 30 November 14

8 Sign of Commitment September 3 September 17 9 Progress Check #1 September 4 NHS Channel 22 News September 5 10 Portfolio Guidelines: Begin to prepare portfolio September 6

11 Thank-you Letter to Mentor/Interviewee September 9 October 15 12 Resumė September 10 September 26 NHS Channel 22 News September 12

13 Progress Check #2 September 17 NHS Channel 22 News September 19 14 Letter to the Judges September 24 October 1

15 Turn in Resume′ for Review / NHS Channel 22 News

September 26

16 Turn in Letter to Judges for Review October 1 NHS Channel 22 News October 3

17 Progress Check #3 October 8 18 Portfolio Guidelines: continue to prepare

portfolio October 10

19 Presentation Planning Worksheet October 15 October 24

20 PowerPoint Preparation October 17 21 Presentation Speech Preparation October 22 22 Progress Check #4 / NHS Channel 22 News October 24

23 Portfolio Guidelines: continue to prepare portfolio

October 29

NHS Channel 22 News October 31

24 Work on Portfolio and Presentation November 5 25 Progress Check #5 / NHS Channel 22 News November 7 Work Session November 12 NHS Channel 22 News November 14


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Work Session November 19 NHS Channel 22 News November 21

Work Session November 26 Work Session December 3 NHS Channel 22 News December 5

Work Session December 10 NHS Channel 22 News December12 Work Session December 17

NHS Channel 22 News December 19 Work Session January 7 NHS Channel 22 News January 9

Portfolio due to advisor for corrections November 14

Complete Practice Presentation November 19

Portfolio due to GPA Committee November 21

Sign-up for Presentations November 26-

December 3

Presentation Dates January 8,9,10

The Issue of Timeliness

One of the real-life skills that the Graduation Project hopes to develop in every student is the ability to meet set deadlines. Due dates and deadlines are important. Students are to return all items on time. Printer or technology problems are NOT acceptable reasons for late items. There will be penalties for late items. These may include point deductions of research paper and/or required attendance at the Mandatory Help Sessions after school. Do NOT miss due date deadlines.

Early Graduates

If you are an early graduate who will complete your senior year in January, you are still required to complete the Graduation Project.

If you do not complete this project during first semester, you will have to return for the second semester to complete the work.


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Statement of Integrity

Plagiarism, dishonesty, and cheating are unacceptable and have serious consequences. I. Plagiarism is the act of presenting someone else’s ideas as your own. It can also mean

writing facts or opinions that you got from someone else without identifying your source. Unintentional plagiarism still counts as plagiarism, so be careful.

Plagiarism is:

1. copying word for word without quotation marks or acknowledging the author or the source.

2. using some key words or phrases without quotation marks or acknowledging the author or source.

3. paraphrasing and giving no author or source credit. 4. using work from another class to submit to the required class.

Know the rules for correct crediting of sources. Your English teacher can help.

II. Forgery of signatures or initials or making up information on the Graduation Project sign-

off sheets is dishonest. Be safe and do not take chances! III. Not completing the work as you have agreed is an ethical issue. Be careful to complete

all parts of the project as you plan. If anything changes, complete an appeal to the Graduation Project Advisory Board using the specified form. These are available from the Graduation Project Coordinators/Advisors.

These ethical issues can result in a failing grade on the research paper, an incomplete on the Graduation Project, ISS, or suspension from school. Each student is to complete and sign the Parental Release and Ethical Commitment Form page 16 of this handbook. Please turn this in with your Parent Release Form.

Appeals Process

If you need to change any part of your Graduation Project, you are required to submit an Appeal Form to your homeroom teacher so he/she can give to the Advisory Board for approval. This form, found in the appendix page 102 of this handbook, is to be completed, explaining the nature and reason for your appeal. You must have your parent’s signature on the form.


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14 Parent/Guardian/Student Consent Form 15 Video/Photo/Image Release Form for Student 16 Parental Release and Ethical Commitment Form 17 Advisor Can and Cannot Do 18 Faculty Advisor Form 19 Reflection Journal Entries


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Parent/Guardian/Student Consent Form

As the parent and/or guardian of (print name)______________________________, who is a student enrolled at Northside High School, I am aware that he/she must complete the Graduation Project in order to fulfill the requirements for Graduation. My son/daughter has decided/written a research paper on _______________________________. For the Physical Product, he/she will be _____________________________________________ ____________________________________________________________________________. I understand that shadowing/observing a person is not sufficient to complete the physical product; there must be an actual product. This physical product and the research paper must be related and represent a learning stretch for my son/daughter. I understand that a third component of the Graduation Project is the completion of a portfolio, which documents the entire process. My role in this process is to periodically check on my son’s/daughter’s progress so that he/she will successfully meet due dates. Finally, in completing Graduation Project, I understand that my son/daughter will deliver an oral presentation to a board of judges chosen from the community and NHS staff. In order to best prepare my son/daughter for this aspect of Graduation Project, I am willing to coach him/her. I understand that my son/daughter will be responsible for meeting with a faculty advisor and mentor(s), who will be signing verification forms for the time spent on the physical product. She/he will also be interviewing an expert on his/her topic during the research process. As part of this project, the student and the parent or guardian hereby agree to complete all

work with the Graduation Project with honor and integrity. We, the undersigned, agree

not to plagiarize, falsify documents, use another person’s work, or cheat in any way. We

also understand that failure to adhere to these standards will result in the possibility of

failure. Please sign below indicating your agreement and understanding of these terms. Parent Signature: ___________________________________________ Date: ____________ I HAVE WATCHED ALL OF MY VIDEO/DIGITAL PRESENTATIONS AND REALIZE THAT I AM

PERSONALLY RESPONSIBLE FOR ALL OF ITS CONTENT. I REALIZE THAT I CAN BE

SUSPENDED/EXPELLED FROM SCHOOL FOR INAPPROPRIATE CONTENT.

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

Student Signature: __________________________________________ Date: ____________


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Video/Photo/Image Release Form for Student In addition to completing this form for NHS use, you also use this form if you are videotaping others.

Dear Parent/Guardian:

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

• used as a demonstration project/activity in education workshops/classes/conferences used as a sample project/activity on CD's/USB’s created by Northside High School for use in education workshops and student classrooms.

• posted on the school or OCS web pages on the Internet.

• submitted as samples to program publishers or as contest entries to sponsors and/or appear on videotape made during a student presentation of their project, or in broadcasts or videotapes demonstrating computer multimedia in general.

• videotaped to appear in a school related program to be used by a local television station or school/county project.

• used in a printed publication such as a newspaper or a magazine.

No last name or address will be included with your child's picture when publishing on the Web. There

is no monetary compensation for the use of the work, but it will provide other students a good example.

Please sign the release form below and return this sheet to your child's Advisor. Your permission grants

us approval to publicize without prior notification. Thank you!

Release Form

_____ I/We do give permission for ____________________________________________’s (Student full name)

image/photograph or work to be used as described above. We are willing to release this into the public

domain and understand that there is no monetary compensation for the use of the materials.

_____l/We do not give permission for ________________________________________'s (Student full name)

image/photograph or work to be used as described above.

Parent/Guardian's Name(s)________________________________________________________

Parent/Guardian's Signature(s) _____________________________________________________

Address _______________________________________________________________________

City, State, Zip Code _____________________________________________________________

Phone number_______________________________________ Date ______________________

Please return this form to your Advisor. Thank you for allowing your son/daughter to participate!

Advisor:_________________________________________ Date: _______________________


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Northside High School Graduation Project Parental Release and Ethical Commitment Form

Name of Student: _______________________________________ Topic of Project:________________________________________ For Parent/Guardian:

� I have read and approved the content in my son/daughter’s Topic Selection Worksheet page 25.

� I read the statement concerning integrity, plagiarism, cheating, or dishonesty, and understand the consequences.

� I understand the consequences if my senior fails to complete all aspects of the Graduation Project.

� I understand that my senior will be working with a community mentor.

� I understand that during the Graduation Project, Northside High School is not responsible for providing transportation.

� I understand that Northside High School is not responsible for any injury my son/daughter may receive during the course of the Graduation Project fieldwork or product work.

� I have read the Graduation Project Ethical Statement page. My son/daughter and I understand the consequences of not following these guidelines.

PARENT/GUARDIAN SIGNATURE: ________________________________________________ DATE: _________________________________ For Student:

� I, and I alone, will complete the research necessary to write the research paper component of the project.

� I will not use a paper and/or information gathered by another student.

� I will not use a template, paper, or parts of a paper from the Internet or any other electronic device or prepared source. I will accurately document any sources used in my paper to avoid plagiarism.

� I, and I alone, will complete all of the work necessary for the completion of the product/project that evolves from the research paper.

� I will collect accurate verifications on all the work-necessitating signatures.

� I will not forge any verification documents.

� I will complete a project. I will not buy or falsify the completion of a project. I will not exaggerate or misrepresent my project in any way.

� I will include only work that I have completed in the portfolio.

� I will not include any work of any type that belongs to another person. The portfolio will reflect the work and effort that I, and I alone, have exerted through the completion of the Graduation Project.

� I will complete the project as approved by the Advisory Board. I will complete the Appeals Form for approval if I want to change my topic after approval.

� I agree to adhere to the above criteria in completing my Graduation Project. I understand that if I fail to adhere to these standards and submit work that is not my own creation, it may result in my NOT completing the requirement for graduation. If it is necessary for me to begin the Graduation Project again, I will do so with the possibility of choosing a new topic.

Student Signature: ___________________________________________ Date: _________________


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Faculty Advisor (Homeroom Teacher) Can and Cannot Do

The role of your advisor is to encourage, listen, give advice, advocate, and act as a role model. The following is a guideline for any NSH staff person who will assist you in the process. Advisors are assigned by homeroom.

An Advisor CAN An Advisor CAN NOT

Be committed to helping you overcome difficulties with your Graduation Project.

Do the work involved with your Graduation Project, including but not limited to: research, writing, typing, downloading graphics, creating the product, designing the portfolio, making the PowerPoint, crafting the tri-fold board, writing the presentation

Encourage you to push your limits and go beyond previous experience skill levels.

Transport you for any reason.

Read your research paper.

Purchase supplies for you.

Verify that the research paper is completed.

Excuse you from another class to work on your Graduation Project.

Verify that the product is completed, and keep track of your Graduation project requirements.

Meet with you off campus.

Confirm the number of hours you spend working on your product.

Work with you on campus before or after school.

Be an audience for practice presentations and provide feedback.

Look at your tri-fold board or PowerPoint presentation and make suggestions.

Attend any fund raising projects.


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Faculty Advisor Form (Homeroom Teacher)

Each student must have a Faculty Advisor to provide guidance throughout this process.

Graduation Project Student Information Sheet

DIRECTIONS: Complete this form and return it to your homeroom teacher who has

agreed to serve as your on-campus advisor. Be sure to PRINT all of the information. + Ask your homeroom teacher to give you a copy of this form.

+ Your homeroom teacher (advisor) will keep the original form.

Student Name: ___________________________________________________________

Address: _________________________________________________________________

Street City Zip

Home Phone: _____________________________ Cell: ___________________________

Parent/Guardian: ______________________________________________________________

Student email: ____________________________________________________________

English Teacher’s Name:_________________________________________________________

Proposed Topic of Research: _____________________________________________________

Proposed Product: ______________________________________________________________

Best Time to Meet with Advisor: _________________________________________________

Student Signature: ______________________________________________ Date: _________

Faculty Advisor signature: _______________________________________ Date: _________

**REMEMBER: IT IS THE RESPONSIBILITY OF THE STUDENT TO MEET WITH

THE ADVISOR IF THE STUDENT NEEDS EXTRA ASSISTANCE!


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Refection Journal Entries

1. There will be a minimum of 7 journal/reflection entries and 1 final essay reflection to be

added into your portfolio.

2. Type reflections in Times New Roman, 12 point font, double-spaced and 1 inch margins

3. Include your name, reflection number, and date for each.

Jane Doe Reflection #1 June 8, 2011

4. Each entry should be a minimum of 200 words.

5. Use the reflection content guide on the next page to help with responses.

6. Use the reflective comments (sample reflection phrases below) throughout each entry.

7. Vary sentence structure in the entries.

8. Be specific about what you have done and how this affected what you have learned about

yourself.

9. All reflections will be returned to your advisor on the required due dates.

Suggested reflection phrases to incorporate into your writing:

* Upon reflection... * This comment tells me that...

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

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

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

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

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

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

* I have greater awareness... * I realized that...

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

NORTHSIDE HIGH SCHOOLNORTHSIDE HIGH SCHOOLNORTHSIDE HIGH SCHOOLNORTHSIDE HIGH SCHOOL GRADUATION PROJECTGRADUATION PROJECTGRADUATION PROJECTGRADUATION PROJECT

PAGE PAGE PAGE PAGE 20202020

Reflection Content Reflection #1 and #2 (During/after the research paper phase)

• What is my goal with this choice of topic for my graduation project?

• Explain how this research paper related to the product.

• What was the most difficult phase of the research process? Why?

• What was the easiest phase of the research process? Why?

• What is the most significant aspect of the research process learned? Explain.

• What would you do differently if you were just beginning to research this topic?

• Write two goals that you want to accomplish before your next journal entry. Reflection #3, #4 and #5 (During the mentor/product phase)

At the beginning of every entry in the mentor/product phase, explain at what stage is your

product. Beginning, Middle, or End

• Explain how this research topic related to the product.

• How did you find your Mentor? Explain what went well or poorly in finding your mentor.

• What were you first impressions when meeting your mentor and being at the product site?

• What responsibilities did you encountered? What responsibilities of other workers did you witness?

• What suggestions has your mentor made?

• What questions do you have for your mentor?

• What surprised you about the physical product?

• What was the most interesting thing you during your session with your mentor?

• What was the most challenging thing you did during the session with your mentor? Or without?

• What other materials will you need to complete your physical product?

• Do you foresee any problems and if so, how will you solve this problem?

• Did you meet the goals that you made from reflection #1?

• Give details of your major accomplishments.

• What do you hope to accomplish the next time you meet with your mentor?

• What have you learned from your mentor?

• What will you need and do to prepare for the presentation of your product? Reflection #6, and #7, (Before and during the practice presentation process)

• Did you find it difficult to prepare for the presentation?

• What did you do or will do to help prepare for the presentation?

• Was it easy to collect the materials needed for your presentation?

• How do you plan verbally to present your presentation? Will you use note cards or memorize your speech?

Reflection #8 is a reflective essay explained on the next page.



Moments, Meanings and Measures (Final Reflective Essay #8)

Write an essay in which you address four (4) to six (6) of the following questions. Use detailed paragraphs in your essay. Use specific details, examples, and anecdotes from your Graduation Project experience as a whole. 1. What were the best moments of the entire process? What were the worst moments of the

entire process?

2. How has the Graduation Project affected the way you approach work, dealing with people, or presenting yourself publicly?

3. What would you change if you could do this again? 4. What advice do you have for next year’s seniors? 5. Which aspect of the Graduation Project process stretched you the most? 6. How did you react to this challenge? How do you feel now that it is over? 7. What talents or attributes have you discovered about yourself this year? 8. Has this experience influenced your future planning, terms of work, education or the

development of personal interests? 9. In what way(s) has Graduation Project changed your concept of yourself?

a. Are you more confident in your abilities?

b. Are you more focused and directed?

c. Are you more willing to take a risk?

d. Has it raised more questions than given answers?



23 Choosing a Topic and Product

25 Topic Selection Worksheet

26 Topic Approval Form

27 Sign of Commitment



Choosing a Topic and Product Is This a Product?

YES NO

Raising catfish Making a PowerPoint about catfish

Producing a brochure and other promotional items about Jacksonville and distributing it

through the Chamber of Commerce

Making a brochure about

Jacksonville

Building a generator Making a poster about how to build

a generator

Teaching music to children Explaining different kinds of music

to the judges Learning how to install car speakers and installing them in a

friend’s car

Already knowing how to install speakers and installing them in a friend’s car.

Creating a brochure to recruit animal shelter volunteers and distributed them throughout the community

Creating a brochure listing facts about cats from your research paper

Creating a PowerPoint showing pictures of you teaching reading to children

Creating a PowerPoint on how to teach reading

Creating a web site you designed Creating a poster about how to design a web site

Creating a poster with photos of you giving your friends makeovers

Creating a poster with magazine pictures of makeovers

Creating a series of game videos you shot as a service to the

athletic department

Using a video of a game shot by the coach’s wife



North Carolina Graduation Project

Sample Topics, Thesis, and Products

Research Topic: Choreography (Dance) Possible Thesis: An important focus of modern choreography is thematic development. Products: Mentor with a choreographer about their motivation towards choreography and apply that focus to an original work.

Research Topic: Lighting Effect Possible Thesis: Front lighting is more effective than back lighting for small house theatrical productions. Products: Create a portfolio of lighting effects that is created by the student. Research Topic: Art Museums

Possible Thesis: The recent trend towards “hands-on” learning in museums has resulted in heightened artistic interests. Products: Volunteer at an Art Museum and create a “hands-on” activity that is applied at the museum. Research Topic: Music

Possible Thesis: Increased learning in music develops academic achievement. Products: Participate in early music instruction and chart academic achievement (case study). Research Topic: The development and use of nanotechnologies

Possible Thesis: The use of nanotechnology has had a profound impact on the way we do medicine in today’s world. Product: Visit a pharmaceutical company and interview an employee about the changes brought on by nanotechnology and teach a class about the findings. Research Topic: Internet and the music industry

Possible Thesis: The availability of music, both legal and illegal, on the Internet has had both negative and positive impacts on the music industry. Product: Create awareness of negative and positive impacts and promote the positive impact. Research Topic: Obesity in children and its effects. Possible Thesis: Obese children have weaker academic performance than children who are not obese. Product: Create an awareness education program on active lifestyles in children vs. sedentary

lifestyles. Research Topic: Home energy efficiency

Possible Thesis: The energy efficiency of a home is affected by the architectural materials used. Product: Draw blueprints and make a model of an energy efficient home.



Topic Selection Worksheet Topic Selection Worksheet & Topic Approval Form must be a front and back copy.

Student’s Name: ______________________________________ Date Submitted: __________ Advisor’s Name: ______________________________________

To have a great Graduation Project, you need to have a plan. This worksheet will help you plan. Complete these questions completely to get started. Submit this form to your advisor and he/she will give it to the Graduation Project Advisory Board for approval. Attach more sheets if needed. 1. The overall TOPIC of my Graduation Project will be ________________________________ 2. My research paper will be about (check all that apply and explain):

� Persuasion ______________________________________________________________

� Comparison/Contrast ______________________________________________________

� Cause/Effect _____________________________________________________________ 3. My product will be (check one and explain)

� Demonstrate _____________________________________________________________

� Creating awareness for _____________________________________________________

� Teaching ________________________________________________________________

� Fundraising for ___________________________________________________________

� Making/Building/Creating __________________________________________________

� Coaching _______________________________________________________________ 4. The evidence I will show for my product will be ____________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. List any classes you have taken in school or out of school that will help you with your

topic/product: _______________________________________________________________ 6. Your Graduation Project should demonstrate a “learning stretch” for you. What will be “new” and “challenging” for you in the process of completing this project? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 7. I estimate the total cost of this project will not exceed $_________________________. Student Signature: _____________________________________ Date: ____________________ I reviewed the above information and find that it follows the Graduation Project Guidelines. Therefore, it is acceptable to submit to the Graduation Project Advisory Board for approval. Advisor _________________________________________________ Date: ________________



Topic Approval Form Topic Selection Worksheet & Topic Approval Form must be a front and back copy.

Student: ___________________________________________________________

For Graduation Project Advisory Board Use Only: DO NOT WRITE IN THIS AREA.

Topic/ Product Approval by Graduation Project Advisory Board:

______ Research Topic Approved ______ Product Approved

______ Research Topic NOT Approved ______ Product NOT Approved

Product not approved because . . .

_____ Connection between paper and/or product is not clear.

_____ The topic/product does not follow established NHS Graduation Project guidelines.

_____ Learning stretch is not clear.

_____ This project is similar to one that is already part of the curriculum.

_____ The research topic has not been specified/clarified.

_____ The final product has not been specified/clarified.

_____ Evidence of product is not clear.

_____ The product cannot be assessed as it is described in your proposal.

_____ Modifications need to be made as indicated:

_____ Other ___________________________________________________________________ _____________________________________________________________________________ Although your proposal is accepted, you will need to make sure you: _____ include lesson plans for the lessons you teach or coach.

_____ appropriately edit the video tape of your product.

_____ work with an approved food service institution.

_____ follow the guidelines for your project as outlined in the Graduation Handbook.

_____ Other ___________________________________________________________________ _____________________________________________________________________________ A Graduation Project Advisory Board Signature: __________________________________

Date:_____________



Graduation Project Sign of Commitment

A Sign of Commitment is a poster that visually illustrates what is your Graduation Project. It should show the connection between your topic and the product. Your sign will be posted in the hallway for all students.

• Use the following as guidelines.

• The size is 8 ½ x 11.

• Your name should be on the front.

• Include the subject of your research and a product description. Use a verb phrase to the describe project. Write your name and advisor’s name.

Research: Forms of Poetry Product: Write a book of original poems and share to a class.

Student’s name: Advisor:

It must include pictures, drawings, etc. to describe your project. Be colorful and creative. Have fun with your Sign of Commitment.

Research: Forms of Poetry Product: Write a book of original poems and read to a class.

Student’s name: Carol King Advisor: (put advisor’s name here)



29 Mentor Description 30 Mentor Arrangements 31 Mentor Commitment Form 32 Mentor Information Letter 33 Mentor Progress Check 34 Product Mentor/Independent Work Log 35 Mentor Evaluation of Physical Product 36 Thank-you Letter Format and Sample 38 Onslow County Product Component Rubric 39 State Product Component Rubric



Mentor Description Finding a Mentor

A mentor is a person who develops an on-going one-on-one relationship with a Northside student to help develop his/her product. A mentor’s role is to encourage, listen, give advice, advocate, act as a role model and share information and experience to help produce a product. You are allowed to take an excused ½ day to meet with your mentor. You must complete the ½ Day Excused Absence with Mentor Form found on appendix page 104 with prior approval.

A Mentor... A Mentor Cannot

is selected by you, not assigned. be a relative.

must be at least 21 years old do the work for you. (They may assist you.)

should be knowledgeable in the topic you have selected.

purchase supplies for you.

easily available to work with you. be a NSH teacher.

confirms the validity of the research findings in your research paper.

verifies that the product has been completed, and signs off on the mentor log.

confirms the number of hours you spend working on your project.

helps you define the exact product you will do.

To be sure that your mentor meets requirements, complete the following

Your mentor is an expert in your topic field. Yes No Your mentor is neither a relative or NSH teacher/staff. Yes No Your mentor is at least 21. Yes No Your mentor will be available to you throughout the GP process. Yes No Your mentor is enthusiastic about helping you during the GP process. Yes No Your mentor is a local resident. Yes No Your teacher can easily reach your mentor. Yes No

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

NSH staff/teacher may not serve as a mentor unless approved by Mrs. Johnson and Graduation Project Coordinators. STUDENTS MUST FIND A MENTOR IN THE COMMUNITY!!!



Mentoring Arrangements Calling to Arrange a Mentorship

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

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

1. Introduce yourself.

2. Explain the reason for your call.

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

4. Request a mentorship opportunity.

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

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

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

****The Day of the Mentorship Meeting****

1. Dress appropriately for the workplace. See Presentation Attire page 85.

2. Be on time for your appointment.

3. Have your list of questions ready and be prepared to ask them.

4. Be courteous. Turn off all electronic devices!

5. Thank the person for his/her time.

6. Ask for a business card so that you know where to send a thank-you note.

7. Send the thank-you letter (VERY IMPORTANT). See page 36.



Mentor Commitment Form

Each Graduation Northside High School student will need to have a mentor who is experienced in the student’s Graduation Project area and who will . . .

1. be willing to help the student with his/her research and product. 2. give information to the student. 3. provide guidance for the student. 4. be a resource. 5. help the student identify the exact product that he/she plans to complete. 6. give support and encouragement to the student. 7. not do the project for the student. 8. help the student stretch to go beyond his/her current skills and attempt something that

he/she has not previously tried. 9. verify that the product has been completed by the student. 10. confirm/verify the number of hours spent working on the product.

A mentor should be at least a 21 year-old adult who resides in the community or in a nearby location but is not related to the student and does not teach at NSH. If you have any questions or would like to be a judge of other students’ presentations, please contact the Graduation Project coordinator at 910.455.4868. I ________________________________________________(Print mentor’s name) understand

what will be expected of me as a mentor, and I agree to be a mentor for

___________________________________________ (Print student’s full name) with his/her

Graduation Project of ________________________________________________________

__________________________________________________________________________

Mentor’s Address: __________________________________________________________

Mentor’s Home Phone: ___________________________ Cell: ______________________

Mentor’s Email: ____________________________________________________________

Mentor’s Signature: ___________________________________ Date: _________________

Student’s Signature: ___________________________________ Date: _________________



Mentor Information Letter Dear Mentor:

Thank you for agreeing to be a mentor for ______________________________ ’s Graduation Project. To help clarify your role in this assignment, the High School Graduation Project Committee has prepared the following guidelines. Graduation Project is a four-phased assignment completed during a student’s final year in high school. This assignment involves writing a research paper, developing a physical product, compiling a portfolio and making an oral presentation before a small group of faculty, staff, and community members. Your role will be the second phase of helping the student to develop a physical product.

1. The first phase of the Graduation Project is the research paper, which was completed during the junior year with the understanding that it will be refined during the senior year.

2. The second phase of the Graduation Project is the development of a physical product. Product completion date is the date of your practice presentation. Presentations will be

____________________ (fill in the dates). Your primary role is to verify that the student has invested a minimum of 15 hours towards the completion of this product: 4 hours must be

with a mentor. Any advice or assistance you can offer will not only increase the quality of the product, but will also enhance the overall learning experience of the student.

At every visit, please complete a Mentor Progress Check with the student. These forms verify that you have seen the product in various stages of its development and can attest to the student’s involvement. The student will return these forms to his/her teacher. This phase concludes your role as a mentor in the GRADUATION PROJECT.

Also, complete a Mentor Evaluation of Physical Product Form of your mentoring experience, a copy of which is enclosed. Please complete this form at the end of your mentoring experience and return it to the student.

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

Thank you again for taking time from your busy schedule to share your knowledge and expertise with this student. Please feel free to contact your student’s Homeroom teacher or the Graduation Project Coordinators if you have any questions regarding your role as a mentor. Northside High School: 910-455-4868

Advisor: _____________________________________________



Mentor Progress Check

Students must document the contacts with the mentor and should present a log sheet to his/her mentor at each visit. The log should be completed by the mentor and signed. There should be a total of 4 hours of contacts with the mentor. Student: ________________________________ Date: __________________

Student spent from ________ o’clock to _______ o’clock

Total time today: _______________________

--------------------------------------------------------------------------------------------------- Please comment on the following categories:

1. Progress or actual work completed today: Excellent Average Below Average

2. Did the student use his/her time wisely today?

Yes No Somewhat

3. What should the student do before the next visit with you?

4. What are the goals for the next visit? Mentor Signature: _____________________________________ Student Signature: ____________________________________ COPY AS NEEDED: Contact hours must total 4 hours



Product Mentor and Independent Work Log Mentor Must Sign His or Her Full Name (No Initials)

COPY AS NEEDED

DATE

AMOUNT

OF TIME IN

INCREMENTS

OF HALF

HOURS

SUCH AS

1 1/2 HOURS

DESCRIPTION OF TASKS COMPLETED. WRITE LEGIBLY IN MATURE SENTENCES USING

BLACK INK.

SIGNATURE OF MENTOR (NO INITIALS) If you worked

independently, write Independent in this

section.



Mentor Evaluation of Physical Product

The mentor who can verify the student’s work throughout the product process should complete this form. After completion of this form, please give to the student so he/she can give to his/her advisor. This form will be evidence to be placed in the student’s portfolio. Student’s Name: ____________________________________________________________

Mentor’s Name: ____________________________________________________________

Mentor’s Home #: __________________________________ Cell #: _________________

Mentor’s Email: ____________________________________________________________

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

2. How many hours can you verify that the student has worked on the product? _____________ 3. Describe any growth in attitude or skills you observed as the student completed the product.

___________________________________________________________________________ ___________________________________________________________________________

4. Describe what the best moment was for the student in completion of the product.

Criteria Outstanding Above

Average

Average Below

Average

Not Evident

Evidence of learning stretch

Commitment of completion

Evidence of responsibility

Goal of excellence

Demonstration of mature behavior

Management of time

Comment:

Mentor’s Signature: _____________________________________________________________

Date: __________________________________________________________



Thank-You Letter Format

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

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

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

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

4. The form of a thank-you letter is like that of a business letter, but it is shorter. Type the note with Times New Roman 12 pt. font and 1-inch margins.

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

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

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

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

9. Photocopy each signed letter. These photocopies will be included in your portfolio for judges’ review.

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



Return Address and Date line

Body

Your signature (signed in cursive in black ink)

Keyed Signature

Salutation

Thank-You Letter Format Sample

133 Hummingbird Lane Jacksonville, North Carolina 28546

October 7, 2012

Mr. Theodore Pookeepsie Inside Address 25 Whatever Lane (Person receiving the letter) Jacksonville, North Carolina 28546 Dear Mr. Pookeepsie: Your help as my mentor during Graduation Project has been invaluable. I have learned so much

under your guidance throughout the process of refinishing my family’s heirloom dining room

furniture. Without your expertise, outlining the steps I needed to do, I could not have completed

this project. As you know, the finished product is beautiful, and my entire family is pleased with

the outcome.

Also, the information you provided during the interview for my research paper added the detail I needed for a thorough discussion of my topic, “Refinishing Antiques.” I did well on my paper, and, knowing this background information, I feel confident I can answer the judges’ questions about it. You have helped me in so many ways. I appreciate the time you took for me during this semester

and sharing your knowledge with me. Thank you for your time and assistance.

Sincerely, Elmer Buddusky Elmer Buddusky

Complimentary Close

Insert 3 single spaces



Onslow County Schools Graduation Project: Product Component Rubric

Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines to evaluate the student’s product. Student: ________________________________Topic: ___________________________________

Time Exemplary Satisfactory Developing/ Emerging

Resubmission Necessary

Exceeds number of recommended hours. Demonstrates effective time management. Learning Stretch and Depth of Knowledge

Chooses a challenging product representing a significant learning stretch

Demonstrates a logical and relevant link to research topic.

Demonstrates critical analysis of research in producing an original product

Demonstrates significant creative thinking, decision-making, reasoning, and/or problem-solving

Demonstrates extensive connection to real-world situations

Quality of Work/Effort Exhibits creative and exceptional results using talents, abilities, and varied resources

Displays extensive use of detail

Shows evidence of consistent self-directed actions Displays evidence of exceptional technical skills Ethics Consistently demonstrates ethical standards in product development

Successfully Completed: ________ Not Successfully Completed: ________

Judge: _____________________________________________________ Date: ________________

Students who fail to meet Satisfactory or above on any of the criteria will have the opportunity to make corrections and re-present the product by the Deadline for Approved Products. Failure to achieve an approved product may result in a repeat of the project unless extenuating circumstances have been documented and given prior approval.



State Product Component Rubric

Review the descriptions below to determine the criteria used to evaluate the Graduation Project product. In order to successfully complete this component, students must earn at least satisfactory status on all criteria.

<<<<<<< Successful Completion >>>>>>>> <<<<<<<<<<< Has Not Completed >>>>>>>>

Exemplary Satisfactory Developing/Emerging Resubmission Necessary

Not Submitted

Time Exceeds number of

recommended hours. Meets number of recommended hours.

Does not meet number of recommended hours.

Shows evidence of little to no hours invested.

Fails to submit product

Demonstrates effective time management.

Demonstrates sufficient use of time management.

Demonstrates minimum use of time management.

Demonstrates no use of time management.

Learning Stretch and Depth of Knowledge Chooses a challenging

product representing a significant learning stretch

Chooses a product representing a sufficient learning stretch

Chooses a product representing a limited learning stretch

Chooses a product with no learning stretch


Demonstrates a logical and relevant link to research topic.

Demonstrates an adequate and relevant link to research topic.

Demonstrates a minimal link to research topic.

Shows no link to research topic.

Demonstrates critical analysis of research in producing an original product

Demonstrates reasonable evaluation of research in producing an original product

Demonstrates limited understanding of research in producing an original product

Demonstrates no understanding of research in producing an original product

Demonstrates significant creative thinking, decision-making, reasoning, and/or problem-solving

Demonstrates sufficient creative thinking, decision-making, reasoning, and/or problem-solving

Demonstrates limited creative thinking, decision-making, reasoning, and/or problem-solving

Demonstrates no evidence of creative thinking, decision-making, reasoning, and/or problem-solving

Demonstrates extensive connection to real-world situations

Demonstrates sufficient connection to real- world situations

Demonstrates limited connection to real-world situations

Demonstrates no connection to real- world situations

Quality of Work/Effort Exhibits creative and

exceptional results using talents, abilities, and varied resources

Exhibits adequate results using talents, abilities, and varied resources

Exhibits ineffective results using talents, abilities, and varied resources

Exhibits unacceptable or no results


Displays extensive use of detail

Displays sufficient use of detail

Displays minimum use of detail

Lacks use of detail

Shows evidence of consistent self-directed actions

Shows evidence of requiring some prompting for self-directed actions

Shows evidence of requiring continuous prompting for actions

Shows no evidence of self-directed actions

Displays evidence of exceptional technical skills

Displays evidence of competent technical skills

Displays evidence of minimal technical skills

Displays no evidence of technical skills

Ethics Consistently demonstrates

ethical standards in product development

Generally demonstrates ethical standards in product development

Demonstrates limited understanding and application of ethical standards in product development

Demonstrates unethical standards in product development




41 Guidelines for the Graduation Project Paper 42 Creating a Thesis Statement 46 The Research Process 47 Interview Tips 48 Interview Evaluation Form 49 After the Interview 50 Source Cards and Note Cards Evaluation 51 Sample Outline 53 Works Cited Handout 56 Avoiding Plagiarism 57 Basic Paper Format 59 Parenthetical (In-text) Citations 61 Quotations 64 Writing Tips 65 Works Cited Instructions 67 Research Paper 1st Draft Checklist 68 Research Paper Submission Checklist 69 Onslow County Research Paper Rubric 71 State Research Paper Rubric



Guidelines for the Graduation Project Research Paper

1. The research-based paper can be written in any of the following genres:

� compare and contrast

� cause and effect

� argumentative (persuasive)

2. The following are the requirements for the research paper portion of the Graduation Project. This research paper component will be written/completed in the English IV course. Students meeting deadlines of the research paper will be exempt from the English IV Exam unless otherwise mandated differently from the state. The outline, research paper with student generated visual, works cited page, and interview questions are to be included in the portfolio.

3. The Research Paper must be 8 to 10 pages. This is a minimum of 5-7 pages of text that must include an additional half page of a student generated visual and an additional page of a Works Cited.

4. There must be a workable clear and well-defined thesis statement. 5. A minimum of 10 sources are required to be in the research paper including 3 print

sources, 6 electronic sources, and 1 interview. Of course, more sources may be included. 6. Use MLA format. 7. Wikipedia is NOT an acceptable source; do not use it. Check any dot com (.com)

sources with your advisor or English teacher. 8. If using Citation Maker/Citation Machine/EasyBib to compile bibliography entries,

double-check them against this handbook to make sure you have completed all information correctly.

9. Students must carefully document all research information they cite in their papers, including parenthetical documentations and a list of Works Cited at the end of the paper.

10. Include a student generated visual or diagram that extends the concepts developed in your text.

11. Source and note cards are required, but may be done electronically using PowerPoint. A minimum of 50 note cards is required. (See your English teacher for more details.)

12. Students must prepare a formal outline prior to beginning the paper that will be included in the portfolio.

13. Return an outline of the paper, all drafts and editing sheets with the final paper to your English Teacher.

14. The rough draft must be typed, double-spaced, Times New Roman, 12 pt. font, 1”margins. Return a hard copy of the rough draft to your English teacher. Save all drafts and the final copy to a disk and gaggle accounts. Turn in a hard copy of the research paper.



Creating a Thesis Statement

Using your Topic Selection Worksheet, you will create a workable thesis statement.

This statement tells readers specifically what you plan to put in your paper. It also serves as a guide to keep you on track as you research your subject. A thesis statement is subject to revision as you research your topic.

How to Generate a Thesis Statement if the Topic is Not Assigned

Even if your assignment does not ask a specific question, your thesis statement still needs to answer a question about the issue you would like to explore. In this situation, your job is to figure out what question you would like to write.

A good thesis statement will usually include the following four attributes:

• a take on a subject upon which reasonable people could disagree • deal with a subject that can be adequately treated given the nature of

the assignment • express one main idea • assert your conclusions about a subject

How to Tell a Strong Thesis Statement from a Weak One

1. A strong thesis statement takes some sort of stand.

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and

positive aspects are vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss

of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and it is specific.



2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader will not be able to tell the point of the statement and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the

nuclear family structure, many Iranian families, like my own, believe that these marriages

help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can

provide both advertising and customer support.

This is a weak thesis statement because the reader cannot decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become clearer. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should

exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: Many clear and engaging thesis statements contain words like because, since, so, although, unless, and however.



4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about and help you to keep your paper to a manageable topic. For example, if you are writing a 7 to 10 paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger cannot be discussed thoroughly in seven to ten pages. Second, many causes and effects are vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is

rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it identifies the specific causes for the existence of hunger.

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

1. Equations: Think about the thesis equations as you ask questions and move toward a tentative thesis.

A tentative thesis should look something like this:

• Specific topic + Attitude + Angle/Argument = Thesis

• What you plan to argue (specific topic) + Why you want to argue (attitude) +

How you plan to argue it (angle/argument) = Thesis

2. Thesis Stems: Consider using these stems to help students move from proficient to advanced thesis statements.

Rank with justification

• Most important to least important • Least important to most important



Contrasts (of perspectives of sources)

• Although newspapers at the time claimed X, the most significant cause/explanation/reason, etc. is

• While So and So maintains that ................, more accurately/importantly, etc, # 2's position is the stronger one. (Substitute "most historians" for So and So and the appropriate person or view or source for #2.)

Perception versus reality:

Although Turner himself may have believed X, the real causes were Y and Z.

Good versus bad reasons:

Historians generally list six reasons as the cause for X, but among these are four that are valid and two that are not.

Cause and Effect:

• Certainly, X was the cause and Y was its effect, but between the two are two other factors of equal importance.

• Separately the causes would have not necessarily led to a rampage; however, together their effect was inevitably murderous.

• Although the effects of the rampage were . . ., the causes were understandable/justifiable/inevitable.

• The more important effects of Nat Turner's rebellion went beyond those of the local rampage.

Challenge:

Nat Turner's rebellion not a righteous response to the injustice of slavery; it was motivated purely by disturbing psychological issues.

Developed by Carol Rohrbach and Joyce Valenza, Springfield Township School District

Thesis Checklist: _____ identifies a limited, specific subject _____ focuses on a particular feature or feeling about the subject _____ is stated in a clear, direct sentence _____ can be supported with convincing facts and details _____ meets the requirements of the assignment



The Research Process

You will now begin to do research based on your THESIS STATEMENT. Take notes on materials that you feel you can include in your research paper. Once you decide to take notes on the source, you must complete a source card. This can also be completed electronically using Microsoft PowerPoint. Remember you must have 50 note cards and 10 source cards. 3 print sources, 6 electronic sources, and 1 interview.

Source Information: Complete a source card for every source that you decide to write notes. Be sure to record all the source information for the works cited page. Use the Works Cited instructions on page 65 for the correct written format of the source. USE EASYBIB.COM AS YOU FIND A SOURCE SO YOU CAN BEGIN YOUR WORKS CITED PAGE.

Source Number #

Author(s). Name of Page. Date of Posting/Revision. Name of institution/organization affiliated with the

site. Date of Access <electronic address>.

Sample

Fields, Ricky. Stream Fishing. 30 Nov. 1998. University of Georgia. 20 Nov. 2006 http://www.streamfishing.org/today/again.html. Location of source Type of source: print, interview, internet, etc

Once you completed your source card, you are now ready to take notes on your note cards.

Note Card format:

Topic/subtopic (main idea of paragraph(s) Source Card # This is also your outline indicator

Write your notes/quotes here: Paraphrase, summary or “quote” from the source.

Page # if available



You will also need to include 1 interview source.

INTERVIEW TIPS

The most important aspect of this process is the preparation you do before the actual interview.

Being focused and polite will help you get the information you need.

TIPS:

1. Select someone to interview who is an expert in the field you are researching.

2. Remember that you want to gain as much specific information as possible about the topic so

that you can incorporate these facts/data/statistics into your paper so have questions

prepared. These questions and answers will be placed in the portfolio.

3. Make an appointment with a specific date, time, and location. Make sure you are on time

and dressed neatly for this appointment. A good rule of thumb is to arrive at least 10 minutes before the scheduled time. Turn off all electronic devices upon entering the work environment.

4. When arriving, introduce yourself in a professional manner. This means a firm

handshake, smile, and eye contact. Remember to speak clearly and loudly enough to be heard

easily. Do not sit until to do so.

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

6. During the set-up call, you may want to ask about any pamphlets or other sources that the

interviewee can provide for you as additional resources that you can take home with you after

the interview.

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

8. During the interview, do not be afraid to ask the interviewee to clarify information. While

most of the notes will be written in phrases and bulleted, any direct quotes must be written

EXACTLY. It is OK to say, “Let me make sure I’ve quoted you correctly. You said....” Then

read back the sentence or sentences to him or her.

9. At the end of the interview, thank this person again for his or her time and give them the interview evaluation form and an envelope.

*Remember, you are a representative of Northside High School and your family.

Make us proud!



Interview Evaluation Form This form must be completed and signed by any person you interview during the Graduation

Project Research paper or product. To the Interviewee: Thank you for taking the time to help our senior in the Graduation Project at Northside High School. This interview will help in the process. The interviewer will use this information for the research paper, product, and presentation. We would find it very helpful if you could spend a few minutes completing the following information regarding the interview. This information will help determine how effectively the student used this opportunity. After completing the evaluation, please give this form to the

student so he/she can return it to his/her advisor to be placed in his/her portfolio.

Please print:

Student: _____________________________________Topic: ____________________________ Advisor: _________________________________________________________________

Name of Person Interviewed: _______________________________________________________

Address: _______________________________________________________________________

Phone: __________________________________ Cell: ____________________________

Length of interview: ________________________________________

**SIGNATURE of person interviewed: ____________________________________________

The student ... Excellent Good Poor

was punctual.

was neatly dressed.

had prepared a list of

appropriate questions.

phrased questions well.

spoke clearly.

was polite.

took notes.

Please add written comments: Please contact us with any questions or concerns. Northside High School Attn: Graduation Project Coordinator 365 Commons Drive South Jacksonville, NC 28546 910.455.4868



After the interview:

• Write a thank-you letter to the person. See page 36. Follow the same format as the Mentor Thank-You Letter.

• Review your notes as soon after the interview as possible. • Transfer this information to note cards – consolidate information and omit information you

cannot use. Keep in mind information must be on note cards and used in research paper. • These interview note cards will become a part of the total note card count. • Do not forget to create a source card of the interview. • Record direct quotes are accurately. If in doubt about a specific comment, contact the person

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



10 Source Cards and 50 Note Cards Evaluation Form

Before you start your actual paper, you must have your note cards and source cards

evaluated.

Name: _____________________________________ Date:________________________

Type of Source Number of sources cards

submitted

Resubmission

of source

cards needed

to complete requirement

Source

Cards are Complete

Number of note cards

submitted

Resubmission

of note cards

needed to

complete requirement

Note Cards

are Complete

Interview (1)

Print (3)

Internet (6)

TOTAL

_____Approved to continue to write the outline and 1st draft of research paper

_____Please continue to research your topic and resubmit your source and note cards for evaluation

Are you having any problems that the Graduation Project teachers, coordinators, or administrators should be aware?

English Teacher Signature: _____________________________________________

Date: ____________________________

------------------------------------------------------------------------------------------------------------------- RESUBMISSION

______ Approved to continue to write the outline and 1st draft after this resubmission of source cards and

note cards.

English Teacher Signature: _____________________________________________

Date: ____________________________



Sample Outline You will turn in a formal outline, which will be typed, double-spaced, Times New Roman, 12 pt. font with 1-inch margins. Follow the TRIAC format in preparing your outline and in writing your research paper. The information written should not be in sentence format. The information you write are snippets to help you stay on topic as you write your research paper. Name

Teacher

Subject

Date

Outline: (put title of paper or topic)

Introduction: I. Thesis statement (this is the only sentence)

Body: II. Category/subtopic

A. Topic (This will become a sentence when your write your paragraph) 1. Supporting details (Restatement/Restriction)

a. Evidence (Illustration) (note card information) b. Evidence (Illustration) include analysis after every illustration when

you write the paper

2. Supporting details (Restatement/Restriction) a. Evidence (Illustration) (note card information) b. Evidence (Illustration) include analysis after every illustration when

you write the paper

B. Topic (This will become a sentence when your write your paragraph) 1. Supporting details (Restatement/Restriction)


you write the paper


you write the paper

III. Category/subtopic A. Topic (This will become a sentence when your write your paragraph)


you write the paper

2. Supporting details (Restatement/Restriction) a. Evidence (Illustration) (note card information)



b. Evidence (Illustration) include analysis after every illustration when

you write the paper

B. Topic (This will become a sentence when your write your paragraph) 1. Supporting details (Restatement/Restriction)


you write the paper


you write the paper

Continue the same format as many times as needed to complete paper

IV Conclusion A. Conclude your paper by summarizing your research paper



Works Cited Handout

In documenting your sources, you need to include the following basic information: author, title, place of publication, publisher, and date of publication according to MLA format. Follow the examples below for each type of source. Using EasyBib.com will help with formatting your Works Cited Page.

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

Book with one author Adams, Henley. The Family Tree. Athens, GA: Booth Publications, 1989.

Book with more than one author Finlen, Anna and Lori Finstein. Not Far from the Tree. Reidsville, IL: Whirlwind Press, 2005. If there are more than three authors, you may list only the first author followed by the phrase et al. the abbreviation for the Latin phrase “and others”) in place of the other authors’ names, or you may list all the authors in the order in which they appear on the title page.

Book with no author named Encyclopedia of Geography. Chicago: Billson, 2004.

Anthology or collection Chin, Beverly Ann, ed. Literature: The Reader’s Choice. Columbus, Ohio: Glencoe, McGraw-

Hill, 2000.

A part of a book (such as an essay in a collection) Author(s). “Title of Article.” Title of Collection. Ed. Editor’s Name(s). Place of Publication:

Publisher, Year. Pages.

Article in a reference book “Kenya.” World Book Encyclopedia. 1999 ed.

The Bible (specific editions) The New Jerusalem Bible. Susan Jones, gen. ed. New York: Doubleday, 1985.

Newspapers and Magazines Author(s). “Title of Article.” Title of Source Day Month Year: pages. Ponzy, Jeffery. “Giraffes in North Carolina.” North Carolina Today 10 Sept. 2006: 80-81.



Basic Forms for Electronic Sources If no author is given for a web page or electronic source, start with, alphabetize by the title of the piece, and use a shortened version of the title for parenthetical documentation.

A web site Author(s). Name of Page. Date of Posting/Revision. Name of institution/organization affiliated

with the site. Date of Access <electronic address>. Fields, Ricky. Stream Fishing. 30 Nov. 1998. University of Georgia. 20 Nov. 2006

http://www.streamfishing.org/today/again.html.

An article on a web site Author(s). “Article Title.” Name of web site. Date of posting/revision. Name of

institution/organization affiliated with site. Date of access <electronic address>. Pollock, Jeff. “The Real Reason.” Now is the Time. 2003. Livingstone Lab. 29 Oct. 2006

http://www.nowtime.com/vol5/research.html.

An article in an online journal or magazine Author(s). “Title of Article.” Title of Journal Volume. Issue (Year): Pages/Paragraphs. Date of

Access <electronic address>.

E-mail (or other personal communications) Author. “Title of message (if any)” Email to person’s name. Date of message.

Email to you Cassidy, Odette. “Re: Medical Assistance.” E-mail to author. 12 Nov. 2006.

Article in a reference database on CD-ROM “World War II.” Encarta. CD-ROM. Athens, NC: Roseduck, 1999.



Other Sources

Government publication United States Dept. of Health and Human Services. Healthy People 2010: Understanding and

Improving Health. Washington: GPO, 2000.

Pamphlet Office of the Dean of Students. Resources for Success: Learning Disabilities and Attention

Deficit Disorders. West Lafayette, IN: Purdue University, 2000.

Interview that you conducted O’Neal, Carrie. Personal Interview. 5 Oct. 2006.

A Lecture or Speech Putty, Daniel. “Beowulf, the Great.” 2005 English Teacher Conference. NCETA. Sheraton

Hotel, Durham, NC. 10-12 Oct. 2005.

Advertisement Dove. Advertisement. Newspeak 20 Jan 2005:15.

Television or radio program “The Blessing Way.” The X-Files. Fox. WCTI, Greenville. 20 June 2004.

Sound recording The Beatles. Yellow Submarine. Apple Records, 1973.

Film The Usual Suspects. Dir. Bryan Singer. Perf. Kevin Spacey, Gabriel Byrne , Chazz Palminteri, Stephen Baldwin, and Benecio del Toro. Polygram, 1995.

TV Advertisement Staples. Advertisement. CBS. 3 Dec, 2006.



Avoiding Plagiarism

Plagiarism is… 1. Copying word for word without quotation marks or acknowledging the author or the source. 2. Using some key words or phrases without quotation marks or acknowledging the author of

the source. 3. Paraphrasing and giving no author or source credit. 4. Submitting work that was written for another course without permission.

To avoid plagiarism, you should: • Cite not only direct quotes but also ideas that you borrow from your sources. Basically,

if you did not think of it yourself and it came from one of your sources, you must document it.

• When summarizing or paraphrasing a writer’s idea, credit the author by name and cite the work in which you found the idea.

• Give a new citation when using additional information from a previously cited source. • Remember to use quotation marks around words or phrases taken directly from the

source. • Cite everything that you borrow, unless you are certain it is common knowledge.

Documenting means: • Using parenthetical documentation within your paper. • Listing sources in a list of works cited to give credit to those from whom you borrowed

information. Common knowledge is not documented. Material is common knowledge if: • reliable authors refer to it without citing the source. • most people knowledgeable in the field accept it as fact. • few experts would dispute it. • it is reported in most introductory textbooks or basic reference books on the subject.

Plagiarism (n.): The presentation of another writer’s ideas or words as if they were your own, without acknowledging the source.

Intellectual Property (n.): Property that results from original creative thought.

Plagiarism is unacceptable and it will result in a “0” on the research paper until

resubmitted.



Basic Paper Format

General guidelines:

• The paper will be 8-10 pages long in its final form. At least 5-7 pages of text, 1/2 of page of a student-generated visual and a Works Cited page.

• A student-produced visual must be WITHIN the body of the paper.

• Double-space your entire paper.

• Use 12 pt. Times New Roman font only.

• Use 1-inch margins top, bottom, left, and right.

• Create a header that numbers all pages consecutively in the upper right-hand corner, 1/2 inch from the top and flush with the right margin.

Formatting the first page of the paper:

• Provide a double-spaced entry in the top left corner of the first page that lists your name, your instructor’s name, the course, and the date.

• Center your title on the line below the header with your name and begin your paper immediately below the title.

Sample First Page

(1-inch margins: top, bottom, left, and right)

John Rosent

Mr. Ken Ross

English IV

12 November 2006

A Look at the Future

It is not unusual that one might be willing to look to his future with anxiety

and anticipation. Science Fiction writers have written many books, which show

the desire of mankind to know what is or is not going to happen in the years to

come. Much of this is based on fact and much on fiction.



Sample Second Page

(Header) Rosent 2

Continue to write your research on the following pages and your page number in

the header should change automatically.



Parenthetical (In-Text) Citations MLA Format follows the author-page method of citation. This means that the author’s last name and the page numbers(s) from which the quotation is taken must appear in the text, and a complete reference should appear in your works cited list.

Works with an Author: The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. Example

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful

feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings”

(Wordsworth 263).

Works with two or more authors:

Two authors with the same last name: Use first initial

Although some medical ethicists claim that cloning will lead to designer children (Miller, R. 12),

others note that the advantages for medical research outweigh this consideration (Miller, A. 46).

Two works by the same author: Use the title of writing piece

Ligthtenor has argued that computers are not useful tools for small children (“Too Soon” 38),

though he has acknowledged that early exposure to computer games does lead to better small

motor skill development in a child’s second and third year (Hand-Eve Development 17).

Many students object to the development of the on-line college transcripts (Richards New

Ways 59). They would rather have paper forms mailed in a timely manner in order to avoid

tampering by unwanted sources (Richards Next Year’s).



Works without an author: If the work you are making reference to has no author, use an abbreviated version of the work’s title or name that begins the entry in the Works Cited page. For non-print source, such as films, TV series, pictures, or other media, or electronic sources, include the name that begins the entry in the Works Cited page. Example

An anonymous Wordsworth critic once argued that his poems were too emotional (Wordsworth

Is a Crybaby 278).



Quotations When you directly quote the works of others in your paper, you will format quotations differently depending on whether they are long or short quotations. Here are some basic guidelines for incorporating quotations into your paper. Short Quotations To indicate short quotations (fewer than four typed lines of prose or three lines of verse):

• Enclose the quotation within double quotation marks and incorporate it into your text. • Provide the author and specific citation (in the case of verse, provide line numbers) in the text,

and include a complete reference in the works-cited list. • Punctuation marks such as periods, commas, and semicolons should appear after the

parenthetical citation. • Question marks and exclamation points should appear within the quotation marks if they are a

part of the quoted passage but after the parenthetical citation if they are a part of your text. For example:

According to some, dreams express “profound aspects of personality” (Foulkes 184), though

others disagree.

According to Foulkes’s study, dreams may express “profound aspects of personality” (184). Is it possible that dreams may express “profound aspects of personality” (Foulkes 184)? Cullen concludes, “Of all the things that happened there/ That’s all I remember” (11-12).

Long Quotations

• Place quotes four typed lines or more in a freestanding block of typewritten lines. • Omit quotation marks. • Start the quote on a new line, indented one inch from the left margin, and maintain double-

spacing. • Your parenthetical citation should come after the closing punctuation mark. When quoting verse,

maintain original line breaks. (You should maintain double-spacing throughout your essay.) • Avoid long quotes unless necessary.

Block Quotation Example:

Nelly Dean treats Heathcliff poorly and dehumanizes him throughout her narration:

They entirely refused to have it in bed with them, or even in their room, and I had no more

sense, so, I put it on the landing of the stairs, hoping it would be gone on the morrow. By

chance, or else attracted by hearing his voice, it crept to Mr. Earnshaw’s door, and there he

found it on quitting his chamber. (Bronte 78)



Indirect Quotation Sometimes you may have to use an indirect quotation. An indirect quotation is a quotation that you found in another source that was quoting from the original. For such indirect quotations, use “qtd. in” to indicate the source. For example:

Ravitch argues that high schools are pressured to act as “social service centers, and they don’t

do that well” (qtd. in Weisman 259).



How to Quote

1. Always introduce your quote, paraphrase, or summary. It must be part of a sentence. It should

not stand alone. Ex: John Smith, world-renowned scholar on Mayan culture, elaborates on the influence the ancient civilization has had on today’s world, “We will probably never know to what magnitude the Mayans have truly influenced our everyday lives.”

2. Quote should support ideas.

3. Quote should flow smoothly into the paper.

Ex: Do not say: The following quote is about….Or on page 32 in the poem the author means…

4. Keep a direct quote as written.

5. If a quote is 4 lines or less: a. integrate it into the paper

Ex: “It was the best of times, it was the worst of times,” wrote Charles Dickens of the eighteenth century.

b. place the period after the citation Ex: your quote goes here” (Shaw 32).

6. If a quote is longer than four lines:

a. isolate the quote from the text b. introduce the quote with a colon:

c. use no quotation marks around it d. place the period at the end of the quotation; hit the space bar twice and write the citation e. double space the text of the quote just like the rest of the paper

f. tab twice from the left margin; the right margin remains one inch Example: At the conclusion of Lord of the Flies, Ralph and the other boys realize the horror of their actions:

The tears began to flow and sobs shook him. He gave himself up to them now for the first

time on the island: great, shuddering spasms of grief that seemed to wrench his whole body.

His voice rose under the black smoke before the burning wreckage of the island; and infected

by that emotion, the other little boys began to shake and sob too. (Golding 186)

**** Never have back-to-back quotes, over quote or start a body paragraph with a quote.



Writing Tips

Introduction:

• Begin with an attention grabber. An attention grabber can be an interesting quote, an example, a case study, or an analogy. Involve the reader and make him or her want to read the paper.

• Write 3-4 sentences that may include some history or just general-specific information about your topic.

• Include the thesis as it is written on the revised outline towards the end of the introduction. Body Paragraphs: • Write a topic sentence for each body paragraph that is in your words. Do not use a quote!

• Write a sentence to introduce the sub points that are your words (restatement/restriction). • Use information from the note cards to write sentences to explain each section. The note cards

are in the order that you want to use them based on your outline. Transfer the information from each card to the paper by paraphrasing, summarizing, or quoting. Be sure to use quotation marks if you use exact words from the text. (Illustration).

• Remember to cite the information by using parenthetical citations. • Analyze every piece of information that you use from your notes (Analyze every Illustration)

• REMEMBER: You must include at least 2 in-text citations per sub point. Elaborate! Explain!

• End each paragraph with a concluding sentence that sums up the main idea for the paragraph or transitions to the next paragraph.

NOTE: Decide whether you need to create more than one paragraph at the end of each sub point or main

idea. This depends on how much information you have. If the paragraphs are very long, you may want to

separate them.

Conclusion:

• Write 1-2 sentences to summarize each Roman numeral of your outline.

• Restate the thesis using different words but focusing on the same main idea.

NOTE: The conclusion is different from the intro in that you gave the readers a taste of what you

were going to discuss in the beginning; in the conclusion, you reiterate exactly what you explained.

WRITING TIPS:

1. Do not use the pronoun ―you. 2. Do not use contractions.

3. Use spell check. 4. Write in complete sentences. 5. Follow standard mechanical and grammatical rules.

6. Follow the outline. If you decide you want to change the order as you write, you must also make this change on the outline.

7. Write in-text citations/parenthetical citations AS YOU WRITE THE PAPER.

8. Make sense.

9. Use transitional words and phrases.



NOTE

• Approximately 70% of your paper will be documented even though most of the paper is written in your own words. If your paper is simply one quotation after another, you have not done this correctly.

• Approximately 30% of the paper should be your analysis, which evidences critical thinking. • Documentation at the end of the last sentence in a paragraph cannot be for the entire

paragraph.

• Remember analysis, your own explanation, should always follow documented information.

• It is unusual but possible to combine material from two sources in one sentence (Smith 31) and thus have documentation twice in the same sentence (Brown 480).

Works Cited Instructions

1. The Works Cited page(s) follows the last page of the research paper.

2. Word Processor setup: Best to use Easy Bib and create a word document.

12 pt. times New Roman and double spacing Hanging Indentations and double spacing

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

4. Alphabetize your corrected sources (never alphabetize by “a,” “an,” and “the.”

5. Take out source card information if not cited in your research paper.

SAMPLE ON NEXT PAGE



Last name and page #

Works Cited

Amos, Robert. “History.” Pre-67 VW. 22 Aug. 2005 <http://www.pre67vw.co.uk/

history/default.asp>.

“The British Years.” Serial Design.com. 2 Sept. 2005 <http://www.serial-

design.com/mechanicaldesign/vw4.htm>. Denton, Jackie. Personal interview. 31 Aug.

2005.

Hannon, Kerry. “Beetle Proves a Bumpy Ride for Volkswagen.” USATODAY.com. 15 Sept.

2005 <http://www.usatoday.com/money/autos/2001/12/10.htm>.

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

<http://www.autohistory/org/feature6.html>.

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

Muir, John. How to Keep Your Volkswagen Alive. Sante Fe: John Muir, 1999. “The Rebirth.”

Serial Design.com. 2 Sept. 2005 <http://www.serial-

design.com/mechanical._design/vw5.htm>.

Spiers, Coryn. “From Fuhrer’s Wagen to Fahrvergnugen” Original VW Beetles Page. 22 Aug.

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

“A Phoenix That Emerged from the Fire of War.” Original VW Beetles Page. 22 Aug. 2005

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

“VW History.” VWNetwork.com. 22 Aug. 2005 <http://www.vwnetwork.com/history1.asp>.



Graduation Project Research Paper 1st Draft Checklist

Student: ____________________________________________________ Date: ________________

Format: ________ Outline is provided in correct format ________ 12 pt. font Times New Roman ________ 1 inch margins all around ________ Double space ________ Correct Heading in left hand corner doubled space ________ Title is centered and capitalized correctly ________ 8 - 10 pages including student visual and Works Cited ________ Last name is at top right hand corner with pg #

Notes

Grammar /Mechanics/Spelling: ________ Demonstrates meaningful variety in sentence structure ________ Limited grammar/mechanic errors ________ Limited spelling errors ________ Avoided using contractions ________ Avoided using second person point of view (you)

Introduction: ________ Has a good lead ________ Identifies the subject ________ Provides background information ________ Provides a thesis statement

Body ________ Topic sentence is provided and well organized ________ Follows TRIAC paragraph format ________ Contains relevant support ________ Effectively and insightfully analyzes support with

outstanding critical thinking ________ Transitional words/phrases are provided ________ Interview is well represented and coherent to topic

Parenthetical Citations (in-text) ________ Relevant support is cited with in-text citations ________ In-text citations are in correct format ________ Citations are found in Works Cited page

Graph/Visual ________ Student generated graph/visual is relevant to the topic ________ Graph/visual well supported in text

Conclusion: ________ Reaffirms thesis statement ________ Leaves reader with final thought

Works Cited Page ________ Displayed in MLA format ________ Ten required sources are presented ________ Citations match with in-text citations of paper ________ Hanging indentions ________ Inch margins all around ________ In alphabetical order

English Teacher Signature: ___________________________________ Date:______________________



Final Research Paper Submission Checklist Before you give your research paper to your English Teacher, please

initial the following to indicate that they are included:

_______ the rough draft of outline and research paper with teacher’s comments.

_______ a clean copy of an outline of the research paper.

_______ a clean copy of the final draft which includes: ______ parenthetical in-text citations

______ student generated visual

______ interview embedded in research paper

______ Works Cited page

_______ a blank Research Paper Component Rubric.

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

Student’s Name __________________________________ Date _________

Student’s Signature _________________________________________

English Teacher: __________________________________________



Onslow County Schools Graduation Project: Research Paper Component Rubric Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines to grade the student’s paper.

Student: _________________________________ Topic: ___________________________________

Focus Exemplary Satisfactory Developing/ Emerging


Presents an insightful, focused thesis statement 4 3 2 1

Draws strong, clear connections between thesis and significant related ideas

4 3 2 1

Organization

Effectively provides a logical progression of related ideas and supporting information in body of paper

4 3 2 1

Effectively uses transitions to connect supporting information clearly

4 3 2 1

Arrives at a well-documented, logical conclusion involving critical thinking

4 3 2 1

Support/Elaboration

Effectively synthesizes complex ideas from research sources

4 3 2 1

Demonstrates exceptional selection of supporting information clearly relevant to thesis and related ideas

4 3 2 1

Provides a meaningful presentation of multiple perspectives

4 3 2 1

Effectively balances use of quotations and student paraphrasing

4 3 2 1

Skillfully integrates student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to emphasize important content

4 3 2 1

Style

Exhibits skillful use of language, including effective word choice, clarity and consistent voice

4 3 2 1

Demonstrates exceptional fluency through varied sentence structure, paragraphing, flow of ideas and transitions

4 3 2 1

Conventions

Demonstrates a sophisticated use of prescribed format (MLA), including title page, pagination, and citations

4 3 2 1

Consistently uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

4 3 2 1

Information Literacy

Conscientiously and consistently demonstrates integrity in citing practices

4 3 2 1

Effectively employs an extensive variety of primary and secondary sources, including a significant amount of current information

4 3 2 1

Demonstrates strong evaluation skills in determining resource credibility and reliability

4 3 2 1



Total by Column

Total Score ________________ /68 = ____________

Notes:

English Teacher: ______________________________________ Date: ______________________



State Research Paper Component Rubric

Review the descriptions below to determine the criteria used to grade the Graduation Project research paper. In order to successfully complete this component, students must earn at least satisfactory status on all criteria.



Not Submitted

Focus

Presents an insightful, focused thesis statement

Presents a thesis statement with adequate insight and focus

Presents a thesis statement with minimal insight and focus

Presents a thesis statement with no insight and focus

Fails to submit paper

Draws strong, clear connections between thesis and significant related ideas

Draws adequate connections between thesis and related ideas

Draws insufficient connections between thesis and related ideas

Shows no understanding of connections between thesis and related ideas

Organization

Effectively provides a logical progression of related ideas and supporting information in body of paper

Adequately provides a progression of ideas and supporting information in body of paper

Provides a poorly organized progression of ideas and supporting information in the body of the paper

Does not provide a progression of ideas and supporting information in the body of the paper


Effectively uses transitions to connect supporting information clearly

Adequately uses transitions to connect supporting information clearly

Ineffectively uses transitions to connect supporting information clearly

Does not use transitions to connect supporting information clearly

Arrives at a well-documented, logical conclusion involving critical thinking

Arrives at an adequately-documented conclusion

Arrives at an insufficiently-documented conclusion

Does not arrive at a documented conclusion

Support/Elaboration

Effectively synthesizes complex ideas from research sources

Sufficiently synthesizes ideas from research sources

Ineffectively synthesizes ideas from research sources

No evidence of synthesizing ideas from research sources


Demonstrates exceptional selection of supporting information clearly relevant to thesis and related ideas

Demonstrates sufficient selection of supporting information clearly relevant to thesis and related ideas

Demonstrates insufficient selection of supporting information clearly relevant to thesis and related ideas

Lacks supporting information clearly relevant to thesis and related ideas

Provides a meaningful presentation of multiple perspectives

Provides an adequate presentation of multiple perspectives

Provides a limited presentation of multiple perspectives

Does not present multiple perspectives

Effectively balances use of quotations and student paraphrasing

Adequately balances use of quotations and student paraphrasing

Insufficiently balances use of quotations and student paraphrasing

Does not balance use of quotations and student paraphrasing

Skillfully integrates student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to emphasize important content

Effectively integrates student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to clarify content

Includes student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to clarify content

Shows no use of student-generated visual aids (i.e. diagrams, charts, graphs, pictures, graphic organizers) to clarify content

Style

Exhibits skillful use of language, including effective word choice,

Exhibits good use of language, including some mastery of word choice,

Exhibits ineffective use of language, including weak word choice, limited clarity and

Exhibits severely flawed use of language, including weak word choice, no




clarity and consistent voice

clarity and consistent voice inconsistent voice clarity and no voice

Demonstrates exceptional fluency through varied sentence structure, paragraphing, flow of ideas and transitions

Demonstrates sufficient fluency through sentence structure, paragraphing, flow of ideas and transitions

Demonstrates limited fluency through sentence structure, paragraphing, flow of ideas and transitions

Lacks fluency through sentence structure, paragraphing, flow of ideas and transitions

Conventions

Demonstrates a sophisticated use of prescribed format (MLA), including title page, pagination, and citations

Demonstrates a adequate use of prescribed format (MLA), including title page, pagination, and citations

Demonstrates limited use of prescribed format (MLA), including title page, pagination, and citations

Demonstrates no use of prescribed format (MLA), including title page, pagination, and citations


Consistently uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Generally uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Minimally uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Does not use standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Information Literacy

Conscientiously and consistently demonstrates integrity in citing practices

Generally demonstrates integrity in citing practices

Inconsistently demonstrates integrity in citing practices

Does not demonstrate integrity in citing practices


Effectively employs an extensive variety of primary and secondary sources, including a significant amount of current information

Adequately employs a sufficient variety of primary and secondary sources, including a sufficient amount of current information

Employs a limited variety of primary and secondary sources, including an insufficient amount of current information

Does not employ a variety of primary and secondary sources and/or does not include current information

Demonstrates strong evaluation skills in determining resource credibility and reliability

Demonstrates sufficient evaluation skills in determining resource credibility and reliability

Demonstrates limited evaluation skills in determining resource credibility and reliability

Demonstrates no evaluation skills to determine resource credibility and reliability



74 Order and Content of Portfolio 75 Judge’s Letter Format and Sample 77 Resumé Instructions 79 Resumé Sample 80 Onslow County Portfolio Rubric 81 State Portfolio Rubric



Order and Contents of Portfolio

The portfolio should:

• demonstrate depth in academic and personal growth.

• employ technology.

• have all papers in separate sheet protectors. Neatness counts.

• have most of the work typed and forms completed in ink.

• follow the order listed below.

Appearance:

• 3-ring binder

• Title on front w/student’s name or “Sign of Commitment” in front pocket. Be sure that the student’s name is visible.

Contents:

• Sign of Commitment if not in front pocket

• Table of Contents Divider – “Signed Forms”

• Letter to judges signed (four copies: 3 for the judges, placed in front pocket of portfolio and 1 in a sheet protector placed in the portfolio

• Resumé

• Parent/Guardian/Student Consent Form

• Video/Photo/Image Release Form

• Parental Release and Ethical Commitment Form

• Faculty Advisor Form

• Topic Selection Worksheet and Acceptance forms

• Copies of any appeals and responses if applicable Divider -“Field Work/Product”

• Mentor Commitment Form

• Mentor Progress Checks - should have at least 3 to 4 progress checks

• Field Work/Mentor Logs (must total at least 15 hours, 4 hours must be with the mentor)

• Mentor Evaluation Form

• Captions and Evidence of Product (pictures, surveys, letter from participants, audience verification form, receipts, release forms, any documentation of proof of working on the product)

• Reflections (minimum of 8 including final reflection essay)

• Mentor Thank-You Letter Divider-“Research”

• Outline of research paper

• Research Paper including Works-Cited Page (Each sheet in a separate sheet protector—should be front to back)

• Research Paper Component Rubric

• 10 Source Cards/50 Note Cards Evaluation Form

• Interview form for each person interviewed

• Notes from the interview

• Interviewee Thank- You Letter Divider-“Presentation”

• Presentation Planning Worksheet

• Practice Presentation Rubric signed by authorized school personnel, not a parent/relative



Judge’s Letter Format

First impressions are lasting impressions. This letter will be the first indicator to the judges of who you

are, giving them the background and the understanding necessary to assess more fully your project and

presentation. It is essential that the letter is clear and organize. Your final revision should be in

correct business format with no grammatical or mechanical errors.

Format: 1. Use the form for the business letter found in the sample letter to the judges on the next page. 2. Be sure to set the margins (top, bottom, left, and right) to 1 inch. 3. Be sure that your text is Times New Roman 12 pt. 4. The return address is your home address with the date under it. Do not use any abbreviations.

DO NOT put your name here.

5. The inside address should be - Judges, Graduation Board Complete Name of Your School

Street Address of Your School Jacksonville, North Carolina 28546

6. The salutation is - Dear Judges: 7. Limit to one page. (See business letter format for specific spacing within the letter.) Content:

Remember, though certain content is required, the key to a good letter is personal voice, insight, and

organization. Write your letter so it reflects you.

Paragraph #1 – Write 2 - 3 sentences Introduce yourself. Include your goals, future plans, family life, talents, hobbies, and personality traits – Indicate your understanding that this person will be serving as a judge for your Oral Boards.

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

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

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

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



Return Address

and Date

Your signature (signed in cursive in black ink)

Keyed Signature

Judges’ Letter Sample 214 Merit Drive Jacksonville, North Carolina 28546 November 14, 2008 Judges, Graduation Boards Northside High School Inside Address 365 Commons Drive South Person to receive the letter Jacksonville, North Carolina 28546 Dear Judges: Salutation Body All my life I have wanted to become a dental hygienist, so my Graduation Project centered on this career. In order to meet this goal, I originally planned to enroll in a hygienist program in the fall. I have always enjoyed school, but I am looking forward to entering a new phase of my education. I am eager to meet you and present my project to you at Oral Boards. My research paper explored how changing socioeconomics, diet, and contemporary lifestyle impact the rise in the incidence of tooth decay in children. One idea which interested me was how access to dental hygiene can combat this growing epidemic, especially through various social and government programs. With this knowledge, I was able to complete my physical product. I taught a one-hour lesson on dental hygiene to a class of second graders. My presentation included a demonstration on proper brushing and flossing, a dentist dress-up time, a coloring activity, and a Fun with Fluoride game. The class was awesome! Each child listened carefully and wanted to participate in every aspect of the lesson. They responded so well that I forgot to be nervous, and it seemed I was hugging them good-bye in no time. As a soon-to-be graduate, I would like to share with you my learning stretch. I was amazed at the reality of how the inability to obtain dental health care makes a lifelong difference to an individual’s health. During my classroom experience, I witnessed this first hand. On a personal level, I was not sure I would like the Graduation Project, and in the beginning, I did not want to do the work. However, I realize now I have matured and become more responsible since I have had to rely on myself to accomplish this project. The Graduation Project has changed my life. I still admire the work a dental hygienist does, but I now realize becoming a health care professional is not in my future. Instead, I have discovered that I love teaching! I had never considered education as a possible career. However, after completing this project, I have decided to become an elementary school teacher. When I enter the University of North Carolina at Greensboro in the fall, I will begin working toward this new goal. Who would have thought the Graduation Project would have affected me so dramatically? Thank you for giving me the opportunity to share such a personal experience with you. I appreciate your effort in participating on the judging panel. Sincerely, Elmer Buddusky Elmer Buddusky

Insert 3 single spaces

Complimentary Close



Resumé Instructions

♦The purpose of the resumé is to represent an overall view of your educational status, honors, extracurricular activities, talents, and experience from your high school years. It is easy to read, it follows a formal format, and it must be 1 page.

Form: Fortunately, the basic form for resumés is just a click away in most word processing programs. It does not matter which program you choose to use. The directions that follow are for Word 2007.

1. Open Microsoft Word. 2. On the File menu (top left circle icon), click New.

3. Click the resumé located on the left margin. 4. Follow the steps in the wizard. It may seem a little awkward at first, but you will quickly figure it out!

Content: Since each of you has individual accomplishments, each resumé will include slightly different headings. However, the headings on the resumé should follow the order below. NOTE: Before you leave the Headings window, highlight headings, which need to be moved to the correct order and adjust with the Move Up or Move Down buttons to the right.

1. Begin with the heading Objective. Select one of the following examples to type in as your objective or make up one of your own if your instructor gives you permission to do so.

• To attend a four-year university

• To attend a two-year college

• To obtain permanent employment

• To join the military (If you already know the branch of service, you may put that)

2. Next, list Education. Under this category, type the following: Northside High School, Jacksonville, North Carolina

Will graduate June 20__ ****If you wish, you may add any course concentrations or specific educational programs (Allied Health,

Cisco certification, etc). This information should be bulleted.

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

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

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

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

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



Employment Harris Teeter, Richlands, North Carolina (Summer 2004 – present) Cashier

• Operate cash drawer; work directly with public.

8. End with the heading References. A reference is someone who knows you well and can recommend you as hard working, of good character, etc. A good contact as a reference would be a teacher, boss, minister, club advisor, volunteer coordinator, principal, guidance counselor, or long time family friend or neighbor. You must include three references, with one being the person who wrote the character reference letter for you.

Requirements

● The reference must give his/her permission to you BEFORE you use his/her name on your resumé.

● The reference may NOT be a relative. ● The reference may NOT be a person under the age of twenty-one. ● You MUST include 3 references; one reference must be from the person who wrote the character

reference letter for you. ● List each person’s first and last names, relationship to you or job title, full address (including

zip code), and phone number with area code.

HINTS

1. You may use any of the resumé templates. Before you begin, brainstorm to list as many activities and honors as you can remember.

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

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

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

5. Although the final resumé must be 1 page, it is not unusual for the first draft to be too long or too short. Show the rough draft to someone who knows you well and discuss ways in which you can shorten or lengthen your resumé.

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

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



Richard Ricardo Richardson

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

Education Spirit High School, Richlands, North Carolina will graduate June 2009

Honors A/B Honor Roll (2 years)

Spanish Honor Society (1 year)

Awards Human Relations Week Exceptional Individual, November 2007

English Department Award, Spring 2008

Extracurricular Medicats (3 years): Vice President 2007 Activities

Track team (2 years): Lettered

Community Service New Hanover Regional Hospital Volunteer (Summer 2006)

• Provided patient room number information to visitors

• Delivered flowers to patients

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

Donut Finisher

• Responsible for adding filling to donuts

References Rev. J. Geriz, 33 Cardinal Lane, Richlands, NC 28412

(910) 444-4444

Suzie Smith, Teacher, 22 Owl Street, Richlands, NC 28413

(910) 333-3333

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



Onslow County Schools Graduation Project: Portfolio Component Rubric Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines and the list of required portfolio content to evaluate the student’s portfolio. Student: ________________________________Topic: ___________________________________

Format/Appearance Exemplary Satisfactory Developing/ Emerging


Adheres to all guidelines for portfolio appearance.

Organization

Exhibits exceptional organizational skills in compilation of portfolio

Completeness

Meets all requirements for portfolio contents.

Student Growth

Demonstrates exceptional depth in academic and/or personal growth

Student Reflection

Reveals exceptional insight into how the student anticipated changes and dealt with contingencies.

Information, Technology, and Communications Literacy

Effectively employs technology in construction of portfolio.

Not successfully Completed: ________ Advisor: _____________________________________ Date: _________________________ Notes: Make Corrections and Resubmit

------------------------------------------------------------------------------------------------------------------------------ Successfully Completed: __________ Date: ___________________________ Advisor Signature: ____________________________________________ Students will present their portfolio for evaluation by the Graduation Project Advisory Board. Students who fail to meet Satisfactory or above on any of the criteria will have the opportunity to make corrections and re-present the portfolio by the Deadline for Approved Portfolios. Failure to achieve an approved portfolio by the deadline may result in a repeat of the project unless extenuating circumstances have been documented and given prior approval.

Approved: ____________________ Not Approved: ___________________ Advisory Board Signature: _____________________________________________________________ Date: __________________



State Portfolio Component Rubric

Review the descriptions below to determine the criteria used to evaluate the Graduation Project portfolio. In order to successfully complete this component, students must earn at least satisfactory status on all criteria.



Not Submitted

Format/Appearance Adheres to all guidelines

for portfolio appearance. Adheres to most guidelines for portfolio appearance.

Adheres to some guidelines for portfolio appearance.

Does not adhere to guidelines for portfolio appearance..

Fails to submit portfolio

Organization Exhibits exceptional

organizational skills in compilation of portfolio

Exhibits sufficient organizational skills in compilation of portfolio

Exhibits minimal organizational skills in compilation of portfolio

Exhibits no organizational skills in compilation of portfolio


Completeness Meets all requirements for

portfolio contents. Meets most requirements for portfolio contents.

Meets some requirements for portfolio contents.

Does not meet requirements for portfolio contents.


Student Growth Demonstrates exceptional

depth in academic and/or personal growth

Demonstrates sufficient depth in academic and/or personal growth

Demonstrates limited depth in academic and/or personal growth

Does not demonstrate depth in academic and/or personal growth t


Student Reflection Reveals exceptional insight

into how the student anticipated changes and dealt with contingencies.

Reveals sufficient insight into how the student anticipated changes and dealt with contingencies.

Reveals limited insight into how the student anticipated changes and dealt with contingencies.

Reveals no insight into how the student anticipated changes and dealt with contingencies.


Information, Technology and Communications Literacy Effectively employs

technology in construction of portfolio.

Sufficiently employs technology in construction of portfolio.

Minimally employs technology in construction of portfolio.

Employs no technology in construction of portfolio.




83 Presentation Guidelines 85 Presentation Attire and Questions to Practice 86 Instructions for the Presentation Visual 87 Presentation Planning Worksheet: Advisory Lesson 88 Presentation Practice Verification 89 Onslow County Practice Presentation Rubric 90 Onslow County Presentation Rubric 91 State Presentation Rubric



Presentation Guidelines

Only students who have successfully completed the Research Paper with their English teacher AND the Portfolio with their advisor can sign-up for presentation dates/times. Students must have practiced their presentations in front of an audience at least one time before the actual presentation with community judges. Students are to complete the Practice Presentation Verification on pg. 88 and return it to the advisor.

Completed portfolios MUST be brought to the presentation. Parents/Guardians and Mentors are NOT allowed to be in the room with their students during the presentation. Technical equipment will be available for any presentation if requested in writing to your Graduation Project Advisor at least 10 days in advance. FORMAT: All presentations must have the following:

• Evidence of the product or documentation of the completed product. This could be the actual product itself, a video of the product, a scrapbook documenting progress, etc.

• Feature your product and your experience. Do not just give a speech, which only relates information from your research paper.

• Oral presentation: a formal speech lasting 5-10 minutes that has been prepared and well rehearsed ahead of time. All students are required to make at least one in-class presentation before the final oral presentation. All oral presentations must have a short question & answer period.

• Visual Aspect: an audio or visual aid to support the presentation. Possibilities include but are not limited to flip charts, transparencies, slides, a series of posters, video tapes, audio tapes, props, etc.

• Appropriate responses to questions from the panel. • Evaluation by the panel.

SUGGESTED ORGANIZATION OF THE FINAL SPEECH These guidelines can help you create a good outline that leads to an organized speech. Remember, the judges want to know what you learned. That means that you should tell successes and failures.

One to two minutes I. Introduce yourself and your project and begin with something that catches your audience’s attention.

Three minutes II. How did you develop the idea for your project? What did you set as your ending goal? Remember

that the judges are listening for WHY WAS THIS PROJECT IMPORTANT TO YOU? III. How did you find your mentor? What is his/her area of expertise? How did that person help you

learn or have insights of the product? (Great place to include a PowerPoint or demonstrate your product)

IV. What research did you do? How did the research connect to your final product?

Two minutes V. Tell what changes you would do to your project and tell of the highlights of your original plan and

what you had to do to modify it as the project developed. VI. Ask if there are any questions.

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



Additional Suggestions: 1. Remember that you will be making a formal presentation. Please dress appropriately. If you are not

sure what constitutes appropriate dress, consult your advisor, English teacher, mentor, or Graduation Project Coordinators. Guidelines are listed on the next page.

2. Wait for the signal from the chief judge before you begin your presentation. 3. Introduce yourself to the panel of judges. 4. Do not chew gum. 5. Be aware of your body language. Avoid gestures that may adversely affect your presentation. 6. Maintain eye contact with the judges. Look around and smile occasionally. 7. Do not read your presentation. 8. Share your letter to the judges with them before you begin your presentation. Have your portfolio

available for their review. 9. Practice your presentation several times until you feel comfortable with its format and content. Also,

time your presentation to be sure that you do not exceed the time allowed. 10. Make sure any computer application you are using is compatible with the equipment available at

Northside High School or bring your own equipment (laptop, etc.). 11. Bring any materials necessary for the presentation with you. 12. Try to anticipate what questions you panel of judges might ask you (or ask a parent or a friend to

compose questions for you) and plan the answers you would give. Your panel may not ask these exact questions, but this will give you an opportunity to practice answering questions. Remember that questions should address a clarification or extension of your topic. Judges generally ask appropriate questions; however, if you are asked a question that you feel is not appropriate (e.g., a question that is purely personal), you have the right to reply politely that the question does not relate to your research. Questions for practice are located later in this manual.

13. Do not say: a. “and stuff” b. “you know” c. “I guess” d. “and all of that” e. I “did” French cooking

14. PowerPoint a. Fifteen words or less on a slide “3 x 5” Rule b. Don’t make the background so busy the words cannot be seen c. Do NOT use complete sentences d. DO NOT READ THE POWERPOINT TO THE AUDIENCE.

15. Hair: leave it alone a. If bangs keep falling in your face, pin them. b. If long, do not run your hands through it. c. Do not scratch your head.

16. Be prepared to tell you advisor your needs for the presentation: a. How much space you will need. b. All rooms will have a laptop and LCD, but you need to bring your information on a USB. You

should make sure in advance that your information works on the school computers. (You may bring your own laptop.)

c. Do you need a CD Player? d. Is there any other information we need to make sure you have a successful presentation? You

need to bring any items that are particular to your presentation. (i.e., if you serve food, bring plates, forks, etc.)



Presentation Attire Since dress/appearance is one of the items, the judges mark on the Graduation Project Presentation Rubric, it would benefit you to gain some extra points as well as create a favorable first impression. Males:

• Dress Slacks with an appropriate belt • Slacks & Dress Jacket (Sports Coat) • Suits and Jackets should be tasteful in style. • Button down shirt with collar and tie. (Or a dress shirt appropriate to your suit.) • Shirts tucked in the slacks. • A tasteful tie that coordinates with the dress shirt and pants. • Dress shoes (in other words, something other than tennis shoes.) • Minimal and tasteful jewelry/accessories. • Business attire not eveningwear.

Females: • Dress or Suit (slacks or skirt with coordinated top, vest, and/or jacket) • Dresses and skirts should be of tasteful and modest length (mid thigh) and style. • Do not wear tight clothing. • Blouses should coordinate with the suit, should be long enough to cover your midriff and have a

neckline that comes up to the base of your neck. • Blouses should not fit tightly and should be both tasteful and modest. • Dress shoes, no clogs or sandals. • Minimal and tasteful jewelry/accessories • If it does not fit the school dress code then it will not work for the Graduation Project. • Business attire not eveningwear.

Possible Presentation Questions to Practice

Practice answering questions about your research and project by responding to the following questions. 1. Why did you choose this topic? 2. How does your paper and project connect? 3. What resources helped you the most? 4. If you could change one thing about your project, what would you change and why? 5. What was the picture you had in mind of your project before you started working on it? How did the

project match that mental picture? 6. Describe specifically how you strived to make your project the very best quality you could.

7. What are some specific ways this project caused you to leave your comfort zone to go to your courage zone?

8. What are some problems that you encountered during this project and how did you handle these problems? 9. Which phase of Graduation Project stretched you the most? How did you react to this challenge? 10. How did Graduation Project stretch you most emotionally, intellectually, or physically? 11. What were the best and worst moments of the entire process? 12. Whom has your work on this project impacted? 13. How has this experience changed your attitude about students and faculty members? 14. What advice do you have for next year’s juniors? 15. What unexpected lesson did you learn along the way? 16. In what way has the Graduation Project changed your view of yourself? (Are you more confident of

your abilities? Are you more focused and directed? Are you more willing to take a risk?) 17. Has this experience influenced your future planning in terms of work, education or the development of

personal interests?



Instructions for Presentation Visual Students should consider the following recommendation as they prepare the visual for the judges. Visuals should be professional and creative.

Tri-Fold Board

• Students should plan what information they want to place on the board and develop a design scheme, including colors and materials they wish to use.

• Students can purchase a tri-fold board in nearly any color or they can purchase a plain tri-fold board and cover with fabric.

• Trifold must be traditional science board size. (The large ones!)

• Students should have clear lettering that is cut out, stick on, or printed from a computer. Nothing should be handwritten.

• Student should have pictures or graphics. All pictures must have typed captions.

• Students should place colored paper behind pictures, graphs, etc.

• The layout should communicate clear, important information and be visually appealing. PowerPoint Presentation

• Design and create appropriate number of slides (teacher determined); include a title slide and an ending slide.

• Include main ideas without being distracting.

• Use no more than 4 point per slide, no more than 4 lines per slide.

• Use color or template as a background.

• Import pictures or clip art from the Internet.

• DO NOT use sound.

• Have slide transitions.

• SAVE YOUR PRESENTATION ON A USB/DISK/C/ON THE NETWORK and GAGGLE ACCOUNTS.

Video

• The use of a video during the presentation is completely optional.

• Videos may not exceed two-three minutes in length. This will not be included in time project.

• Students must not use a video as an isolated event. If a video is being shown, the student must dialogue throughout.



Presentation Planning Worksheet

1. What format/visual will I use for the presentation (see pg. 86)?

______________________________________________________________________________

______________________________________________________________________________

2. What materials/technology will I need prepared for the presentation?

______________________________________________________________________________

______________________________________________________________________________

3. Will I need to request special equipment to accommodate my product or visual, if yes what

will I need? Be sure to inform your advisor when you sign up for presentations.

______________________________________________________________________________

______________________________________________________________________________

4. Will I need special transportation to bring my visual/product to school? If yes, explain how?

______________________________________________________________________________

______________________________________________________________________________

5. Do I have a special guest? Yes No

If yes, did I complete the Permission to Be a Subject for Personal Service Form (see pg 100)?

Yes No

6. What will I wear to present my Graduation Project to the judges (see pg 85)?

______________________________________________________________________________

______________________________________________________________________________



Presentation Practice Verification

You are required to practice your presentation with your completed product before an audience at

least once BEFORE the actual presentation to the Community Judges. This should be a full presentation

practice, not just a run-through. YOU WILL NOT PRESENT TO THE JUDGES WITHOUT A

PRACTICE PRESENTATION. Please have the teacher observing your practice presentation complete

and sign the Onslow County School’s Graduation Project: Practice Presentation Rubric found on the

next page then return the Rubric to your advisory teacher so you can place it in your portfolio.



Onslow County School’s Graduation Project: Practice Presentation

Rubric

Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines to judge the student’s presentation on the following

scale: 4 = Exemplary, 3 = Satisfactory, 2 = Developing/Emerging, 1 = Resubmission Necessary. Circle one for each category.

Student: _________________________________________Topic: _____________________________

Communications Skills

Consistently speaks with appropriate volume, tone, and articulation. 4 3 2 1

Consistently employs appropriate eye contact and posture. 4 3 2 1

Consistently employs appropriate nonverbal communication techniques. 4 3 2 1

Consistently exhibits poise, enthusiasm, and confidence. 4 3 2 1

Consistently employs standard grammar. 4 3 2 1

Adheres to prescribed time guidelines (min. 5/max. 10 min. before Q&A ) 4 3 2 1

Wears appropriate professional or authentic attire. 4 3 2 1

Employs creative use of visual aids that enrich or reinforce presentation. 4 3 2 1

Content and Coherence

Effectively defines a main idea and clearly adheres to its purpose throughout presentation.

4 3 2 1

Employs a logical and engaging sequence which the audience can follow 4 3 2 1

Demonstrates exceptional use of supporting details/evidence. 4 3 2 1

Self Reflection

Offers an insightful evaluation of the project process. 4 3 2 1

Reflects on successes and challenges with exceptional depth and insight. 4 3 2 1

Extensively reflects on the collaboration with the mentor. 4 3 2 1

Extemporaneous Responses

Confidently, politely, and accurately responds to judges’ questions and comments. (Not counted in time requirement)

4 3 2 1

A Successful Presentation: __________ Not a Successful Presentation: ________ Suggestions for Improvement:

Evaluator’s Signature: ______________________________________ Date: _____________________

Teacher’s Signature Required to Earn Credit for a Required Practice Presentation

I have made sure that any technology I use is compatible with the school’s computers and that I

have requested any special equipment when I sign up for my presentation.

Student’s Signature _________________________



Onslow County Schools Graduation Project: Presentation Component Rubric Please review the explanation of the standards established by the North Carolina Dept. of Public Instruction and the criteria for reaching each standard level. Use those guidelines to judge the student’s presentation. Student: ________________________________Topic: ___________________________________

Communications Skills Exemplary Satisfactory Developing/ Emerging


Consistently speaks with appropriate volume, tone, and articulation.

Consistently employs appropriate eye contact and posture.

Consistently employs appropriate nonverbal communication techniques.

Consistently exhibits poise, enthusiasm, and confidence.

Consistently employs standard grammar.

Adheres to prescribed time guidelines (min. 5/max. 10 mins. before Q&A )

Wears appropriate professional or authentic attire.

Employs creative use of visual aids that enrich or reinforce presentation.

Content and Coherence

Effectively defines a main idea and clearly adheres to its purpose throughout presentation.

Employs a logical and engaging sequence which the audience can follow

Demonstrates exceptional use of supporting details/evidence.

Self Reflection

Offers an insightful evaluation of the project process.

Reflects on successes and challenges with exceptional depth and insight.

Extensively reflects on the collaboration with the mentor.

Extemporaneous Responses

Confidently, politely, and accurately responds to judges’ questions and comments.

Successfully Completed: ________ Not Successfully Completed: ________

Judge: ______________________________________ Date: ______________________



Presentation Component Rubric

Review the descriptions below to determine the criteria used to judge the Graduation Project research paper. In order to successfully complete this component, students must earn satisfactory status based on an average of the community judges’ marks on each criterion.

<<<<<<< Successful Completion >>>>>>>> <<<<<<<<<< Has Not Completed >>>>>>>>

Exemplary

4

Satisfactory 3

Developing/Emerging 2


1

Communications Skills Consistently speaks with

appropriate volume, tone, and articulation.

Generally speaks with appropriate volume, tone, and articulation.

Has difficulty speaking with appropriate volume, tone, and articulation.

Does not speak with appropriate volume, tone, and articulation..

Consistently employs appropriate eye contact and posture.

Frequently employs appropriate eye contact and posture.

Employs infrequent eye contact and/or poor posture.

Makes no eye contact.

Consistently employs appropriate nonverbal communication techniques.

Adequately employs appropriate nonverbal communication techniques.

Employs limited nonverbal communication techniques.

Does not employ nonverbal communication techniques.

Consistently exhibits poise, enthusiasm, and confidence.

Generally exhibits poise, enthusiasm, and confidence.

Exhibits limited poise, enthusiasm, and confidence.

Lacks poise, enthusiasm, and confidence.

Consistently employs standard grammar.

Generally employs standard grammar.

Infrequently employs standard grammar.

Does not employ standard grammar.

Adheres to prescribed time guidelines

Adheres to prescribed time guidelines

Violates prescribed time guidelines

Violates prescribed time guidelines



Wears inappropriate attire. Wears inappropriate attire.

Employs creative use of visual aids that enrich or reinforce presentation.

Employs appropriate use of visual aids that relate to presentation.

Employs ineffective visual aids.

Uses no visual aids.

Content and Coherence Effectively defines a main idea

and clearly adheres to its purpose throughout presentation.

Adequately defines a main idea and adheres to its purpose throughout presentation.

Insufficiently defines a main idea and adheres to its purpose throughout presentation.

Does not define a main idea or adhere to its purpose.

Employs a logical and engaging sequence which the audience can follow

Employs a logical sequence which the audience can follow

Employs an ineffective sequence confusing to the audience

Lacks an organizational sequence

Demonstrates exceptional use of supporting details/evidence.

Demonstrates sufficient use of supporting details/evidence.

Demonstrates insufficient supporting details/evidence.

Demonstrates no supporting details/evidence.

Self Reflection Offers an insightful evaluation of

the project process. Offers a clear evaluation of the project process.

Offers an evaluation of the project process.

Fails to offer an evaluation of the project process.

Reflects on successes and challenges with exceptional depth and insight.

Reflects on successes and challenges with sufficient depth and insight.

Reflects on successes and challenges with limited depth and insight.

Does not reflect on successes and challenges with depth or insight.

Extensively reflects on the collaboration with the mentor.

Generally reflects on the collaboration with the mentor.

Minimally reflects on the collaboration with the mentor.

Fails to reflect on the collaboration with the mentor.

Extemporaneous Responses Confidently, politely, and

accurately responds to judges’ questions and comments.

Politely and accurately responds to judges’ questions and comments.

Ineffectively responds to judges’ questions and comments.

Unacceptably responds/does not respond to judges’ questions and comments.



93 Special Situations for Products Business Plan Coaching Documentary 94 Teaching a Class Lesson Plan 97 Fundraising Products 98 Audience Verification Form 99 Application for Use of School Facilities 100 Subject Permission for Personal Service 101 Animal Use Permission Form 102 Appeals Form 104 Mentor ½ Day Excused Absence Form 105 Judge’s Comment Form



Special Situations for Products Business Plan IF YOUR GRADUATION PROJECT IS CREATING A BUSINESS AND A BUSINESS PLAN, YOU MUST INCLUDE THE FOLLOWING ITEMS IN THIS PLAN. THESE ARE THE MINIMUM REQUIREMENTS.

1. Title page 2. Contents 3. Location (and explanation) 4. Mission Statement 5. Executive Summary (the company, the company’s mission, the company’s products and services,

the company’s marketing and sales strategy, the competition, the target market) 6. Layout 7. The Competition (Give the names of those establishments and to whom they cater.) 8. Target Market (market description, market size and trends, target customers, market readiness) 9. Personal goals

10. Business goals (longevity, finance) 11. Management/Personnel (include salary) 12. Standards (service, facilities) 13. Accounts to be opened and miscellaneous to-do list (phone service, sales tax permit, IRS tax

number, social security forms, etc.) 14. Itemized Monthly Cash Flow Projection for years 1, 2, 3 15. Chart for each of the first three years showing overhead and profit 16. Personal Financial Statement (annual expenses, assets, annual income)

Coaching 1. Must have a clearly defined audience to coach; a specific team or group must be identified. 2. Must have a notebook/folder of specific techniques or drills for different groups to work. These

plans need to explain in detail how each session will improve the person or team’s performance. There needs to be a pre and post standard of measurement. This can be done by measuring timings, counting completed tasks or submitting a video of improved performance.

3. There must be an obvious LEARNING STRETCH; going from player to coach is not a sufficient learning stretch. You need to coach in areas in which you are NOT familiar. For example, if you are an offensive player, then you need to learn defensive techniques or drills and demonstrate your teaching of these areas. This includes coaching an age group other than high school.

Documentary 1. Creating a documentary as the Graduation Project physical product must include: at least 15

minutes of edited video footage 2. Opening and closing credits 3. Voiceover narration Students shooting a documentary are required to turn in a rough draft of the voiceover script and a detailed shot list prior to the start of the shooting. Finalized versions of the script and shot list should be included with the student’s completed documentary.



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

IF YOU ARE TEACHING A CLASS, YOU MUST DO ALL OF THE ABOVE AND THE FOLLOWING:

1. Find a teacher who will allow you to teach his/her class. Choose a class where the

information that you will present will be relevant to the students’ learning. 2. Teach for a minimum of 30 minutes that may be in 15-minute increments. 3. Be videotaped while you teach the entire 30 minute lesson. 4. Must have a minimum of 2 hours observational time with documented notes. 5. Must prepare typed lesson plan, handouts, activities for each lesson, and student work

samples. This should also include visual documentation, including pictures and samples, and /or electronic documentation.

6. Fill out the lesson plan form on the following pages. You must discuss the lesson plan with the teacher or supervisor of the class that you will give the lesson to ahead of time.

7. Must document pre and post measurement in lesson. 8. Must include an activity in the lesson. 9. The detailed lesson plan must be approved by the teacher who is allowing you to present to

his/her class. This is required! Do this at least two weeks before actually teaching your lesson.

10. Have the teacher whose class you are teaching sign off if s/he approves it. If not, change it as s/he suggests and try again.

11. Show the approved lesson plan to your advisor immediately. You must do this before teaching the class in order to avoid a failing grade on the Physical Product.

12. Teach a class that has at least 10 students present on the day of your lesson. 13. Anyone who is under 18 must have Video/Photo/Image Release Form (see page 15) signed by a

parent or guardian before s/he can be videotaped. Anyone who is 18 years old can sign for him/herself. Deliver these permission slips to the classroom teacher for each student in the class. Do this at least one week in advance. Collect the permission slips from the classroom teacher two days before the day of your lesson. You MAY NOT videotape any student who does not submit the two-page permission form.

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

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



NORTHSIDE HIGH SCHOOL

GRADUATION PROJECT

LESSON PLAN FORMAT

STUDENT’S NAME: Teacher’s Name:

Advisory Teacher’s Name: Teacher’s Telephone #:

Date of Lesson: Teacher’s E-mail:

Location of Presentation:

Group/Class: Age/Grade:

Purpose of Lesson: Goals:

1.

2.

3.

4.

Materials needed for Lesson:

1.

2.

3.

4.

Procedure for Lesson:

1.

2.

3.

4.

5.

6.



7. Pass out audience verification forms to each student/audience member and the

teacher in charge of the group. Ask them to complete these.

8. Collect the completed audience verification forms and put the one belonging to the

teacher in charge on top. (You must turn these in as part of your Physical Product documentation.)

Student/audience activities:

1. Audience verification forms are required from all members of the

class/group and the teacher in charge.

2.

3.

4.

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

___________________________________________________________

___________________________________________________________

Teacher’s signature: ________________________________________



Fundraising Products

While we are happy to encourage service projects, there are a number of things to consider before

beginning one that requires fundraising. This information is to help you better prepare for embarking on this

task.

1. You must complete a Fundraising Request Form. This form may be found in the bookkeeping office. You will need the following information to complete it:

a. When will this fundraising occur?

b. What will be the expenses? (i.e., are you selling something?)

c. How much do you expect to profit?

d. Name and address for the final check.

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

3. The Graduation Project Coordinator must approve your fundraising activity for your product. This will require a completed Fundraising Request Form (see coordinator).

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

Preparing for all of this early in the semester allows for a far less complicated process and a successful

product. As part of the approval process for the Letter of Intent, you must have the required signatures on this

form to turn in with your Letter of Intent or within one week of its approval. (Completion in advance will

likely improve the odds of approval from the advisory board.)

Please obtain the following signatures as evidence that you have completed the necessary steps to

begin a successful fundraiser.

_______________________________________ ____________________________________

Advisor Bookkeeper

______________________________________ ___________________________________

Administrator Facilities and Calendar Coordinator



Audience Verification Form Only for use, if your product requires you to present of perform in front of an audience.

Please complete this form after the student’s performance and return to the student. Thank you for providing this valuable feedback.

Presenter: _______________________ Homeroom Teacher: ___________________ Date of Presentation: __________________ Time of Presentation: ______________ Type of Presentation: ___________________________ Location: _______________ Teacher/adult in charge of audience: ______________________________________ Phone # _________________________

The presenter... Excellent Good Poor or Does Not Apply

used effective organization.

exhibited obvious preparation (all equipment, music, visuals, props, etc.).

dressed in professional attire or appropriate attire for artistic performance.

exhibited thorough knowledge of content.

provided quality answers to audience questions.

commanded attention through voice control, poise, and eye contact.

overall rating of performance.

General comments:



Northside High School Graduation Project Application for Use of School Facilities

Applicant/Organization: ______________________________________________________________

Contact Number: ___________________________________________________________________

Date(s) to be used: ___________________________ Time to be used _______________________

Is there an admissions charge? _____________ Will funds be solicited from attendees? ___________

For what purpose will any funds collected be used?

__________________________________________________________________________________

Which school spaces will be used?

____ Auditorium ____ Cafeteria ____ Multi-purpose room

____ Gym ____ Kitchen ____ Concession stand (specify)

____ Locker room(s) ____ Weight room ____ Athletic field __________________ (specify)

____ Classroom(s) ____ Media center ____ Computer lab

____ Other ________________________________________

How will the school spaces be used? (Be specific per space used)

__________________________________________________________________________________

__________________________________________________________________________________

I (We) have read Policy 5030 “Community Use of Facilities” and agree to follow all policies listed. Student initials ____________ Liability: Northside High School and the School Board assume no responsibility for injury to any person(s) resulting from the use of the property. Student initials ____________ Smoke-Free: No person shall be permitted to use tobacco products in any school facility or on any school grounds per the Onslow County School Board’s use of Tobacco Products Policy 7240. Sponsors of events on the property are responsible for enforcing the policy during the entire event. Student initials ____________ Signature of Applicant _____________________________ Date _______________________________ Signature of Principal _____________________________ Date _______________________________ Final Action: Approved ________________ Signature: _______________ Disapproved ______________ Date: ___________________



Permission to Be a Subject for Personal Service

This form should be completed by any person who will have a personal service performed on them as part of a student’s Graduation Project. This will include any type of barbering or cosmetology service. This form should be placed in the Product part of the portfolio. I agree to have _________________________ (Subject’s name) perform the following personal service on me for his/her Graduation Project. I understand that this student does not have a license to perform this service. I will not hold Northside High School or the student responsible for the outcome of the service. I will not pay for this service. This service may NOT include chemicals (hair color, perms) or body modifications (piercings or tattoos). Explain the personal service: ______________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Signature of person receiving service: _______________________________________________ Printed name: __________________________________________ Signature of Parent/Guardian of person reserving service:

Signature: _____________________________________________________ Print: ________________________________________________________

Contact Information: Phone #: Home: ______________________________ Cell#: ___________________________



Animal Use Permission Form

Student: __________________________________________ Date: _____________________

Type of animal: _________________________________ How many? ___________________ Describe how the animal will be used in your presentation: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Who will be the responsible adult to help you with the animal? ___________________________ How will the animal arrive and leave the school? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How will the animal be housed? (cage, kennel, leash, etc.) Be sure to be specific. ____________________________________________________________________________________________________________________________________________________________ Will the school need to provide a special room or space for the animal? If so, please specify what is needed. ____________________________________________________________________________________________________________________________________________________________ What cleaning regimen will be used? (You will be responsible for the cleaning regimen.) ____________________________________________________________________________________________________________________________________________________________ Does the animal have all shots up-to-date? Yes No By signing below, I certify that the animal stated above has all required shots updated. I

understand that I will be responsible for the animal I bring to Northside High School for any possible cause of harm to any person(s) and/or any destruction to school property during the

Graduation Project Presentations. I also understand that submitting this form does not guarantee approval for my request for using an animal for my Graduation Project Presentation. Student Signature: _______________________________________________ Date: ________________

Parent Signature: ________________________________________________ Date: _________________

__________Approved _________________Not Approved

Graduation Project Coordinator Signature: __________________________________________________

Date: ____________________________

THIS FORM MUST BE SUBMITTED 10 DAYS BEFORE PRESENTATIONS.



Appeals Form

Appeals Form and Appeals Topic Approval must be a front and back copy.

Complete this form if you have decided to change your topic/product of the Graduation Project. Attach the original or copy of the Topic Approval Form. Student: ___________________________________________ Date:_______________________ Reason for change: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Complete New Topic Selection Worksheet 1. The overall TOPIC of my Graduation Project will be ________________________________ 2. My research paper will be about (check all that apply and explain):

� Persuasion ______________________________________________________________

� Comparison/Contrast ______________________________________________________

� Cause/Effect _____________________________________________________________ 3. My product will be (check one and explain)

� Demonstrate _____________________________________________________________

� Creating awareness for _____________________________________________________

� Teaching ________________________________________________________________

� Fundraising for ___________________________________________________________

� Making/Building/Creating __________________________________________________

� Coaching _______________________________________________________________ 4. The evidence I will show for my product will be ____________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. List any classes you have taken in school or out of school that will help you with your

topic/product: _______________________________________________________________ 6. Your Graduation Project should demonstrate a “learning stretch” for you. What will be “new” and “challenging” for you in the process of completing this project? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 7. I estimate the total cost of this project will not exceed $_________________________. Student Signature: _____________________________________________ Date: ____________ Parent Signature: ____________________________________________ Date: ____________ I reviewed the above information and find that it fits the Graduation Project Guidelines. Advisor Signature: ____________________________________________ Date: ____________



Appeal Topic Approval Form Appeals Form and Appeals Topic Approval must be a front and back copy.

Student: __________________________________________________

For Graduation Project Advisory Board Use Only: DO NOT WRITE IN THIS AREA.

I. Topic/ Product Approval for completion by Graduation Project Advisory Board:

______ Research Topic Approved ______ Product Approved

______ Research Topic NOT Approved ______ Product NOT Approved

Product not approved because . . .

_____ Connection between paper and/or product is not clear.

_____ The topic/product does not follow established NHS Graduation Project guidelines.

_____ Learning stretch is not clear.

_____ This project is similar to one that is already part of the curriculum.

_____ The research topic has not been specified/clarified.

_____ The final product has not been specified/clarified.

_____ Evidence of product is not clear.

_____ The product cannot be assessed as it is described in your proposal.

_____ Modifications need to be made as indicated:

_____ Other ___________________________________________________________________ _____________________________________________________________________________ Although your proposal is accepted, you will need to make sure you: _____ include lesson plans for the lessons you teach or coach.

_____ appropriately edit the video tape of your product.

_____ work with an approved food service institution.

_____ follow the guidelines for your project as outlined in the Graduation Handbook.

_____ Other ___________________________________________________________________ _____________________________________________________________________________

A Graduation Project Advisory Board Signature: __________________________________

Date:______________



Mentor ½ Day Excused Absence Form

Prior approval is required.

Student: ______________________________________________________

Date of expected absence: _______________________

Course/class period that you will be absent with teacher signature:

________ _________________________ ________________________________

Period Course/Class Teacher Signature

________ _________________________ ________________________________

Period Course/Class Teacher Signature

Principal’s Signature: _________________________________________ Date: ________________

Parent Signature: ____________________________________________ Date: ________________

Mentor Signature: ___________________________________________ Date: ________________

Mentor Phone Number: ________________________________________

This form must be given to your teacher for approval prior to taking the excused absence. You

must show your teacher this form with the mentor’s signature after you return to school then

submit it to the front office for record keeping. Failure to giving this form to your teacher will

result in an unexcused absence. NOTE: You may want to make a copy for your own records.



Judge’s Comments

Student: _________________________________________ Date: ___________________________

Advisor: ____________________________________________

Comment on Product:

Comment on Presentation:

northside high school graduation project...

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