senior - schoolwires.henry.k12.ga.us€¦ · revised and adapted by b. jones & c....

Revised and Adapted by B. Jones & C. Thompson-Smith Aug. 2016 1

Senior Dutchtown High School

2016-2017

Principal: Mrs. Nicole Shaw

Ms. Davis, Ms. Powell, & Mrs. Thompson-Smith

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

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

immerse themselves in an area of personal interest

extend their thinking beyond the classroom

develop independent learning techniques

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

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

community service

artistic/literary creativity

career exploration

academic research

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

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

GOOD LUCK!


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

Required Element Pts

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Ear

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Pts

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Po

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I. Forms/Logs (100 points total) DATES ARE SUBJECT TO BE CHANGED see REMIND A. Formal Proposal Google Form (10 points) Due: ____9/2/16_____________

B. Plagiarism Statement (10 points) Due: __9/2/16_ & Signature Form (10 points) ____9/2/16___ C. Contract Form (10 points) Due: ___9/2/16______________

D. Log of Activities (50 points) Due: ___ on day of presentation in portfolio___________________

40

II. Introduction Due for 6th per. 9/6, 4th per. 9/8, 1st per. 9/13, & 7th per. 9/15 A. Letter of Intent (10 points) B. Work Philosophy and Goals (10 points)

20

III. Employability Skills/Post-Secondary Due for 4th per. 9/27, 1st per. 9/29, 7th per. 10/4, & 6th per. 10/6 A. Resume (10 points)

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

* SOME STUDENTS WILL BE REQUIRED TO WRITE A COLLEGE APPLICATION ESSAY! (100pts)

80/90

or

180/190

IV. The Research MUST SUBMIT ELECTRONIC COPY VIA Google Classroom or WILL

NOT BE SCORED!!!!!! DUE: for 1st per. 10/12, 7th per. 10/19, 6th per. 10/26, & 4th per. 11/2 A. Source Cards (25 points) you must have 5 sources/source cards B. Note Cards (100 points) you must have 20 note cards C. Outline (100 points) D. Commitment Poster (100 points)

325

V. The ARGUMENTATIVE Research Paper Rough Draft #1 MUST SUBMIT ELECTRONIC COPY VIA

WWW.TURNITIN.COM or PAPER WILL NOT BE SCORED!!!!!! DUE for 7th per. 11/2, 6th per. 11/16, 4th per. 11/30, & 1st per. 12/14

A. Annotated Bibliography (100 points) B. The Research Paper with parenthetical documentation AND Works Cited 200pts (2 min, Galileo required)

300

VI. The ARGUMENTATIVE Research Paper Draft #2 MUST SUBMIT ELECTRONIC COPY VIA

WWW.TURNITIN.COM or PAPER WILL NOT BE SCORED!!!!!! DUE for 6th per. 1/18, 4th per. 2/1, 1st per. 2/15, & 7th per. 3/1

A. Glossing (proof of error corrections, editing, and revision) 100pts

B. The Research Paper w/ parenthetical documentation AND Works Cited/References (3 min, Galileo req) 400pts

500

VII. Work Samples/Achievements DUE for 4th per. 1/5, 1st per. 1/12, 7th per. 1/19, & 6th per. 1/26 A. Six High School Artifacts (60 points @ 10 points each) B. Reading Log (10 points-optional)

60

VIII. The Presentation ALL classes submit on day of presentation!

A. Project Product & Presentation see teacher for presentation sign-up details (200 points) AND . . . B. Documentation of Product Creation (75)

275

IX. Candidate’s Proof of Readiness/Growth Submit with Portfolio for ALL CLASSES! A. High School Transcript (10 points)

B. Honors/Awards/Recognitions (10 points) C. Reflection Letter (10 points) see template

30

X. 12-Week Progress Report Grades Submit with Portfolio for ALL CLASSES! (in binder) 10

XI. Additonal Optional items for Extra Points Due: _on day of presentation in portfolio A. Time Sheet for Mentor (OPTIONAL 10 points) ___________ and/or B. Community Service Sheet (10 points-optional)

90

TOTAL POINTS EARNED ~ ALL ITEMS MUST BE INSIDE A 3-RING BINDER! 1710 1810

http://www.turnitin.com/

http://www.turnitin.com/


Table of Contents

Page # Item

2 ………….. Scoring Cover Sheet

4 ………….. Letter to students

5-6 ………….. Frequently Asked Question

8 ………….. Getting Started

9 ………….. Possible Argumentative Research Topics

10 ………….. Choosing a Product/Process for CAPSTONE Project

11-13 ………….. Capstone Project Possible Topics

14 ………….. Student, Mentor, & Teacher Responsibilities

15 ………….. Integrity

16-19 ………….. Capstone Project Contract and Plagiarism Policy, Signature Form, Project Proposal & Product Proposal

20 & 21 ………….. Capstone Project Community Service Information & Commitment Poster

22 & 23 ………….. Capstone Mentor Acceptance Form & Capstone Project Mentor Evaluation Form

24 ………….. Budget

25 ………….. Making Changes

27 ………….. Phase 1

28 ………….. The Portfolio

29 ………….. Learning Log & Calendar

30-31 ………….. Sample Calendar & Learning Log

32 ………….. Phase 2

33 ………….. Phase 3

34 ………….. Phase 4

36 ………….. Capstone Project Personal Checklist

37 ………….. Sample Letter of Intent

38-43 ………….. Sample Work Philosophy and Goals, Resume (option 1 & option 2), Sample/Template for Cover Letter, Template for Thank You

Letter for the Judge

44 ………….. Student Work Reflective Cover Sheet

45 ………….. Basic Steps in the Research Process

46 ………….. Advanced Organizer for Research Paper

47-49 ………….. Bootcamp Survival Guide for Source Cards, Note Cards, & Works Cited Page

50 ………….. How to Save a Source Found in Galileo

51 ………….. How to Conduct a Search Using Galileo

52-53 ………….. How to Write an Annotated Bibliography (MLA Format) & Reminders

54-55 ………….. Sample MLA Citations for Research Paper

56-58 ………….. Source Card & Note Cards Checklist, Outline Checklist & Annotated Bibliography Checklist

59-61 ………….. Argumentative Paper Outline Format (Sample Option 1 & Option 2)

62 & 63 ………….. Rough Draft #1 Rubric and Rough Draft #2 Rubric

65 ………….. Getting Started with the Argumentative Research Paper

66-68 ………….. Template/Guide for writing the paper (includes template for Works Cited page)

69 ………….. Research Paper Thesis Statement


70-74 ………….. CAPSTONE Project Argumentative Research Paper Checklist/Self-Assessment

75 ………….. Appendix


Dear Student,

You have reached an important stage in your magnet experience here at DHS. It is time to begin your Capstone Project. I am often asked to explain the purpose of the Capstone Project. I like to think of it as a four year long time management assignment. The first three years you learn the skills (research, writing, organization, presentation, and time management) and in your senior year you apply what you have learned. The Capstone Project gives you the opportunity to choose an area of study through which you will demonstrate the skills you have learned during your time at DHS while learning something new. During your senior year you will present your achievement on the Capstone Project in a final presentation. You must also create a portfolio or a binder of your progress, in addition to creating an original product related to your career. The portfolio is where you will keep the evidence of your project. Your portfolio will be submitted at the time of your presentation and later evaluated. You will also write an argumentative paper dealing with a controversial issue related to your field of study. This paper is in MLA format and must be a minimum of three to five pages long. The final stage of the Capstone Project occurs during the spring semester (usually in March). It is at this time you will present your final phase to members of the faculty and community during your Capstone Project Presentation. In this presentation you will demonstrate to the judges what you have accomplished in your area of study as well as demonstrate the skills acquired through four years of study at DHS. Although the task before you may seem overwhelming be assured that with planning, dedication, time management and hard work, you will achieve success! You will be able to look back on your project with a sense of pride in your accomplishments and yourself. I wish you an enjoyable and memorable senior year. Sincerely, Mrs. Jones & Mrs. Thompson-Smith Capstone Project Co- Coordinators


Capstone Project Frequently Asked Questions

Why do we have to do a Capstone Project? Think of it as a four-year long time management assignment. The first three years you learn the skills (research,

writing, organization, presentation, and time management) and in your senior year you apply what you have learned.

Your Capstone Project should help you in the college admissions process and impress the scholarship committees.

o If you choose a topic that showcases your talents or helps to prepare you for your major, you should be able to use it to your advantage in your essays and interviews.

What are the requirements of the Capstone Project? You will submit your preliminary Capstone Project Application to your advisor for approval.

You will receive a contract that will explain what is required for your specific topic.

During your senior year, you will present your progress on the Capstone Project in areas and phases. Each phase is made up of three grades; your presentation grade, your portfolio grade, and your product/performance grade.

o Expect to present phase 1 beginning in October (usually during term 2 of school). o Phase 2 will begin in November- all necessary documents such as community service documentation,

shadowing documentations, project logs for product and any aspect of the Capstone Project, signature forms, etc.

o Phase 3 will begin in December-research and paper. o Phase 4 will begin in March-presentations of portfolio and product. o Some students may opt to work ahead independently with the approval of the advisor

You will also write an argumentative paper dealing with a controversial issue in your field of study. This paper, written in phase three, must be in MLA format and must be a minimum of seven pages long.

You must also create a portfolio of your progress, as well as meet any requirements stated in your contract.

Spring term (usually in March) you will present your final phase to members of the faculty and community at our Capstone Project Presentations.

What is the easiest topic? The easiest topic is a topic in which you are truly interested. Choosing a topic because someone else thought it

was easy usually does not work out to be the easiest one for you.

If your topic is not something that interests you, it will seem like work or a chore.

However, if you choose something that interests you, the time seems to fly.

I have no idea what I should do. Where do I begin? Please stop by and speak to your Capstone Project Advisor or your Capstone Project .

He or She will work with you in selecting the topic that will be the best one for you.

How much does it cost? Cost depends on the topic you choose.

We STRONGLY encourage you to choose a topic with minimal costs.

You MUST discuss this aspect of your topic with your parents/guardians.


How do I find a Mentor? Find someone in our community who works as a professional or semi-professional (they should have licensure

or certification) in the field you want to study. Contact them, explain the program, and ask if they will serve as your supervisor.

Look for classes in the community that are offered in the subject you are doing. Many times the teachers of those classes will agree to serve as your supervisor.

Network! Have your parents to ask their friends and coworkers if they know of someone who might serve as your supervisor.

Ask a senior who is currently studying that topic.

You may not choose a relative or family friend.

See the Capstone Project Coordinator for questions.

What is considered appropriate dress for the Capstone Project Presentation? You should wear the most professional attire possible!

Young Men: Should wear dress pants, a long sleeved, button-

down dress shirt, tie, and dress shoes. If you have a full suit, wear it.

NO sneakers. Shoes should be consistent with your clothing.

NO jeans, shorts, sleeveless t-shirts

Young Women:

Should wear dresses, suits, skirts and blouses, sweaters, or jackets.

Dresses and skirts must be no more than three inches above the knee. Avoid short skirts and short dresses.

Shoes should be consistent with the outfit. No sneakers, casual sandals or flip flops.

NO knit pants, denim, jeans, shorts, leggings, tank tops, or t-shirts.

NO sun dresses, bareback, sleeveless tops, strapless tops or dresses, or low necklines.

NO tight fitting sweaters, skirts, pants or see-through clothing of any kind.

NO sneakers, flip flops or casual backless shoes.

HERE IS AN EXAMPLE:

Notice, all clothing is pressed, free of wrinkles and not revealing.

Taken from: http://www.ofsd.cc/webpages/jsylvester/senior.cfm?subpage=1349551


“Proper preparation prevents poor performance.” ― Stephen Keague

The following pages will guide you in the process of planning your Capstone Project. Your Capstone Project Proposal is the blue print by which you will build your project!


GETTING STARTED STEP 1: Choosing a topic

This is a decision you and your parents should make together.

Look at the list of past topics on the next page to get ideas.

Choose two or three topics that interest you and do a little research. o Are there enough resources for you in your community? o How much would it cost?

Discuss your findings with your parents and narrow it down to your final choice. Step 2: The Capstone Project Preliminary Application and other necessary paperwork (This will be a graded assignment in your British Literature class).

o You must have your topic approved by the advisor before you may begin work on your project. o You may not change your topic once it has been approved. You have one week from the date of approval to

change your topic at which point you must submit a new application for approval.

The Proposal: o This will be a Google Form that is to be submitted to your senior English teacher. It will contain the following:

What is your topic? Why is this topic important to you? What do you hope to learn from this process?

Contract with Plagiarism Policy o Your parent/guardian must complete this page. o All information in required

Signature Form o Complete this form. o All information is required.

Mentor Acceptance form o This page must be completed by you with your mentor’s input. o You should make an appointment to meet with your mentor and/or parents and complete this form. o What will your final product/product be? o Will you participate in any recitals or competitions?

Budget o This page must be completed by you and your parents/mentor and signed by you, the , and your

parent/guardian. o Understand that this is an estimate and that your actual budget might change as your project progresses.


What are some possible Argumentative Research Paper Topics based on Your Career Field?

A Capstone Project should not be a canned topic that is generic to all. It should be unique to you. You should strive to choose something new for you. The goal is to stretch yourself and get outside your comfort zone. Here are some example argumentative research paper topics as they might relate to a student’s chosen career.

Career Field Topic Animation

Aviation

Auto mechanic

Book Writing

Boxing

Broadcasting

Carpentry

Chef

Dance

Education

Interior Design

Landscaping

Law

Learn a language

Medicine

Photography

Theater

Taxidermy

Web design

Violence in animated films

Profits over People

Safety Recalls

Technology vs. Text

Concussions and/or Brain Damage

Sensationalizing the news

Saving the environment

GMOs

Value of the Arts

Testing, merit pay, charter schools, school choice, home schooling

Recycling

Environmental responsibility

Capital punishment, use of marijuana for medicinal purposes, prison overpopulation, Felons’

voting rights, Felons’ right to bear arms

Immigration (learning English vs. speaking one’s native tongue)

Stem cell research, assisted suicide, human cloning, abortion

Paparazzi and invasion of privacy

Equal pay for equal work

Animal Cruelty

Policing Social Media Marketing

*Remember this is just a sample list. You will conduct preliminary research to see what are the hot button issues in your chosen career field. . Follow your passions/interests but remember to check with the advisor before you spend all your time getting your ideas together.


Choosing a Product/Process for your Senior Project

Carefully choose a product or process that you can build or produce, or a community-based service you could provide. Answer these questions as you decide:

Does the research enhance the product? Is there a clear connection between the research topic and the product / process you want to produce?

Does the product / process represent significant amounts of time, effort and appropriate complexity? Does it go beyond what you already know how to do?

Is the project something you will do outside of your regular class or co-curricular requirements? A product / process that you produce for another class or student organization will not fulfill the Senior Project requirements.

Will the product involve tangible evidence of your work – either something physical that can be seen and touched, a community-based service that can be documented as beneficial or something that can be written, produced, taped and presented?

Remember, you will be required to provide documentation of the entire process of creating your product from start to finish via pictures, video, and product activity log.


Capstone Project Research & Product List

Looking for research and product ideas? This list below is your helpful guide. Remember, this is just a list of suggestions. Should you have questions, or need guidance, please ask your Senior English teacher.

CAPSTONE Project Topic/Career Field POTENTIAL OR POSSIBLE PRODUCT IDEAS

Research Product Medical/Dental fields associated with a chosen disease/illness/prevention

PowerPoint on disease or cancer and 3-D Model of cells. Personal journey undergoing treatment. 3-D mold of mouth undergoing orthodontia. Examples showing ongoing x-ray imaging of a patient * All of the above Requires advanced approval from Patient, Medical Professional, and/or Facility.

Running/Hosting a Fundraiser - Benefit Concerts Plan and Host a Benefit Concert to Raise Money for Crisis in Darfur Plan and Host a 5K to raise money for a local cause Plan and host a golf tournament (must have more than 10 participants)

Firefighting Journal Recording My Hands-on Experience at the Fire Station / Video Journal of experiences

Scuba Diving and Life-guarding Get Certification in Scuba Diving and Go Scuba Diving - must link to a career associated with Scuba Diving or Marine Biology

Take a lifeguard course and receive certification

Teaching Methods and Techniques Create and Teach a 2nd Grade Lesson on Bullying and Show to Judges on Video and Pictures.

Produce at least one week of lesson plans with student examples Possible enrollment in Introduction to Teaching (Szpindor) / indicate field

experience

Sports Injury Prevention & Rehabilitation Plan for sports injury prevention and rehabilitation Video of exercises and stretches for a sports team In-presentation display of procedures Document your ongoing work with a student with an injury

Growing Career of Forensic Science Build a miniature (3D) crime scene Complete an authentic report on collection of data Create a video crime scene

Careers in Fashion Design or Sewing Design and Create 5 Original Pieces for a Clothing Line with sketches or computer renderings

Use bought patterns and include in presentation PowerPoint must show the construction of the pieces Design, create and wear a prom dress

Benefits of Faith to Well-Being Plan, Conduct, and Video a Religious retreat

Engineer (all types) Design and build a hydrogen booster cell with documentation of process Architectural 3D model, printed model, house plans, interior/exterior renderings Electronic and printed CAD renderings, etc Develop a Computer and physical model of a roller coaster Develop plans and model for a bridge or park Create a robotic machine



The types of artists, artistic eras, and their mediums

Document from start to finish the creation of one or more pieces in a chosen approved medium

Present/sell art pieces in a gallery Flower arranging for a wedding

Writers, Poets, Technical Theatre, Journalist, Directors, and Playwrights

Create/publish a book of personal short stories/poems and perform a reading for presentations

Create a script for a play Direct a play at a local playhouse Write and submit a short novel for publication

Vehicle Performance Technology Rebuild an engine Create a sound system for an automobile Restore a vintage vehicle Restore or build a boat Convert a dirt bike to a street bike Auto detailing

*All of the above require automobile at presentation

Performance Arts: Advancements in dancing, singing, acting, playing an instrument and all technical aspects of these fields

Video Performance of Tap Dance in front of a live audience Teach a dance class over a period of time Take a ballroom dancing class and receive a certification

Animal Care Foster an animal Host a fundraiser for an animal care organization Build a doghouse Learn how to train a drug dog and perform in presentation Foster and train a guide dog (present video of dog performance/process) Work at a stable Horse riding or animal showing competition

Business Planning Virtual Portfolio for a company (presented ppt.) Create a business plan for a restaurant. Include a proposal you would submit for

a small business loan. Create and present a marketing plan for a local business including marketing

materials, plans and outcome. Create an advertising campaign

Areas of Cosmetology Design and create a full artistic nail set on a mannequin Learn how to create a variety of styles/braids for prom using mannequins Conduct a cosmetic makeover on a prospective client/include a “storyboard” of

products and techniques used Theater makeup – create your own makeup line

Construction and/or Interior Design Design Document and Aid in renovating a house for sale Create and implement an original design for a room/include presentation of

materials used/create a Pinterest board of ideas used Build a greenhouse Refurbish/repurpose furniture Construct a shed, table, desk

Adventure Outdoor Sports or Outdoor Careers Journal and video of personal spelunking experiences Take and document a wilderness survival course Learn how to waterski Learn how to rappel, mountain climb, fly fish Learn how to skydive, take courses in various outdoor sports Park enhancement Landscape Design

The History of American Cinematography Short individual film

Various Causes Organize and Conduct a fundraiser to support your cause



Martial Arts Earn a Martial Arts Belt and perform a live video demonstration of techniques

Basic Life Support Earn Life support certification

Culinary Arts Design and Learn to Make a Wedding Cake at the Wilton Art class at a local Michael’s or JoAnn’s

Take a local food preparation course Making and selling a food-related product Teach a children’s cooking class following an approved cooking methodology

Historical sites in Hampton, Georgia (etc.) Create a video walking tour of Hampton

Waste disposal and the environment Organize/supervise group to pick up trash on campus for the semester. Keep records of activity.

Scientific procedures and processes Test and monitor E-Coli bacteria in local ground water. Compile date in a digital portfolio

Waste water management Biodiesel Meterology Going Green projects Nutritional enhancements


Student, Mentor, & Teacher Responsibilities

Student Responsibilities: Secure an appropriate

Complete all required forms and agreements

Be punctual for all sessions

Be punctual for all presentations

Communicate with supervisor as needed

Complete 10 hours

Fulfill all elements of your contract

Write a supervisor thank you note before Phase 4

Mentor Responsibilities Mentor assists the student with questions and guides the student in the Capstone Project process

Mentor evaluates student’s progress, project, portfolio, and time management.

Mentor signs and completes all evaluation forms.

Teacher Responsibilities: Teachers will provide students with in class time to work on their CAPSTONE PROJECTS.

Teachers will provide students with advanced notice regarding deadlines and due dates.

Teachers will model, explain, use templates, and provide guidance regarding “How to” complete the various sections of the CAPSTONE PROJECT.

Teachers will inform students and parents of how students will be evaluated/assessed (i.e. rubrics and/or scoring guides).


INTEGRITY

All hours must be documented on the Capstone Project Calendar and the corresponding Learning Log. The Learning Log must provide a detailed description of ALL hours documented on the Capstone Project

Calendar. Calendars that are missing signatures will not be accepted and those hours will NOT count. ANY ATTEMPT TO FALSIFY HOURS OR FORGE THE SIGNATURE OF PARENTS, MENTORS, OR S

WILL RESULT IN DISCIPLINARY ACTION AND THE HOURS IN QUESTION WILL NOT COUNT. You are expected to complete the work on your project yourself. Having others complete portions of your

work, copying the work of others, plagiarism, cheating or misrepresentation of any kind will result in penalties or disciplinary action.

Forms: Complete the remainder of the Capstone Project Packet. The forms for these items are found on the following pages. Please make sure that all forms are complete and signed by you, parent, mentor, and teacher before they are turned in. You must keep a copy of ALL parts of the Capstone Project Packet for your portfolio.

Project Proposal

Plagiarism Form

Signature Form

Cover letter

Letter of interest

Artifacts Reflection Sheet

Work Philosophy and goals

Mentor Information Sheet

Budget Sheet


Capstone Project Contract

Student Name_______________________________ Advisor’s Name_C. Thompson-Smith, J. Davis, S. Powell

Title of Project___________________________________________________________

Please write a letter of intent describing your Capstone Project, topic of your research paper, and a plan for your presentation. Be sure it is typed, 12 point font in Times New Roman. Return this contract and the Letter of Intent to your advisor by TBA. Also, students are responsible for completing an online proposal Google Form.

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

Student Signature________________________________Date____________________

Advisor Signature________________________________Date____________________

PARENT PERMISSION

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

Parent/ Legal Guardian________________________________ Date______________

DUTCHTOWN HIGH SCHOOL PLAGIARISM POLICY

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

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

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

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

Student's Signature___________________________________ Date_________________________

Parent's Signature____________________________________ Date___________________________


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

Signature Form Dutchtown High School Capstone Project

Part A: Student

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

I UNDERSTAND THAT

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

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

REQUIREMENTS FOR SUCCESSFUL COMPETION ENGLISH IV

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

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

_________________________________________ (Student’s Signature) Part B: Parent

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

___________________________________________ (Parent’s Signature)

Part C: Faculty mentor (*optional) I accept the responsibilities as faculty mentor for_______________________ if his/her project is accepted as

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

_______________________________________

(Faculty Mentor’s Signature)

Part D: Advisor (Current English Teacher)

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

____________________________________________________

(Teacher’s Signature)


ALL SIGNATURES NEEDED PRIOR TO ACCEPTANCE!

Capstone Project Proposal

Student Name______________________________ Advisor’s Name__________________________

Title of Project____________________________________________________________________________

Please respond to ALL required questions on the Google Doc link sent via REMIND: https://docs.google.com/forms/d/1YM25aB5q0ZbpLJHi7Kis4uM46E9cOQ8ID4Rki9MlpO4/viewform?usp=send_form

Return this contract to your advisor (classroom teacher) by _________TBA__________________________________.

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

Student Signature________________________________Date____________________

Advisor Signature________________________________Date____________________

PARENT PERMISSION

As a parent of ________________________________________________, a student attending Dutchtown High School, I am

aware that my son or daughter must participate in Capstone Project activities. The various components of the Capstone

Project will be factored into the grade for British Literature, a course which is required for graduation from DHS. I further

understand that failure to complete the Capstone Project, including the Capstone Project Presentation, may result in my son or

daughter not successfully completing English IV. Failure to pass Senior English/ British Literature will also result in not

graduating from Dutchtown High School. I further agree to allow Dutchtown High School the rights to use any video or audio

recordings of my son’s or daughter’s presentation for future training purposes.

Parent/ Legal Guardian______________________________________________ Date______________

https://docs.google.com/forms/d/1YM25aB5q0ZbpLJHi7Kis4uM46E9cOQ8ID4Rki9MlpO4/viewform?usp=send_form


ALL SIGNATURES NEEDED PRIOR TO ACCEPTANCE!

Capstone Project Product Proposal

Student Name______________________________ Advisor’s Name__________________________

Title of Product____________________________________________________________________________

Please respond to ALL required questions on the Google Doc link sent via REMIND: https://docs.google.com/forms/d/1YM25aB5q0ZbpLJHi7Kis4uM46E9cOQ8ID4Rki9MlpO4/viewform?usp=send_form

Return this contract to your advisor (classroom teacher) by _________11/5/15__________________________________

1. Product Description:

2. Steps for Product/Process completion:

3. Special Equipment/Facilities/Environment:

4.Cost Analysis (See budget)

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

Student Signature________________________________________Date____________________

Advisor Signature________________________________________Date____________________

Parent/ Legal Guardian________________________________________Date_____________________

https://docs.google.com/forms/d/1YM25aB5q0ZbpLJHi7Kis4uM46E9cOQ8ID4Rki9MlpO4/viewform?usp=send_form


CAPSTONE Senior Project Community Service Hours

Requirements:

For the Senior CAPSTONE Project, students are required to complete 10 hours of community service this school year. This is work for which the student is NOT COMPENSATED financially or academically (i.e. the community service is a part of the student’s grade). This may mean assisting a teacher before/after school, helping a local church, shelter, or civic organization. There are teachers who are willing to provide students with community service opportunities.

a) Complete one form per organization! b) Document the number of hours completed! c) Get all required signatures! d) Write legibly!


COMMITMENT POSTER: For All the World to See

Your commitment poster is your chance to “go public” with your choice for a Senior Project. The poster will allow the class to see what you are up to.

Requirements Size: Exactly twelve by twelve inches on lightweight poster board. Nothing may protrude from the sides of the

paper. Material: Poster board of any color Contents: The poster should include

a. your name b. the topic you will investigate in your paper c. a statement of your project that begins with an active verb that defines your involvement in the project d. a visual representation that symbolizes your project, such as a photo, drawing, or collage.

Letter and Design If possible, invest in transfer type or letter stencil for a more professional look. You may also generate attractive headings from a computer. Do not limit yourself to one-dimensional designs. Confine decorative types to headlines only. Like most of the other requirements for the Senior Project, make this something you will be proud to have others see!


Dutchtown High School Mentor Acceptance Form

Student’s Name_______________________________________________________________

Mentor’s Name_______________________________________________________________

Email_______________________________________________________________________

Thank you for volunteering to mentor__________________________ throughout his/her Capstone Project. This is a very important role and your efforts, time, and commitment are greatly appreciated. For the Capstone Project, all senior students will:

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

Complete a hands-on or service-oriented project related to the research paper topic and create a product related to their field.

Compile a portfolio of coursework and,

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

The suggested responsibilities of the mentor are:

Provide feedback and guide the student through the Capstone Project process

Confirm the number of hours

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

Set upcoming goals

Troubleshoot potential difficulties

Review completion of goals

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

Review the materials or artifacts the student gathered

Suggest additional resources or contact

Verify that the student is working to complete the project and sign the student’s log sheet

Complete the mentor evaluation form at the satisfactory completion of the Capstone Project Please plan to meet with your mentee on a regular basis- at least twice or more per month. The student is responsible for making and arranging all scheduled appointments with you, perform all necessary research, planning and implementing the project, and providing any necessary supplies as needed. If you have any questions, please contact Mrs. C. Thompson-Smith at [email protected] or Mrs. B. Jones at [email protected]. Please sign below acknowledging your role. Thank you for your support. ___________________________________________ _______________ Mentor Signature Date _______________________________________ _______________ Student Signature Date

mailto:[email protected]



Dutchtown High School

CAPSTONE PROJECT MENTOR EVALUATION FORM The mentor evaluation is a very important part of the Capstone Project experience. Your honest appraisal of the student, including specific information, will be helpful to the student. Mentor Name: _________________________________________________________________________________ Student Name: ________________________________________________________________________________ Project Title: __________________________________________________________________________________ I can verify the student spent 20 or more hours on her/his project. Please verify time log on back of document.

Yes______ No______ Did the student meet with you at least three times during her/his project so you could provide information, feedback, make suggestions, or discuss project progress? Yes______ No______ Please place a checkmark in the appropriate column:

Unsatisfactory Satisfactory Exemplary

General Appearance

Makes Scheduled Meetings

Attitude

Efficiency

Effort

Follow through

Punctuality

Shows initiative

Overall Assessment:

Exemplary Met requirement successfully Failed to meet minimum requirement

I recommend this student: Enthusiastically Confidently With reservation Do not recommend

Comments: _______________________________________________________________ ________________________ Mentor Signature Date


BUDGET: To be completed by Student

1. Does this topic require that I take classes? YES NO If so, what is the cost of those classes? _____________________________________________________________

2. Please list the materials and supplies you will need for this project. All projects require materials and

supplies! This section must be completed. Materials/Supplies _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Total for Materials/Supplies

Cost of materials/supplies (if you already own the item please state that.)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________

3. Total ESTIMATED cost of the Capstone Project:______________________ I understand that this is only an estimated cost. The actual final cost of the project may be more or less than this amount.

____________________ _____________________________ Advisor’s signature Student’s Signature

_________________________________ Parent’s Signature


Making Changes to your Proposal

If you make changes to your Proposal/Plan, you must submit a new application and proposal to the review panel through the Capstone Project Advisor. Making changes after Phase 1 greatly increases your risk of not completing your project phases on time. Please remember that all requirements must be met at each phase of this project. After phase 1, changes to your Capstone Project may be allowed by the Capstone Project committee on a case by case basis. You may make changes in the following areas by consulting with the Capstone Project Advisor:

Topics

Product

Budget Concerns should be addressed with your advisor, your parents, and/or your mentor. Written changes must be documented in your portfolio with appropriate signatures and comments as well as reflected in your learning log.


THE FOLLOWING PAGES WILL GUIDE YOU THROUGH YOUR PROJECT FROM THE CREATION OF YOUR PORTFOLIO TO

PRESENTATIONS.


Phase 1

Create your portfolio.

Use the Portfolio Table of Contents, grade cover sheet, and checklist to create your

portfolio in a 3 ring binder.

Items in your portfolio should be in the correct order, organized, neat in appearance and

complete. You should use sheet protectors for each page.

Begin working on your project and counting hours.

Meet with your mentor.

Work on your portfolio.

Document. Document. Document.

Document all hours on your calendar and log.

Be sure to get calendars signed by your mentor, advisor, and parents as necessary.

Take photographs and video to use as evidence.

You MUST have photographic evidence of hours.

Make sure you document your hours!

Meet your advisor.

Ask Questions!!!

You will receive rubrics and more information about the Phase 1 presentation from your

advisor.


THE PORTFOLIO What is the portfolio?

The portfolio is your documentation of progress on your Capstone Project. o It will be evaluated at each phase and available for the judges to review during your presentation. o All evidence for your project will be recorded and documented in the portfolio.

Set up the portfolio immediately.

What should be included in the portfolio? Table of Contents

o The front cover should be creatively decorated o Title Page: MLA format (see sample) o Proposal Packet

Proposal All forms: Information, Parent Agreement, Student Commitment, Signature Form, Plagiarism

Form, etc. o Contract o Complete Mentor Evaluation Form o Signed and completed calendar

Make sure calendar days are filled out with specific activities & times (see samples) Calendar reflects individual hours & those hours when you met with your mentor.

o Project Learning Log – must have a detailed entry for every entry on your calendar o Photographs with appropriate dated and typed captions (a minimum of 10 for phase 1) o Receipts, notes, certificates, video, additional evidence, etc.

If you have questions about how to build your portfolio, please first read through this Capstone Project packet/information guide and then if you need further clarity, contact Mrs. Thompson-Smith in room 113.


Learning Log & Calendar

For each phase you will document the hours you have worked in the Learning Log and on the Calendar.

Learning Logs and Calendars will be evaluated at each phase as part of the portfolio.

What is a Learning Log? The Learning Log is where you will record the date, time and a detailed description of the activity.

o It should state what exactly is done during that time and include at least one of the following: New skills & techniques learned Growth/successes Problems encountered Challenges

Any time that you work on your project must be documented in both the Log and on the Calendar.

For each month you should have detailed logs that describe the activities recorded on your calendar. (Please see the sample Learning Log on the next page.)

You must list the times for each entry, not the hours. Ex: 5:00 – 6:00 not 1hr.

Your learning log should be placed in the portfolio behind the corresponding calendar.

What do I record on the Capstone Project Calendar? The calendar is where you record your hours for each month and keep track of total individual hours and those

hours when you met with someone to discuss your project.

Calendars must be completed, signed and present in the portfolio at each phase. (Please see the sample Capstone Project Calendar that follows.)

What counts as hours for my project? Any time that you spend directly working on your project or practicing skills related to the project.

Any time that you spend working on your project both in AND outside of class.

Time spent working on your argumentative essay.

Any recitals or performances that you participate in for your project.

You may count no more than 10 hours for paperwork. This includes the research paper, working on your portfolio, getting signatures and other paperwork.

YOU MAY NOT COUNT THE FOLLOWING: o Watching TV or online videos o Playing video games o Listening to music on your iPod or on the radio o Going to a concert

If you are unsure if the hours will count you should clear it with your advisor or the Capstone Project Coordinator.

o If you are not sure, please email the Capstone Project Coordinator: [email protected] OR [email protected]




1 2 3 Piano lesson 5:00-6:00 With Smith

4 5 Practice songs 3:00 – 4:00

6

7

8 9 10 Piano lesson 5:00-6:00 With Ms. Smith

11 12

Practice songs 3:00 – 4:00

13

14

15


16 17 Piano lesson 5:00-6:00 With Ms. Smith

18 19 20

21

22 23


24 Piano lesson 5:00-6:00 With Ms. Smith

25 26 27 Piano Recital 6 -7:30 3 songs

28

29

30

Monthly Hours: Cumulative Hours:

:_____________ :_____________ Individual: _____________ Individual: _____________ Total: _____________ Total: _____________

_______________________________

Mentor’s Signature (as applicable)

_______________________________

Parent’s Signature

_______________________________

Student’s Signature

4 hours 6 hours

5.5hours

8 hours

9.5 hours 13 hours

John Jones

Samantha Smith

Jane Doe


Capstone Project Learning Log

DATE DESCRIPTION (detailed description of activity) TIME

Monday 6/3/10

Practiced songs from theory book and scales on my guitar. Songs: Twinkle Twinkle Little star & God Bless America

GOOD EXAMPLE

4:45-6:00 1 hr. 15 min.

Wednesday 6/5/10

Went to a concert. Listened to guitar

BAD EXAMPLE

About an hour

BAD EXAMPLE

6/24/10

Today I observed and co-taught a lesson with my mentor to a little boy named Sam. He is working on learning to read music.

GOOD EXAMPLE

5:00-5:30

GOOD

EXAMPLE

½ hr.

6/27/10 Worked on Capstone Project

BAD EXAMPLE

2 hrs.

BAD EXAMPLE

Remember: For EVERY entry on your calendar, you MUST have a corresponding and detailed entry in your learning log!


Phase 2 Keep your portfolio up to date.

Items in your portfolio should be in the correct order.

Record ALL evidence in your portfolio.

Add Research Paper Evidence to your Portfolio.

Continue working on your project and counting hours.

Meet with your mentor.

Continue working on your project.

Begin to show progress in your topic.

Time to do some research.

Phase 2 is the research phase.

You will work with your Humanities teachers in researching and writing your

Argumentative Research Paper.



Be sure to get calendars signed by your parents.


Plan ahead.

Re-read your contract.

Make sure that you plan ahead in order to meet any special requirements of your

contract!


Phase 3

Keep your portfolio up to date.

Items in your portfolio should be in the correct order.

Record ALL evidence in your portfolio.

Continue working on your project and counting hours.

Meet with your mentor

Continue working on your project.

Begin to show progress in your topic.



Be sure to get calendars signed by your parents.


Plan ahead.

Re-read your contract.

Make sure that you plan ahead in order to meet any special requirements of your

contract!

Working on your final product.

In phase 3 many of you will have performance requirements or contests in your area of

study.

Begin working on your final product and fulfilling the requirements of your contract.

Proceed with CAUTION!

Phase 3 will fall between November and January.


Phase 4

This is it! Make sure you have recorded ALL evidence in your portfolio, all items are labeled,

that it is easy to read and neatly presented.

Put the finishing touches on your final product.

Make sure that you have met ALL elements of your contract.

Get your final product ready for your last classroom presentation.

This is your time to reflect on your journey and the outcome of your hard work!

Presentations! After phase 4 you will have some time to perfect your presentation.

Take some time to really reflect on what you have accomplished and include that in your

presentation.

Work on your speech and make sure that you have everything ready for the big night.

Check, double check, and triple check your technology!

Make sure to arrive early so that you are ready when the judges are ready for you.

Present your project to the faculty and community and be proud of all that you have accomplished!

GRADUATION!


Dutchtown Senior High School Capstone Project

Personal Checklist All of these items must be placed in a neat binder for submission. All binders become the property of DHS English Department.

Assignment Parent/Guardian’s Initials

Date Complete?

Y N Materials Needed

Binder, Tabs, Protective Sheets

Portfolio Organization

Title Page

Table of Contents

Sheet protectors

Part I – Forms

Forms (plagiarism statement, signature form, contract form, etc.)

Part II – Introduction

Letter of Intent

Work Philosophy and Goals

Part III – Employability Skills/Post-Secondary

Resume

Lettesr of Recommendation need 3 – a) School, b) Community, & c) Student Choice

Thank you letters need 3

Completed College or Job Application

*College Application Essay *

Part IV – The Research

Source Cards, Note Cards, & Outline

Part V – The Argumentative Research Paper

Annotated Bibliography

Research paper with parenthetical documentation & Works Cited

Part VI – The FINAL DRAFT of Argumentative Research Paper

Glossing (proof of error corrections, editing, & revision)

Research Paper with parenthetical documentation & Works Cited

Part VII – Work Samples/Achievements

Six High School Artifacts WITH Cover Sheets

*Reading Log

Part VIII – Product and Presentation

Product (photographic evidence)

Presentation (PowerPoint/Google Slides/Prezi)

Documentation of Product Creation (log, pictures, etc.) ***

Part IX – Candidates Proof of Readiness/Growth

Transcript

Honors

Reflection Letter

Part X – 12 Week Progress Report Grades

Part XI – Other Optional Forms

*Time Sheet for Mentor & Community Service

This document goes in your project notebook. If any of the items are missing or incorrect, you will not receive credit. Check your binder thoroughly before submission. This checklist is for you. You may add or omit as necessary.


Dutchtown High School Capstone Project Letter of Intent

Your mailing address City, State ZIP Today’s Date Mrs. Thompson-Smith/Ms. Powell/Ms. Davis/Coach Bryant Dutchtown High School 149 Mitchell Rd. Hampton, Georgia 30228 Dear Mrs. Thompson-Smith/Ms. Davis/Ms. Powell:

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


Capstone Project Work Philosophy and Goals (sample)

Work Philosophy

My Philosophy Statement

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

and treatment, and maintain optimal quality of life in the process.

Professional Goals

My Professional Goals

To finish my Master’s of Science Degree in Nutrition in May 2013. To continue with life-long learning through continuing education classes on diverse topics in the nutrition field. To advance in my field and be selected for the position of Clinical Nutrition Manager at Baptist Memorial Hospital-North

Mississippi

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


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

E-MAIL [email protected]

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

OBJECTIVE

[Click here and type objective]

EXPERIENCE

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

Sales Associate

Took orders, maintained inventory, and ran cash register.

Helped reconcile inventory twice annually.

Suggested new products that increased earnings by 10%.

May 2008–August 2008 Lakewood YMCA Lakewood, OH

Lifeguard

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

Assisted in maintaining pool facilities, including daily closing responsibilities.

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

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

Sales Associate

Maintained and restocked inventory.

Provided customer service.

Operated computerized cash register system and inventory management system.

EDUCATION

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

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

INTERESTS

Running, gardening, carpentry, computers.

HONORS/AWARDS

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


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

Your Name

Objective [Click here and type your objective]

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

Title of Position

Insert a brief description of your responsibilities

Be descriptive yet brief.

Suggested new products that increased earnings by 23%.

May 2008–August 2008 Lakewood YMCA Southridge, WA

Lifeguard

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

Assisted in maintaining pool facilities, including daily closing responsibilities.

Maintained Lifeguard and CPR certification by the American Red Cross.

Life Saving Certification and American Red Cross CPR .

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

Sales Associate

Maintained and restocked inventory.

Provided customer service.

Operated computerized cash register system and inventory management system.

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

Big Brother

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

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

Education Entering Fall 2009 Cleveland State University Cleveland, OH

Intended major in Studio Art

2005–2009 St. Edward High School Lakewood, OH

Accomplishments Sophomore Class Secretary, 2006-2007

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

Academic Honor Roll, 2008-2009

Computer Skills Proficient with Microsoft Word, Excel and PowerPoint.

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


Capstone Project

SAMPLE THE COVER LETTER

A cover letter is used to accompany any resume mailed to a prospective employer. Its purpose is to summarize briefly what you can offer to the employer. This letter should be carefully planned, written, and possibly rewritten until you are satisfied that it is as effective as possible. The following guidelines will be helpful in writing your cover letter.

The Heading

Your return address and date

The Inside Address

The name of the person to whom you are writing The name of the company and its correct mailing address

Salutation or Greeting

If possible, address the letter to a specific person by name. Try to avoid "Dear Sir/Madam" or "To Whom It May Concern." After the person’s name, type a colon [:].

The Body of the Letter

The body of the letter should include three paragraphs. These paragraphs may take several forms depending on your level of experience or the type of position you are seeking.

Opening Paragraph

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

Middle Paragraph

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

Closing Paragraph

Tell the employer that you are available for a personal interview. Always close by thanking the employer for the company's time and consideration.

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


THE COVER LETTER - SAMPLE

Your Address Your Contact Information Date Contact Name (if available) Contact Title Company Name Company Address Dear Mr./Ms./Dr. (if no contact, you can say “Human Resources Manager, or Hiring Manager”), The first paragraph is an introduction of yourself and how you learned of the opening, as well as your interest in the position/organization. This requires you to relate yourself to the organization or to the position in order to demonstrate your interest. The middle paragraph(s) is a profile of how your skills and experience match the qualifications sought. In order to do this, consider the following points: Read the job description carefully to get a clear idea of what the company is looking for. This goes beyond just the “qualifications” section of a job description- make sure to discuss your ability to do the job. Review the company website to learn what type of person the company might value. Match your background, whether it is work experience, academics, volunteer experience, etc. and describe why you believe those experiences make you a qualified candidate for the position. The last paragraph wraps up the cover letter. You should reiterate your interest in the position, and desire to hear from them regarding the opportunity. You also want to thank the reader for their time in considering your application, and provide information for how you can be reached. If you would like, and are able to, you can state that you will follow-up with them directly. Be positive and confident (without being arrogant). Sincerely, Signed Signature (if a physical copy is being sent) Name (Typed)


Capstone Project THANK YOU LETTER FOR THE JUDGE

Dear Judge: [Write a brief – one or two sentence – letter thanking the judge for taking the time to judge your Capstone Project. Be sure to use proper grammar and punctuation] Respectfully, [Type your name]


Capstone Project

Student work reflective Cover Sheet

Instructions:

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

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

Answer these questions as you reflect: o Why did you select this item? o How did the assignment challenge you? o What else did you learn? o What would you do differently next time? o How might you use what you learned in your future?

Type the cover sheet using the following format:

o 1-inch margins o 12 pt. Times New Roman font o Double-spaced o White paper, black ink

Organize your ideas in a thoughtful, logical, and coherent manner.

Use language that communicates your ideas effectively.

Follow the conventions of standard written English.

Name:________________________

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

_____________________________________________________ _____________________________________________________

Grade Level:_________

Explain the activity/assignment in two-three sentences.


BASIC STEPS IN THE RESEARCH PROCESS

REMEMBER BEFORE YOU CAN BEGIN TYPING

YOUR PAPER, YOU MUST . . .

1. Research your career field using GALILEO, books, or other reputable websites (must use C.R.A.A.P. checklist for any website that is NOT from the Galileo database; for instance, The American Cancer Society’s website is www.cancer.org).

2. Create source cards for each resource from which you take notes or plan to take notes

3. Create note cards where you record the information you gather from your resources a. In order for this to occur, you will have to READ and determine whether or

not the source have valuable information b. Either take notes verbatim = word for word (will be inside quotation marks)

OR summarize = put it in your own words, but make it shorter OR paraphrase = put it in your own words but keep it about the same length as the original

c. Use a new note card each time you begin taking notes on a new topic OR you run out of space on your current note card

4. Take the information you have gathered (in other words the information on your note cards) AND create an outline for your paper

5. Use the outline to write your paper 6. Write your paper in proper MLA format

RESEARCH PAPER REQUIREMENTS for OUTLINE

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

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


Intro Paragraph Body Paragraph One Body Paragraph Two Body Paragraph Three

SURVIVAL GUIDE (Source Cards) CHEAT SHEET

Topic Sentence – 1 sentence (not a quote/question) that only discusses the first point of your paper

SET-UP SENTENCE – 2 or more sentences where you provide the reader with some background

information regarding the quote you will use to support the first prong/point of your thesis

Lead-in – Dependent clause (your own words) that lead into or up to the quoted material OR paraphrased

or summarized information you will use to support your first prong/point (should be followed by a comma)

Quote Paraphrase or Summary – Words taken directly from the novel/play that are placed inside

quotation marks and followed by a MLA citation (Lee 204)

EXPLANATION – 1 or 2 sent. where you explain how your quote supports the first point of your thesis

CLINCHER – 1 sent. where you transition from the current paragraph while hinting at the next (bridge)

HOOK – (question, quotation, or fact used to grab the reader’s attention)

OVERVIEW or T.A.G. – Title, Author, Genre

Summary – summarize topic, work, or character

THESIS – 1 sentence(can have 3

prongs or points)

Concluding Par

RE-STATED

THESIS – 2 sentences with

3 where you re-state your thesis (CANNOT be verbatim to original thesis)

RE-CAP – revisit the most important points from your

essay and highlight them in 3 or more sentences

CALL FOR ACTION.– Leave the reader thinking (quote, ques. etc.)

Topic Sentence – 1 sentence (not a quote/question) that only discusses the secondpoint of your paper





Quote Paraphrase or Summary – Words taken directly from the novel/play that are placed inside




Topic Sentence – 1 sentence (not a quote/question) that only discusses the secondpoint of your paper





Quote or Paraphrase or Summary – Words taken directly from the novel/play that are placed inside





SURVIVAL GUIDE (Source Cards) CHEAT SHEET

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

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

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

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

www.knightcite.com http://galileo.usg.edu

Internet 1

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

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

Dec. 2013. Web. 15 Mar. 2015.

Jill Smith #000

B MAN – DHS Media Center 2

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

Jill Smith #000

Call number or where you found information

Citation for source

Student’s name and number

Citation for source

Source card number (matches)

Source card number (matches with note card)

http://www.knightcite.com/

http://galileo.usg.edu/


SURVIVAL GUIDE (Note Cards) CHEAT SHEET

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

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

6. Easily be able to organize and group your notes

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

www.knightcite.com http://galileo.usg.edu

Nelson Mandela – History 1

Spent 27 years in prison

Accused of committing treason

South Africa’s first black president

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

(paragraph 17 since no page numbers are available)

Led African National Congress (ANC)

Won Nobel Peace Prize

Jill Smith #000; 1 1

Nelson Mandela – Impact of his death 1

“Our nation has lost its greatest son,” President

Jacob Zuma (paragraph 2)

Death reminds people of the struggles and sacrifices

he and his family made for their country

President Obama said of Mandela, “influential,

courageous and profoundly good” (paragraph 7)

Many in shock and disbelief at the death of icon

Jill Smith #000; 2 1-2

Subject/topic of card (Slug)

Notes (can be in bullet or sentence format)

Notes you take from

the source

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

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

Source card number

(matches)

Page number where you found the info. for your notes

http://www.knightcite.com/

http://galileo.usg.edu/


SURVIVAL GUIDE (Works Cited) CHEAT SHEET

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

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

2. Avoid plagiarism

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

SAMPLE BELOW

IF A SOURCE IS LISTED ON THE WORKS CITED PAGE, THEN THAT SOURCE SHOULD BE “CITED” OR USED IN THE BODY OF YOUR PAPER. VICE VERSA, IF A SOURCE IS NOTED IN THE BODY OF YOUR PAPER, THAT

SOURCE MUST ALSO BE LISTED IN FULL DETAIL ON THE WORKS CITED PAGE! FAILURE TO PROPERLY CITE A SOURCE OR ANY BORROWED MATERIAL COULD RESULT IN PLAGIARISM AND A GRADE OF ZERO “0”

Smith 1

Works Cited

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

Edina, MN: ABDO Publishing, 2008. Print.

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

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

Dec. 2013. Web. 15 Mar. 2015.

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

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

the page.

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


HOW TO SAVE A SOURCE FOUND IN GALILEO WITH CORRECT MLA

Follow the steps below:

A. Find a source for your topic

B. Make sure it is “FULL TEXT”

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

OR D. Click on the blue hyperlink of the

source’s title

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

F. Choose email to send it your personal email address

G. Type your email address in the “E-

mail to:” box and a brief not regarding

the subject (i.e. “Article about

Crimmigration for Research paper”)

DO NOT select yet.

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

I. Once you have selected “MLA,” you

can hit

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

K.

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

+


HOW TO CONDUCT A SEARCH USING GALILEO

Step 1

A. Log on to the DHS website

B. Go to “Academics” and select “Media

Center”

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

select “Georgia Library Learning

Online (Galileo)”

http://galileo.usg.edu Step 2

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

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

your chosen career

F. Click “SEARCH”

Step 3

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

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

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

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

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

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


How to Write an Annotated Bibliography (MLA FORMAT)

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

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

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

assess the usefulness or relevant application of the source

discuss the writer’s background (examine expertise)

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

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

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

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

Gilbert provides some insight into the concept of “voice” in textual interpretation, and points to a need to move away from the search for

voice in reading. Her reasons stem from a growing danger of “social and critical illiteracy,” which might be better dealt with through a move

toward different textual under-standings. Gilbert suggests that theories of language as a social practice can be more useful in teaching.

Her ideas seem to disagree with those who believe in a dominant voice in writing, but she presents an interesting perspective.

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

assumption that reading and writing inform each other, particularly in the matter of rhetorical constructs. Greene introduces the concept of

“mining texts” for rhetorical situations when reading with a sense of authorship. Considerations for what can be mined include language,

structure, and context, all of which can be useful depending upon the writer’s goals. The article provides some practical methods that

compliment Doug Brent’s ideas about reading as invention.

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

specifically with the ways writers read other writers, particularly the ways in which writers read themselves. Read to Write provides a view of

drafting and revising, focusing on the way a piece of writing evolves as an author takes the time to read and criticize his or her own work.

Moreover, the book spotlights some excellent examples of professional writing and displays each writer’s own comments on their own

creations, in effect allowing the student reader to learn (by reading) the art of rereading and rewriting as exemplified by famous authors.

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


REMINDERS for CREATING OUTLINE & ANNOTATED BIBLIOGRAPHY

SAMPLE OUTLINE (SEE DIRECLTY BELOW)

SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY

Lastname page# Firstname Lastname #000

Thompson-Smith/Powell

Brit. Lit.

27 Mar. 2015

Title Annotated Bibliography

Gilbert, Pam. “From Voice to Text: Reconsidering Writing and Reading in the English Classroom.” English Education

23.4 (1991): 195-211. Print. Gilbert provides some insight into the concept of “voice” in textual

interpretation, and points to a need to move away from the search for voice in reading. Her reasons stem

from a growing danger of “social and critical illiteracy,” which might be better dealt with through a move

toward different textual under-standings. Gilbert suggests that theories of language as a social practice can

be more useful in teaching. Her ideas seem to disagree with those who believe in a dominant voice in

writing, but she presents an interesting perspective.

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

article works from the assumption that reading and writing inform each other, particularly in the matter of

rhetorical constructs. Greene introduces the concept of “mining texts” for rhetorical situations when reading

with a sense of authorship. Considerations for what can be mined include language, structure, and context,

all of which can be useful depending upon the writer’s goals. The article provides some practical methods

that compliment Doug Brent’s ideas about reading as invention.

Lastname page#

Firstname Lastname #000

Thompson-Smith/Powell

British Literature

27 Mar. 2016

Paper Title Outline

I. Introduction + Background

II. Body Paragraph 1 (Supporting Evidence #1)

III. Body Paragraph 2 (Supporting Evidence #2)

IV. Body Paragraph 3 (Supporting Evidence #3)

V. Counterargument

VI. Conclusion (Restatement of claim using synonyms + supporting

evidence statements, So What: call to action – what should happen

next)

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

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

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

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


SAMPLE MLA CITATIONS FOR RESEARCH PAPER Type of Source

Pattern How it appears in the Works Cited How it appears in parenthetical documentation

Book one author

Lastname, Firstname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

Lee, Harper. To Kill a Mockingbird. New York: Grand Central Publishing, 1960. Print.

(Lee 26)

Book more than one author

Lastname, Firstname, and Firstname Lastname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn, 2000. Print.

(Gillespie and Lerner 109).

Book more than three authors

Lastname, Firstname, et al. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

or Lastname, Firstname, Firstname Lastname, Firstname

Lastname, and Firstname Lastname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Logan: Utah State UP, 2004. Print.

or Wysocki, Anne Frances, Johndan Johnson-Eilola, Cynthia L. Selfe,

and Geoffrey Sirc. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Logan: Utah State UP, 2004. Print.

(Wysocki, et al. 697)

or

(Wysocki, Johnson-Eilola, Selfe, and Sirc 697)

Two or more books by the same author

Lastname, Firstname, and Firstname Lastname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

---. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

Palmer, William J. Dickens and New Historicism. New York: St. Martin's, 1997. Print.

---. The Films of the Eighties: A Social History. Carbondale: Southern Illinois UP, 1993. Print.

(Palmer 57)

A work in an anthology, reference, or collection

Lastname, First name. "Title of Essay." Title of Collection. Ed. Editor's Name(s). City of Publication: Publisher, Year. Page range of entry. Medium of Publication.

A POEM – Lastname, Firstname. “Title of Poem.” Title of Anthology. Ed.

(for editor) Editor’s Firstname Lastname. City of Publication: Publisher, Year. Page range of entry. Medium of Publication.

A PLAY- Author’s last name, First name. Title of Play. Trans. (for

translator) Translator’s First and Last Name. Title of Book. Place of publication (if available): Publisher, year (if available). Rpt. in (Reprinted in) Title of Anthology. Ed. Editor’s first and last name. # of ed. Place of publication: Publisher. Year. Pages # - #. Print.

Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One. Ed. Ben Rafoth. Portsmouth: Heinemann, 2000. 24-34. Print.

A POEM –

Kincaid, Jamaica. "Girl." The Vintage Book of Contemporary American Short Stories. Ed. Tobias Wolff. New York: Vintage, 1994. 306-07. Print.

A PLAY - Motokiyo, Zeami. The Deserted Crone. Trans. Stanleigh H.

Jones, Jr. Twenty Plays of the No Theatre. Columbia University Press, 1970. Rpt. in The Language of Literature: World Literature. Ed. Arthur N. Applebee., et al. Evanston, IL: McDougal Littell. 2002. 521-31. Print.

(Kincaid 306) (Motokiyo 522) (Macbeth 1.2.1-5) for Shakespeare Cite Shakespeare by act, scene, and lines. If you are citing more than one play add the abbreviation for the play.

Work in anthology cont.

A SHORT STORY - Lastname, Firstname. “Title of Short Story.” Title of Anthology.

City of Publication: Publisher, Year. Page #-#. Print.

A SHORT STORY - Carter, Angela. "The Tiger's Bride." Burning Your Boats: The

Collected Stories. New York: Penguin, 1995. 154-69. Print.

(Carter 154)


Type of Source

Pattern How it appears in the Works Cited How it appears in parenthetical ocumentation

Article in a Reference Book (e.g. Encyclopedias, Dictionaries)

“Title of Work.” The Title of the Reference Book. # of edition. Year. Medium of Publication.

"Ideology." The American Heritage Dictionary. 3rd ed. 1997. Print. (“Ideology” 90)

A multi-volume work

Title of Work. Trans. Firstname Lastname. Volume #. Place of Publication: Publisher, YEAR, Medium.

Quintilian. Institutio Oratoria. Trans. H. E. Butler. Vol. 2. Cambridge: Loeb-Harvard UP, 1980. Print.

(Quintilian 290)

The Bible Title of the Bible. Editor. Editor’s Firstname Lastname. City of Publication: Publisher, Year. Medium of Publication.

The New Jerusalem Bible. Ed. Susan Jones. New York: Doubleday, 1985. Print.

(The New Jerusalem Bible, Ezek. 1.5-10)

Government Publication

Details regarding the Governmental agency responsible for the publication. Title of Publication. Details. Place of Publication: Publisher, Year. Medium of Publication.

United States. Cong. Senate. Committee on Energy and Natural Resources. Hearing on the Geopolitics of Oil. 110th Cong., 1st sess. Washington: GPO, 2007. Print.

(United States Cong.)

Pamphlet Title of Pamphlet (treat it like you would the title of a book without an author). Place of Publication:

Your Rights Under California Welfare Programs. Sacramento: California Dept. of Social Services, 2007. Print.

(Your Rights Under)

Article in Magazine

Author(s). "Title of Article." Title of Periodical Day Month Year: pages. Medium of publication.

Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71. Print.

(Poniewozik 70)

Article in a Newspaper

Lastname, Firstname. “Title of Article.” Title of Newspaper Date in Military format: Section and Page number. Print.

Brubaker, Bill. "New Health Center Targets County's Uninsured Patients." Washington Post 24 May 2007: LZ01. Print.

(Brubaker LZ01)

Electronic Sources

Lastname, Firstname. Title. Translater (if there is one). Name of Website. Title of Entry on Website, Date in Military format. Medium of Publication. Date of Access in military format. <http://url>.

Aristotle. Poetics. Trans. S. H. Butcher. The Internet Classics Archive. Web Atomic and Massachusetts Institute of Technology, 13 Sept. 2007. Web. 4 Nov. 2008. ‹http://classics.mit.edu/›.

(Aristotle)

Epic Poem in an anthology

Author’s Last name, First name. Title of Poem. Place of publication (if available): Publisher, year (if available). Rpt. in (Reprinted in) Title of Anthology. Ed. (for editor) Editor’s first and last name, et al (if more than 3 editors). Place of Publication: Publisher. pg #-#. Print.

Homer. The Odyssey. Rpt. in The Language of Literature. Ed. Arthur N. Applebee et al. Evanston, IL: McDougal Littell. 894-964. Print.

(The Odyssey 129) Cite plays with the title and line numbers especially if the author has written several)

Image on the web/ work of art

Artist’s last name, First. Title of Piece. Date of Composition. Medium (i.e. photograph, oil on canvas etc.). Institution and city in which artwork is located. OR for online, omit the medium of the composition and include the title of the Web site, the medium (“Web”), and your date of access.

Van Gogh, Vincent. The Starry Night. 1889. Museum of Mod. Art, New York, MoMA: The Museum of Modern Art. Web. 14 Jan. 2009.

(van Gogh 1889)

Article from GaleNet

Author’s last name, First. “Title of Article,” Title of Source. Ed. Editor’s first and last name. Place of Publication: Publisher, Year of publication. Literature Resource Center. Gale. NAME OF HIGH SCHOOL (STATE). Web. Day Month Year of access.

"Oedipus the King: Overview." Reference Guide to World Literature. Ed. Lesley Henderson. 2nd ed. New York: St. James Press, 1995. Literature Resource Center. Gale. WHITEWATER HIGH SCHOOL (GA). Web. 3 Dec. 2009 .

(Lastname) or (“Title of Article) when no author is available

Page on a Website

"H “Title. Title of Website..com. Title, n.d. (if no date updated available). Web. Day Month Year accessed.

" H “How to Make Vegetarian Chili." eHow.com. eHow, n.d. Web. 24 Feb. 2009.

(“How to Make”)


Brit. Lit. Name: _____________#:____ DUE DATE: ____ Period 1 2 3 4 5 6 7

Source Card CHECKLIST SHEET SOURCE CARDS SUBMITTED WITHOUT THE

CHECKLIST WILL NOT BE SCORED & VICE VERSA!

Directions: A. Complete the assigned task(s) B. Answer the questions on the checklist C. Submit the required task(s)

TASK: SCORE: Create FIVE correctly formatted source cards _______

For each statement below, check Y for YES or N for NO.

Y N Criteria Teacher’s Initials:

Each card is in blue/black ink OR typed if required.

Each card has the location of the source OR call number written in the upper left-hand corner.

Each card has the source number written in the upper right-hand corner.

Each card has the source written in the correct format per the type of source it is. This includes punctuation, spacing, capitalization, & underlining, etc.

Each card has a hanging indent (if the source takes up more than one line).

Each card has the student’s first and last name and number written in the lower left-hand corner.

Each card is for a different source (there should be a variety of source types – book, Galileo, newspaper, etc.)

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

OR I chose not to do this assignment and understand that I will receive a zero as my grade. I also understand that I cannot rewrite the assignment. _____________________________________________________ (Student Signature) (Date)

Brit. Lit. Name: _________________#:____ DUE DATE: _______ Period 1 2 3 4 5 6 7

Note Cards CHECKLIST SHEET NOTE CARDS SUBMITTED WITHOUT THE CHECKLIST

WILL NOT BE SCORED & VICE VERSA!

Directions: A. Complete the assigned task(s) B. Answer the questions on the checklist C. Submit the required task(s)

TASK: SCORE: Create at least 20 correctly formatted note cards ________

For each statement below, check Y for YES or N for NO.


Each card is written in blue/black ink OR typed if required.

Each card has a SLUG OR topic written in the upper left-hand corner.

Each card has the source number written in the upper right-hand corner.

Each card has notes (MUST BE 3 DIFFERENT NOTE TYPES – direct quote, paraphrase, or summary - per source).

Each note card uses proper mechanics (i.e. spelling, punctuation, spacing, capitalization, & quotation marks, etc.).

Each note card has the student’s first and last name and number AND the note card number written in the lower left-hand corner.

Each note card has the page number (if there is one available) written in the lower right-hand corner.

Cards are in the manner required (i.e. hard copy or electronic)


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

(Student Signature) (Date)


Brit. Lit. Name: #:____ DATE: _______ Period 1 2 3 4 5 6 7 (circle one please)

Outline CHECKLIST OUTLINES SUBMITTED WITHOUT THE CHECKLIST WILL NOT BE SCORED & VICE VERSA!

Directions:

A. Complete the assigned task(s) B. Answer the questions on the checklist C. Submit the required task(s)

TASK: SCORE:

Create a correctly formatted OUTLINE ________

CHECKLIST: For each statement below, mark Y for YES or N for NO.


1. Outline is typed using Times New Roman 12 point font.

2. Outline is single-spaced throughout EXCEPT in between Roman Numerals (where it is double-

spaced).

3. Outline has an MLA heading (student’s name, #, teacher, course, date in military format) on left-

hand side of 1st page.

4. Outline has an MLA header in the upper right-hand corner of each typed page (i.e. Lastname

page#)

5. Outline clearly identifies the thesis statement.

6. Outline is correctly formatted (i.e. for every I, there is a II and for every A there is a B and for

every 1, there is a 2)

7. Outline is correctly formatted (i.e. spacing, indentation, etc.)

8. Outline has parenthetical documentation when and where necessary

9. Outline uses mechanics and grammar correctly (i.e. punctuation, spelling, capitalization,

underlining, italicizing, etc.)

10. In order to create the outline, I used the sample in the Capstone Project packet and notes which

my teacher provided.





Brit. Lit. Name: #:____ DATE: _______ Period 1 2 3 4 5 6 7 (circle one please)

Annotated Bibliography CHECKLIST ANNOTATED BIBLIOGRAPHIES SUBMITTED WITHOUT THE CHECKLIST WILL NOT BE SCORED & VICE VERSA!

Directions:

A. Complete the assigned task(s) B. Answer the questions on the checklist C. Have your teacher “SIGN-OFF” on this sheet D. Submit the required task(s)

TASK: SCORE:

Create a correctly formatted ANNOTATED BIBLIOGRAPHY ________

CHECKLIST: For each statement below, mark Y for YES or N for NO.


The Annotated Bibliography is typed using Times New Roman 12 point font.

The Annotated Bibliography has an MLA heading (student’s name, #, teacher, course, date in military format) on left-hand side of 1st page.

The Annotated Bibliography has an MLA header in the upper right-hand corner of each typed page (i.e. Lastname page#)

Each source is listed in alphabetical order.

For EACH annotated bibliographic source there is a typed paragraph that addresses ALL of the following:

condense the content of the source (write a brief summary of the information) evaluate the credibility of the source (analyze for authority, accuracy, currency, objectivity) assess the usefulness or relevant application of the source discuss the writer’s background (examine expertise) analyze the intended audience (education, age, experience, needs, bias) describe your reaction (credible source? value of source? analytical/emotional reaction?

Annotated Bibliography is comprised of FIVE DIFFERENT SOURCES with at LEAST ONE BEING a GALILEO SOURCE.

In creating the annotated bibliography, I used the sample provided in the Capstone Project packet.

I (print your name and number) have read and understand the checklist Mrs. Thompson-Smith has provided me. I have carefully reviewed my paper and completed this checklist in advance of the due date. Consequently, I have had the time to revise, edit, and correct any errors I discovered as a result of completing this checklist. I also understand that completing this checklist in no way guarantees me an “A” on the assignment; however, I do understand that if used correctly in conjunction with the other resources Mrs. Thompson-Smith has provided me (i.e. Capstone Project Packet, MLA Bootcamp PowerPoints, etc.), it will help me make sure that I have adhered to the assignment requirements.





Argumentative Paper Outline Format

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

I. INTRODUCTION o 1-2 paragraphs tops

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

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

What background information, if any, do we need to know in order to understand your claim? If you don’t follow this paragraph with a background information paragraph, please insert that info here. o REQUIRED ELEMENTS

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

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

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

STATE your claim at the end of your introductory paragraph

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

o PURPOSE: Lays the foundation for proving your argument.

o Will often include: Summary of works being discussed

Definition of key terms

Explanation of key theories

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

o Topic Sentence: What is one item, fact, detail, or example you can tell your readers that will help them better understand your claim/paper topic? Your answer should be the topic sentence for this paragraph.

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

o Introduce Evidence: Introduce your evidence either in a few words (As Dr. Brown states ―…‖) or in a full sentence (―To understand this issue we first need to look at statistics).

o State Evidence: What supporting evidence (reasons, examples, facts, statistics, and/or quotations) can you include to prove/support/explain your topic sentence?

o Explain Evidence: How should we read or interpret the evidence you are providing us? How does this evidence prove the point you are trying to make in this paragraph? Can be opinion based and is often at least 1-3 sentences.

o Concluding Sentence: End your paragraph with a concluding sentence that reasserts how the topic sentence of this paragraph helps up better understand and/or prove your paper’s overall claim.

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

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

o Optional; usually 1-2 paragraphs tops

o What possible argument might your reader pose against your argument and/or some aspect of your reasoning? Insert one or more of those arguments here and refute them.

Possible sentence starters: One might object here that... , It might seem that , It's true that , Admittedly, Of course

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

VI. CONCLUSION PART 1: SUM UP PARAGRAPH

o PURPOSE: Remind readers of your argument and supporting evidence

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


o Restates your paper’s overall claim and supporting evidence

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

o Your conclusion should not simply restate your intro paragraph. If your conclusion says almost the exact same thing as your introduction, it may indicate that you have not done enough critical thinking during the course of your essay (since you ended up right where you started).

o Your conclusion should tell us why we should care about your paper. What is the significance of your claim? Why is it important to you as the writer or to me as the reader? What information should you or I take away from this?

o Your conclusion should create a sense of movement to a more complex understanding of the subject of your paper. By the end of your essay, you should have worked through your ideas enough so that your reader understands what you have argued and is ready to hear the larger point (i.e. the "so what") you want to make about your topic.

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

o Vivid, concrete language is as important in a conclusion as it is elsewhere--perhaps more essential, since the conclusion determines the reader's final impression of your essay. Do not leave them with the impression that your argument was vague or unsure.

o WARNING: It's fine to introduce new information or quotations in your conclusions, as long as the new points grow from your argument. New points might be more general, answering the "so what" question; they might be quite specific. Just avoid making new claims that need lots of additional support.


Argumentative Essay Outline

I. Introduction + Background

II. Body Paragraph 1 (Supporting Evidence #1)

III. Body Paragraph 2 (Supporting Evidence #2)

IV. Body Paragraph 3 (Supporting Evidence #3)

V. Counterargument

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


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

ROUGH DRAFT #1 ARGUMENTATIVE RESEARCH PAPER Rubric: 200 points

SEE COVER SHEET FOR DEADLINE!

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



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

DRAFT #2 ARGUMENTATIVE RESEARCH PAPER Rubric: 400 points

SEE COVER SHEET FOR DEADLINE!

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



GETTING STARTED with the ARGUMENTATIVE RESEARCH PAPER STEP 1: Choosing a topic

This is a decision you and your parents should make together.

Look at your chosen career field and do some preliminary research to find out what issues currently exist in the field. Using the nationally recognized association’s website may help you (i.e. for the medical field go to the American Medical Association’s [AMA’s] website or for education go to the National Education Association’s [NEA’s] website for instance).

Choose two or three topics that interest you and do a little research. o Are there enough resources available? o Does your research appear to support one side of the issue more than another?

Discuss your findings with your parents and narrow it down to your final choice.

Step 2: Generate a research question.

The research question is the driving force behind your research and ultimately your argumentative research paper. Below are some examples of topics and research questions of varying degrees of success:

Sample Topic – Healthcare reform/Healthcare

Poor Research Question:

What is healthcare reform? o It is too general and not a compelling enough question to explore on a deep level o Calls for a simple answer that can be researched in just one or two simple clicks OR looked up in an encyclopedia;

it is not authentic research.

Good Research Question:

Why does one of the richest countries in the world: America fail to provide its citizens with the basic means to realize its dream of life, liberty, and the pursuit of happiness?

o It is thought provoking o It cannot be answered through just one or two clicks of research.

Better Research Question:

Why is the physical health of America continually put up for sale to the highest bidder: the insurance industry and ultimately cost all of her citizens?

o It is both thought-provoking AND compelling o It cannot be answered through just one or two clicks of research o It is worthy of further investigation o It is unique/original and has depth

Below are some examples of thesis statements of varying degrees of success:

Poor Thesis Statement (also known as CLAIM):

I think healthcare reform is the reforming, revamping, or changing of how people get access to healthcare. o It is not worthy of further investigation or discussion. o It uses the first person AND the deadly phrase I think . . . o It lacks umph because it is a simple definition.

Good Research Thesis Statement (also known as CLAIM):

Because of the basic tenets on which America was built, today Americans’ access to healthcare is not guaranteed to all; however, it continues to be lauded as one of the world’s premier systems.

o It is worthy of further investigation to clarify and explain the argument set forth and is DEBATABLE. o It makes good use of vocabulary and is NOT formulaic (i.e. America’s healthcare system exists as it currently

does because of the country’s history, Wallstreet’s greed, and overuse or abuse by the needy) .

Better Research Thesis Statement (also known as CLAIM):

One who is both poor and sick in America is surely sentenced to a life awaiting one’s death. o It is worthy of further investigation and calls on the audience to see the writer’s stance with certainty. o It craftily makes use of vocabulary and has a unique voice without being formulaic and is DEBATABLE. o It calls for more than simple recall. o It is rich enough in detail that it is clear without giving everything away to the reader.


Jane Doe #000

Mrs. Thompson-Smith

British Literature.

3 December 2015

Title of your Paper

This template is designed to help you with the format of your research paper. Begin typing the

introduction of your paper with your hook (draw in your reader with a quotation, questions, startling

statement/statistic/fact, or an allegory). Next, you need your overview; if you paper is not about a literature

selection provide an overview of your topic OR if your paper is about a literary selection, you will write your

T.A.G. sentence; this is where you identify the title of the story, play, or novel, the author, and the genre. Next,

summarize the topic or entire story, play or novel in two to three sentences. Finally, end your introductory

paragraph with your thesis statement: one sentence which tells the reader of your paper what your paper

will be about BUT IT DOES NOT EVER USE THE WORDS “In this paper, I will”.

Remember to begin each body paragraph with a topic sentence; your topic sentence cannot be a

quotation or a question. Then identify the example that you will use to support your paper (in other words the

support for your reason). Next, you must setup the example you plan to use to support this part of your thesis.

The setup can be either a paraphrase (written in your own words but the same length as the original) of the

source OR a summary (written in your own words but shorter than the original text) of your source OR a direct

quotation (verbatim or word for word from the original and placed within quotation marks) of your source. You

will use in-text citations/parenthetical notes to document any information you have borrowed from another

source (Roebuck 206). This includes information that is paraphrased, summarized, and/or a direct quotation.

Always explain how your example (paraphrase, summary, or quotation) supports your thesis prong immediately

after you have cited it in your paper. If you have another example, you will follow the same procedures as


outlined above, if not, you will end the paragraph with a clincher sentence. This sentence closes out the current

paragraph and gives clues or hints at what is to come in the next paragraph.

After you have discussed all parts of your thesis in the order they were presented in your thesis

statement, you will end your essay with your concluding paragraph which starts by re-stating your thesis. This

means that you will divide your thesis into two different sentences, so that it’s not verbatim to your original

thesis statement. Then summarize or highlight the key points of your paper (i.e. revisit the thesis prongs or

main points). Finally, end with a call for action which leaves the reader thinking. It is a good idea to end your

essay the way you began (this means if your hook was a question, end your essay with a new equally thoughtful

question or if it was a quotation, end your paper with a different but equally thought-provoking question). The

last thing you need is your works cited page which should be saved with the rest of your paper NOT as a

separate document. All sources should be listed alphabetically. REMEMBER, it is NOT a research paper

if you have no outside sources. You must use the research from Galileo NOT Bing, Google, or Wikipedia.

Good luck!


Works Cited

Albom, Mitch. Tuesdays with Morrie. New York, NY: Penguin Books, 1979.

Author’s Last name, First name. Title of the book should be underlined and accurate. City of

publication, State of publication: Publisher, YEAR.

Author’s last name, First name. Title of Play. Trans. (for translator) Translator’s First and Last Name. Title of

Book. Place of publication (if available): Publisher, year. Rpt. in Title of Anthology. Ed. Editor’s first

and last name. # of ed. Place of publication: Publisher. Year. Pages # - #.

Author’s last name, First name. Title of Play. Place of publication: Publisher. Year


Research Paper - Thesis Statement In blue or black ink, please write your thesis statement on the lines provided below. Your thesis statement must be one sentence may/may not have three parts/reasons or points.

Topic :______ Career field: Research Question:

Thesis Statement/CLAIM:

For teacher use, please do not write anything in or below this table.

Points Description

1 2 3 4 5 6 6 7 8

Unclear, confusing, hungry for detail, what’s the main point

9 10 11 12 13 A start but needs revision

14 15 I can see what you want to say, but still needs revision

16 17 Almost there

18 19 20 Clear, rich in detail, focused, and easy to understand

Comments:


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

CAPSTONE PROJECT ARGUMENTATIVE RESEARCH PAPER CHECKLIST/Self-Assessment RESEARCH PAPERS SUBMITTED WITHOUT THE CHECKLIST WILL NOT BE SCORED JUST AS CHECKLISTS

SUBMITTED WITHOUT THE PAPER WON’T BE SCORED! FORMATTING

YES NO Statement or Criteria

1. The paper is typed in black ink.

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

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

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

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

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

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

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

9. The font size and style of the header is the same as the rest of the paper (i.e. TNR/AN 12pt.)

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

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

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

13. Each paragraph is indented.

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

Introduction, Body, and Concluding Paragraphs and Highlighting Code


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

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

17. The thesis statement or CLAIM is the last sentence of the introductory paragraph.

18. The thesis statement is ONLY ONE SENTENCE no more and no less!

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

20. The thesis statement or CLAIM is debatable. In other words, if it were a statement up for discussion, people would be able to debate more than one side or perspective of the issue.



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

22. Topic sentence is highlighted blue.

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

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

25. Each body paragraph uses logical evidence and examples as support (i.e. the evidence you’ve gathered from your research: quotations from note cards or paraphrasing of research or summary).

26. Each supporting quotation begins with a lead-in (your own words leading-in or up to the quotation OR quoted material). This may also be a paraphrase OR summary of your research.

27. Each and any time ANY “borrowed” material is used in the paper (i.e. paraphrasing or summarizing from the original source OR directly quoting from the source) it is correctly documented with parenthetical documentation also known as in-text citations.

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

29. The end punctuation (i.e. period, question mark, etc.) is AFTER the parenthetical documentation or in-text citation.

30. Immediately following the parenthetical documentation, is an explanation of how the quotation, summary, or paraphrase your borrowed supports your thesis or CLAIM. This is your “SO WHAT?”

31. If you do not use any other textual evidence to support this part of your claim, then DIRECTLY after the explanation (i.e. the “SO WHAT?”) is a clincher sentence.

32. The clincher sentence, which is the summary sentence for the body paragraph is highlighted green.


34. The topic sentence begins each body paragraph.


36 Each body paragraph uses logical evidence and examples as support (i.e. the evidence you’ve gathered from your research: quotations from note cards or paraphrasing of research or summary).

37. Each supporting quotation begins with a lead-in (your own words leading-in or up to the quotation). This may also be a paraphrase OR summary of your research. If so, provide an example from your second body paragraph here:_________________________

38. Each and any time ANY “borrowed” material is used in the paper (i.e. paraphrasing or summarizing from the original source) it is correctly documented with parenthetical documentation also known as in-text citations.



41. Immediately following the parenthetical documentation, is an explanation of how the quotation, summary, or paraphrase your borrowed supports your thesis or CLAIM. This is your “SO WHAT?”

If you do not use any other textual evidence to support this part of your claim, then DIRECTLY after the explanation (i.e. the “SO WHAT?”) is a clincher sentence.

42. The clincher sentence, which is the summary sentence for the body paragraph is highlighted green.


44. The topic sentence begins each body paragraph.


46 Each body paragraph uses logical evidence and examples as support (i.e. the evidence you’ve gathered from your research: quotations from note cards or paraphrasing of research or summary).


47. Each supporting quotation begins with a lead-in (your own words leading-in or up to the quotation). This may also be a paraphrase OR summary of your research.

48. Each and any time ANY “borrowed” material is used in the paper (i.e. paraphrasing or summarizing from the original source) it is correctly documented with parenthetical documentation also known as in-text citations.




51. Immediately following the parenthetical documentation, is an explanation of how the quotation, summary, or paraphrase supports your thesis or CLAIM. This is your “SO WHAT?” If so, provide an explanation from the third body paragraph here: ____________________________________ _____________________________________________________________________________ _____________________________________________________________________________

The Works Cited Page


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

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

62. Each entry on the works cited page is alphabetized.

63. Each entry on the works cited page has a hanging indent.

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

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

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

67. The works cited page is typed in a Times New Roman 12 point font style and size. This includes the header!

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

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

52. ALL quotations are inside “quotation marks.”

53 The conclusion begins with the RE-STATED thesis or RE-STATED claim.

54. The RE-STATED thesis or RE-STATED claim is TWO sentences in length. If so, provide it in this space:__________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

55. The RE-STATED thesis or RE-STATED claim is highlighted yellow.

56. The essay has a sense of closure.

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

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

59. The paper ends with a call for action . If so, write it here: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________


Other Important Reminders


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

71. For each source that appears on the works cited page there is a matching in-text citation (also known as parenthetical documentation) in the body of the paper. See example below: IF A SOURCE IS LISTED ON THE WORKS CITED PAGE, IT MUST BE IN THE BODY OF THE PAPER (i.e. it would be the PARENTHETICAL DOCUMENTATION or IN-TEXT CITATION). IF A SOURCE IS IDENTIFIED IN THE BODY OF YOUR PAPER, THE COMPLETE SOURCE INFORMATION MUST ALSO APPEAR ON THE WORKS CITED PAGE!!!

72. ALL borrowed material paraphrases (i.e.written in your own words, but about the same length as the original), summaries (i.e. written in your own words, but shorter than the original) AND direct quotations (i.e. written word-for-word from the original and inside quotation marks) have the matching and COMPLETE MLA citation on the Works Cited page.

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

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

75. The paper avoids the KISS OF DEATH:

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

Second person (you)

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

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

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

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

Fragments (i.e. Many people believe. OR After this occurred. etc.)

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

77. The student has uploaded the paper to a plagiarism checker PRIOR TO uploading it to turnitin.com.

Smith 1

Karen Smith #000

British Literature

Thompson-Smith

15 April 2015

Between the Word and the Sentence:

Apes and Language

One afternoon, Koko the gorilla, who was often

bored with language lessons, stubbornly and

repeatedly signaled “red” in American Sign

Language when asked the color of a white towel.

She did this even though she had identified the

color white many times before. At last the gorilla

plucked a bit of red lint from the towel and showed it

to her trainer (Patterson and Linden 80-81). At

Yerkes Primate Center, chimpanzees Sherman and

Austin, who had been taught symbols for foods and

tools, were put in separate rooms. To obtain food

Smith 12

Works Cited

Davis, Flora. Eloquent Animals: A Study in Animal

Communication. New York: Coward, 1978.

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

Science.” New York Times 25 June 1985,

local ed.: A1+.

Marx, Jean L. “Ape-Language Controversy Flares

Up.” Science 207 (1980): 1330-33.

Patterson, Francine, and Eugene Linden. The

Education of Koko. New York: Holt, 1981.

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

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

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


PAPER CHECKLIST SIGNATURE SHEET

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



Appendix

76 …………………………..……… Appendix 1 - PowerPoint/Prezi Presentation Instructions 77 …………………………..……… Appendix 2 – Documentation of Community Service Hours Log 78 …………………………..……… Appendix 3 – DHS Activity Journal 79 …………………………..……… Appendix 4 – 12 Week Classroom Grades 80 …………………………..……… Appendix 5 – Critical Reading Log Daily Log Schedule 81 …………………………..……… Appendix 6 – Capstone Project Learning Log 82 …………………………..……… Appendix 8 – Capstone Project Presentation Checklist/Self-Assessment 83-91 …………………………..……… Appendix 9 - Blank Calendars 93-94 …………………………..……… Appendix 10 – CAPSTONE Project Presentation Scoring Guide


Appendix 1

PowerPoint or Prezi or Google Slideshow Instructions/Requirements Slide 1: Title Slide 2: Attention Grabber Slide 2: Purpose/Why I Chose This Particular Career AND relation to student-

created product Slide 3: Career overview

a) Educational Needs for This Career b) Statistics About This Career

Slide 4: Topic of Argumentative Research Paper (i.e. important issue in this

career) Slide 5: Your position/stance on this issue/topic Slide 6-10: Your research findings

Slide 11: Bibliography or Works Cited/References (Must include U.S. Dept. Of Labor and 3 Galileo links as included Sources)

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

Print each slide for your notebook


Appendix 2 Documentation of Community Service Hours

Directions: Submit official letters and/ or official documentation from the organization(s) where you completed hours of community service or use this form/format. All documentation must be on official organization letterhead or contain the organization’s official seal. Attach forms or letters as needed. Student’s Name: _________________________________ Total number of community service hours completed: _____________________

Community service activities completed Date completed

__________________________________ ______________

__________________________________ ______________

__________________________________ ______________

__________________________________ ______________ Name of organization of community service: ______________________________________________ Organization’s Street Address: _________________________________________________

City: _______________________________State: ________ ZIP: _______ Organization’s Community Service Coordinator/ Representative: Name: _____________________________________________________ Title: ______________________________________________________ Telephone Number: ( ) ________________________________________ Email Address: ___________________________________________________ Signature of Advisor: ______________________________________________ One of these is needed for each organization to which you have provided service.


Appendix 3 Capstone Project

Dutchtown High School - Activity Journal

Date Activity Time Spent Advisor Signature


Appendix 4

Twelve-Week Classroom Grades Documentation Sheet

NAME_________________________________________________________

Name of Class Numerical Average Conduct Days Absent

Spring Semester

Teacher Signature

1st Period:

2nd Period:

3rd Period:

4th Period:

5th Period

6th Period:

7th Period:


Appendix 5

Critical Reading Log - Daily Log Sheet (Make copies as needed)

Title Author Year Read 2-3 Sentence Summary


.

Appendix 6

Learning Log Capstone Project Learning Log

DATE DESCRIPTION (detailed description of activity) TIME


Appendix 7

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

CAPSTONE PROJECT PRESENTATION CHECKLIST/Self-Assessment

PLEASE USE THIS CHECKLIST AS A TOOL TO HELP IN WITH YOUR SENIOR CAPSTONE PROJECT PRESENTATION!

YES NO Statement or Criteria 1. My presentation begins with some sort of attention-grabber (school appropriate quotation,

extremely brief video clip, anecdote, ice breaker, etc.)

2. The introduction establishes ALL of the following: a) the topic of the paper, b) career link, c) why the topic was chosen, and d) how the paper relates to the product.

3. The body of the speech address ALL of the following: a) Overview –

a. educational needs for cared and b. statistics about this career

b) Topic of Argumentative Research Paper a. Position or Stance b. Research Findings

c) Presents information in a logical and organized manner using transitions to move from one point to the next

4. Conclusion

Explains what student learned about him/herself

Explains how journey will be reflected in his/her post-secondary endeavors

5. Product is professional in quality which means . . . IT LOOKS LIKE THE STUDENT TOOK TIME AND THOUGHT IN ITS CREATION LOOKS FINISHED (glue is dried, holds up, editing completed etc.)

6. Delivery a) Student practiced multiple times BEFORE the day of the presentation b) Student is appropriately dressed (professional attire that meets DHS dress code) c) Student is familiar with whatever technology is being used


Capstone Project ~ Presentation Sign-up Form

SEE YOUR TEACHER FOR SPECIFIC DIRECTIONS REGARDING

SIGNING-UP FOR YOUR PRESENTATION DATE & TIME!


Appendix 8

Dutchtown High School Capstone Project Presentation Rubric

*REMEMBER TO BRING A COPY OF THIS RUBRIC TO YOUR SCHEDULED PRESENTATION

Student’s Name: Date: English Teacher: Jones or Thompson-Smith

Project Title: Period 1 2 3 . 4 5 6 7 (circle one)

Start time: Stop time:_______________

Directions for Part I – Score each component for the CONTENT area of each Presentation according to the following scale:

10 = Excellent 9=Above Average 8=Average 6=Below Average 5=Failing

Area I: CONTENT SCORING SCALE

Introduction

Begins with an appropriate attention grabber 10 9 8 6 5

Establishes topic of Paper, career link, why he /she chose this topic,

and how paper relates to Product 10 9 8 6 5

Body of Speech

Career overview 10 9 8 6 5

o Educational Needs for This Career

o Statistics About This Career

Topic of Argumentative Research Paper (i.e. important issue in this career) 10 9 8 6 5

o Student’s position/stance on this issue/topic

o Student’s research findings

Presents information in a logical and organized manner using

transitions to move from one point to the next 10 9 8 6 5

Conclusion

Concludes with an explanation of what he/she has learned

about himself/herself as a result of completing the CAPSTONE PROJECT

and explains how this journey will be reflected in his/her postsecondary

endeavors 10 9 8 6 5

Product

Product is of a professional quality with a finished feel, evidence of effort 10 9 8 6 5


Questions form Judges

Responds to questions from Judges thoughtfully and maturely reflecting

Knowledge/skills acquired as a result of Project. 5 4 3 2 1


(See BACK for Part II) CONTENT TOTAL= __________/75pts.

Directions for Part II – Score each component for the DELIVERY area of each Presentation according to the following scale:


Area II: DELIVERY SCORING SCALE

1. Makes eye contact with Judges (does not read from notes) 5 4 3 2 1

2. Maintains Body Composure AND Moderates Voice/Vocal Expression 5 4 3 2 1

(poise, gestures, posture AND rate/volume, pacing, inflection, enthusiasm)

3. Uses appropriate Language (avoids slang) 5 4 3 2 1

4. Dress/appearance (appropriate) 5 4 3 2 1

5. Effectively uses visuals/audio props into Presentation 5 4 3 2 1

DELIVERY TOTAL= __________/25pts.

OVERALL GRADE________OUT OF 100 POINTS

Time: (FIVE POINTS will be deducted for every minute below 8 minutes. Students should NOT be allowed to

present over 10 minutes if one of Thompson-Smith’s student or 15 minutes if one of Jones’ students).

Comments:

senior - schoolwires.henry.k12.ga.us€¦ · revised and adapted by b. jones & c....

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