SENIOR PROJECT - schoolwires.henry.k12.ga.us€¦ · SENIOR PROJECT Dutchtown High School 2015-2016...

Created by C. Thompson-Smith December 2015

SENIOR PROJECT Dutchtown High School

2015-2016

Principal: Mrs. Nicole Shaw

Mrs. Thompson-Smith

The Senior Project Rationale

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

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

immerse themselves in an area of personal interest

extend their thinking beyond the classroom

develop independent learning techniques

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

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

community service

artistic/literary creativity

academic research


Senior Project SCORING SHEET

FAILURE TO ATTACH/INCLUDE THIS GRADE SHEET WILL

RESULT IN A 50pt. DEDUCTION!

Required Element Pts.

Earned Pts.

Poss.

I. Research Question (20 points total) Due 12/10!

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

20

II. Thesis Statement (20 pts total) Due 12/14!

20

III. Annotated Bibliography (200 points total) MUST SUBMIT ELECTRONIC COPY VIA

TURNITIN.COM or PAPER WILL NOT BE SCORED!!!!!! Due 2/4/2016!

A. Must be free from any form of plagiarism B. Must use peer reviewed scholarly sources C. Must be typed in MLA format D. Must have ten sources

100

IV. Literature Review (300pts total) MUST SUBMIT ELECTRONIC COPY VIA

TURNITIN.COM or PAPER WILL NOT BE SCORED!!!!!! Due 3/3/2016!

E. Must be free from any form of plagiarism F. Must use peer reviewed scholarly sources G. Must be typed in MLA format H. Must have five sources

200

V. Presentation of Documentary (400pts.) and Reflection Essay (60 points total) MUST SUBMIT

ELECTRONIC COPY (ePortfolio via LiveBinder & reflection Method of

upload TBA)! Due 3/4/2016-3/31/2016!

A. Students will sign-up for a time slot using Sign-up Genius (first come first serve basis) B. At the time of presentation, student will submit reflection paper and portfolio

560

VI. The Portfolio (100 pts.) DUE 3/4/2016 – 3/31/2016 TO BE SUBMITTED ON THE

DAY OF YOUR PRESENTATION! (ePortfolio online via LiveBinder)

A. All of the aforementioned items inside a 3-ring binder with sheet protectors B. Documentation of Product Creation

100

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


Table of Contents

Page # Item

2 …………………………..…………………..….… Cover Sheet

4 …………………………..…………………..….… Letter to students

5 …………………………..…………………..….… Frequently Asked Question

7 …………………………..…………………..….… Getting Started

10 …………………………..…………………..….… Senior Project Contract

11 …………………………..…………………..….… Senior Project Signature Form

12 …………………………..…………………..….… Scoring Guide (Rubric)

13 …………………………..…………………..….… Ann. Bib. Scoring Guide

14 …………………………..…………………..….… Literature Review Scoring Guide

15 …………………………..…………………..….… Annotated Bibliography Chklst

16 …………………………..…………………..….… Galileo “How To” Guide

17 …………………………..…………………..….… Senior Project Contract

18 …………………………..…………………..….… CRAAP Checklist

20 …………………………..…………………..….… Annotated Bib.& Lit. Revice

21 …………………………..…………………..….… Sample MLA Citations

22 …………………………..…………………..….… Appendix 1 Budget

23 …………………………..…………………..….… Appendix 2 Doc. Comm. Serv.

24 …………………………..…………………..….… Appendix 3 Activity Journal

25 …………………………..…………………..….… Appendix 4 Time Log

26 …………………………..…………………..….… Appendix 5 Mentor Acc. Form

27 …………………………..…………………..….… Appendix 6 Learning Log

28 …………………………..…………………..….… Calendars


Dear Student,

You have reached an important stage in your educational experience here at DHS. It is time to begin your Senior Project. I am often

asked to explain the purpose of the Senior 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 Senior Project gives you the opportunity to choose an issue/topic 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 Senior Project in a final presentation. You must also carefully

document your progress, provide evidence of your learning, and meet any requirements stated in your contract.

The final stage of the Senior Project occurs during the spring semester (usually in March or April). It is at this time you will present your

final phase to members of the faculty and community during your Senior 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. Thompson-Smith Senior Project Co- Coordinator


Senior Project

Frequently Asked Questions

Why do we have to do a senior 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 Senior Project should help you demonstrate your readiness for post-secondary life (i.e. the rigors of college) and help you to become more aware of your role in society at large. By creating a documentary about a relevant issue, you are likely to learn not only how to sympathize with your fellow man, but more importantly how to empathize.

o You are not merely creating a documentary, but more importantly you will be immersing yourself in the study and understanding of a social issue. As a result, you may have to write your local government representative, interview people at government agencies, and research what information already exists on the topic.

What are the requirements of the Senior Project?

You have now read several works of significant literary merit during this course. As is always the case with great literature, the themes

and issues that these works bring to the forefront are still relevant today. Taking one theme or issue from one of the works we have

studied, you will do all of the following:

Find an adult mentor (not related to you) in the building or one whom your parents approve (i.e. pastor, Boy Scout troup

leader, Dance Insructor, etc.)

Generate a research question directly related to your chosen topic

Craft a thesis statement which will serve as the controlling idea for you project

Create an annotated bibliography of ten sources (must be scholarly peer reviewed)

Transform that annotated bibliography into a Literature Review of the best five of your ten sources

Journal and document your work and the evidence you collect along the process for your portfolio

Create a documentary on your chosen issue/topic (a problem you see in both society and the literary text)

Present your documentary to a panel of judges

Submit your portfolio and meet the requirements of your contract(s)

Write a one page reflection about the entire process (What did you learn throughout this process? How have your

views/perspectives either been reinforced or revamped as a result of the project? How this will impact you as you embark on

adulthood and enter society upon graduation?)

Sample Themes/Issues and their related Literary Works (not a complete list)

Work Themes Issues

East of Eden The constant battle between Good and Evil, Nature vs. Nurture

Familial relationships, Love, Jealousy

Metamorphosis The limits of sympathy, The absurdity of Life, etc.

Familial relationships, Money, Change

King Lear Authority versus Chaos, What is Justice? Familial relationships, Love, Mental Illness, Homelessness

Heart of Darkness The Absurdity of Evil, The Hypocrisy of Imperialism

Racism, Privacy, Mental Illness

Like Water for Chocolate Food as a Remedy, Freedom vs. Dependence

Abuse (physical & mental), Love, Family, Race, Sexuality


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 Senior Project Advisor (i.e. your teacher)

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.

Why do I need a mentor? A mentor serves a trusted adult with whom you can discuss your senior project, get ideas from, or provide

insight and guidance.

Your mentor does not necessarily have to have experience with your topic, although this may be helpful

“Proper preparation prevents poor performance.”

― Stephen Keague


GETTING STARTED

STEP 1: Choosing a topic

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

Look at the list of possible topics on the previous pages 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: Generate a research question.

You must have your topic approved by the advisor before you may begin work on your project.

The research question is the driving force behind your research and ultimately your documentary. 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

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 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

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

Poor Thesis Statement:

Healthcare reform is the reforming, revamping, or changing of how people get access to healthcare. o It is not worthy of further investigation. o It lacks umph!

Good Research Question:

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. 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 Questions:

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. o It calls for mere than simple recall.


Step 3: Create an annotated bibliography.

Research and find 10 reputable (scholarly peer reviewed) resources on your topic/issue.

Using MLA formatting, an annotated bibliography has two portions: the citation and the summary. The first portion of the

bibliography is the citation. The second portion of the bibliographic entry is the summary. A summary (written in five to

eight complete sentences) tells the main idea of the source and evaluates the credibility of the source. Answer and

address ALL six points from below:

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?

REFER TO YOUR CHECKLIST FOR DETAILS!!!!

Step 4: Transform your Annotated Bibliography into a Literature Review

A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period.

A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.

But how is a literature review different from an academic research paper? o The main focus of an academic research paper is to develop a new argument, and a research paper will contain

a literature review as one of its parts. In a research paper, you use the literature as a foundation and as support for a new insight that you contribute. The focus of a literature review, however, is to summarize and synthesize the arguments and ideas of others without adding new contributions.

Step 5: Journal and document all activities related to your senior project.

Keep track of what you do for your project and when (i.e. interviews of people, visits to National Archives or museums, time spent researching, etc.).

This is the portion of your project where you will be performing community service preferably related to your topic, but if that is not possible, volunteer at school with your teachers, in your neighborhood, or at your place of worship.

Use the logs provided (see provided template). Place all items inside sheet protectors and then inside a 3-ring binder.

Step 6: Create a documentary.

Present your argument in the form of a video.

Using either Macintosh (I-Movie, Garage Band and Motion) or Windows (MovieMaker or PhotoStory) software, you will

plan, write, film, and revise a documentary film that creates awareness and/or advocates for a change in thinking or

behavior based on your selected topic. Your film should attempt to persuade a specific audience and have a specific

purpose. The length of film should be approximately 5-7 minutes long.

Save I-Movie files as a .mov and MovieMaker files as .wmv. Ensure that the video and audio of the film are of good quality, and that the files will upload/play correctly on your E-portfolio (LiveBinder).

o The I-Movie Suite includes:

I-Movie: allows offers you templates to create your film from beginning to end.

Garage Band: allows you to create multi-audio tracks. You can add your own recorded narration to

these tracks, import music, create original music, and use Garage Band’s copyright free sound effects.

Motion: offers you endless special effect possibilities with its copyright free effects or your original

creations.


I-DVD: allows you to format and burn your film to a DVD so it looks exactly like a professional film with

templates for scene selection, language selection, handicap option selections, etc.

o PC Equivalents include:

Windows Movie Maker: part of the software found on Microsoft Windows.

PhotoStory: can be downloaded for free at:

http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx

Design Plan: Your film should follow this structure:

Title page with names, class, and title of film

Introduction – state and/or show background, history, or general status of the issue

Claim – state and/or show your side of the issue, what you want to persuade your audience to think or do

Support—state and/or show reasons to support your claim using appropriate evidence and counterargument

Conclusion—bring the documentary to a close and give your viewers something more to consider

Be sure to use transitions, music, narration, and text to give your documentary a professional look and feel

Fair Use Statement/Copyright/Credits

**Common-Sense Clause:

Do not put yourself, or others, in any dangerous situations in the making of your film.

Do not show any illegal activity or potentially incriminate others in the making of your film.

Do not use video/images/language that is not suitable for an academic setting and discourse community. Remember that

your film may be shown in class and could be shown in wider venues at the end of the semester.

Advocate: As college ready students, you have both an opportunity and responsibility to be heard, to educate your

community and produce a valuable piece of work that can be used. Producing a visual argument advocating for specific

issues facing your generation is a wonderful way for you and your peers to positively contribute to your generation’s

present and future condition.

Step 7: Present your documentary to a panel of judges

Present your polished documentary of 5-7 minutes to the judges/audience

Be prepared to answer questions and discuss your learning from this experience

Step 8: Submit your portfolio and meet the requirements of your contract(s)

Upload an electronic version of your portfolio to LiveBinder (ePortfolio) and submit a hard copy

Have your parents/guardian sign and date ALL contracts

You the student must sign and date ALL contracts

Step 8: Write a one page reflection about the entire process (What did you learn throughout this process? How have your views/perspectives either been reinforced or revamped as a result of the project? How this will impact you as you embark on adulthood and entire society upon graduation?)

Paper must be in MLA format, typed, uploaded TBA

Adapted from: http://utminers.utep.edu/omwilliamson/engl1312/docfilmproject.htm

http://utminers.utep.edu/omwilliamson/engl1312/docfilmproject.htm


Senior Project Contract

Student Name___________________________________ Advisor’s Name____C. Thompson-Smith_________________________

Title of Project___________________________________________________________

Return this contract to your advisor by 12/9/15.

As a graduating Senior at Dutchtown High School, I hereby agree to complete the above stated project in partial fulfillment of my Senior

Project requirement. I understand that I will not be allowed to change my topic once it has been approved. I understand that I must also

obtain the permission of my parent or legal guardian on this form before this agreement is valid.

Student Signature________________________________Date____________________

Advisor Signature________________________________Date____________________

PARENT PERMISSION

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

son or daughter must participate in Senior Project activities. The various components of the Senior Project will be factored into the grade

for AP English Literature, a course which is required for graduation from DHS. I further understand that failure to complete the Senior

Project, including the Senior Project Presentation, may result in my son or daughter not successfully completing AP English Literature.

Failure to pass Senior English 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 Senior Project. I also understand that when the paper is redone, it will receive a grade no higher than a 50%.

Student's Signature___________________________________ Date_________________________

Parent's Signature____________________________________ Date___________________________


AP English Lit. Name: __________________________#:

Signature Form

Dutchtown High School Senior Project

Part A: Student

I AGREE TO

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

I UNDERSTAND THAT

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

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

SUCCESSFUL COMPETION AP English Literature

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; may also be another adult who your parents agree to) 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)

ALL SIGNATURES NEEDED PRIOR TO ACCEPTANCE!


AP. Lit. Student’s Name: #:____

DATE: _______ Total time: _______ Period 1 2 3 4 5 6 7 (circle one please)

SCORING GUIDE for

SENIOR PROJECT DOCUMENTARY Purpose and Development: Establishes a purpose early on and maintains a clear focus throughout which is thoroughly developed.

6 5 4 3 2 1 x 2 =___________ Audience Awareness: Strong awareness of audience in the design. It is obvious why the vocabulary, audio, and graphics were chosen to fit the target audience.

6 5 4 3 2 1 x 1.5 =___________ Ethos: Documentary uses strong arguments and evidence to display credibility.

6 5 4 3 2 1 x 0.5 =___________ Pathos: Documentary uses effective strategies to appeal to the reader's values and beliefs..

6 5 4 3 2 1 x 0.5 =___________ Logos: Documentary’s organization and logic are excellent..

6 5 4 3 2 1 x 0.5 =___________ Timing: Documentary is has exactly the right amount of detail throughout. It does not drag or speed by.

6 5 4 3 2 1 x 1=___________

Excellent Effective Minimal Failing Failing

36= 50 27=44.5 21.5=39.5 16=34.5 10.5=29.5 35=49.5 26.5=44 21=39 15.5=34 10=29 34=49 26=43.5 20.5=38.5 15=33.5 9.5=28.5 33.5=48.5 25.5=43 20=38 14.5=33 9=28 33=48 25=42.5 19.5=37.5 14=32.5 8.5=27.5 32=47.5 24.5=42 19=37 13.5=32 8=27 31=47 24=41.5 18.5=36.5 13=31.5 7.5=26.5 30=46.5 23.5=41 18=36 12.5=31 7=26 29=46 23=40.5 17.5=35.5 12=30.5 6=25.5 28=45 22=40 16.5=35 11=30 6.5=25

Overall Score = ___________ x 10=___________out of 500 Comments:

Judge’s Name:


ANNOTATED BIBLIOGRAPHY SCORING GUIDE

No scoring guide minus 20 points!!!

Evaluation Description

Criterion

Exemplary

Writer craftily expresses ideas coherently and provides logical references and expert citations which are skillfully formatted. There are no grammatical or mechanical errors. Includes ALL ten sources.

Proficient

Writer expresses ideas clearly and provides logical references and citations correctly formatted. There are minimal grammatical or mechanical issues. Includes ALL ten sources.

Adequate

Writer’s ideas are clear but lack suitable references for defense of the ideas with minimal formatting issues. There are a few grammatical or mechanical issues. Includes at least eight sources.

Inadequate

Writer’s ideas are muddled and few references or citations are given with numerous formatting issues. There are more than 5 grammatical or mechanical issues. Missing more than three sources.


Literature Review Scoring Rubric

200 points for paper

A (90-100) B (80-89) C or lower (75-0)

The background and rationale for the project is presented. Demonstration of knowledge of the subject is complete within the limits of the study and what is available. Text is comprehensible. Next steps are clearly included.

Some reasoning and background supporting the project is presented. Demonstration of knowledge is generally good, but some questions may not be answered within the text. Text is comprehensible. Next steps are mentioned

Little evidence of rationale, background, or reason for the project is presented. Demonstration of knowledge clearly shows weaknesses. Text may have problems with comprehensibility. No next steps are included

Research question (inquiry) is clearly identified. A cohesive and descriptive analysis of the research pertaining to the inquiry subject is presented. All sources are cited in text and 10 peer-reviewed references are used.

Research question (inquiry) is identified with some lack of focus. The analysis of the research is sketchy and disconnected. Some sources are cited in text and 10 references are used.

Research question (inquiry) is still generic or not really focused enough. The analysis of the research is minimal and inappropriate for the topic. Few sources are cited and/or there are not 10 references used.

Correct mechanic, style, and APA formatting are used.

Minor problems with mechanics, style, and APA formatting may be evident

Problems are evident in mechanics, style, and APA formatting

Score: Score: Score:

Comments


AP. Lit. Name: #:____

DATE: _______ Period 1 2 3 4 5 6 7 (circle one please)

Annotated Bibliography CHECKLIST

Directions:

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

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

Y N Criteria Teacher’s Initials:

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 TEN DIFFERENT SOURCES using GALILEO.

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. Senior Project Packet, etc.), it will help me make sure that I have adhered to the assignment requirements.

______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.


HOW TO SAVE A SOURCE FOUND IN GALILEO WITH CORRECT MLA

Follow the steps below:

A. Find a source for your topic

B. Make sure it is “FULL TEXT”

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

OR

D. Click on the blue hyperlink of the source’s title

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

F. Choose email to send it your personal email address

G. Type your email address in the “E-mail

to:” box and a brief not regarding the

subject (i.e. “Article about Crimmigration

for Research paper”) DO NOT select

yet.

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

I. Once you have selected “MLA,” you can

hit

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

K.

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


HOW TO CONDUCT A SEARCH USING GALILEO Step 1

A. Log on to the DHS website

B. Go to “Academics” and select “Media

Center”

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

“Georgia Library Learning Online

(Galileo)”

http://galileo.usg.edu

Step 2

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

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

chosen career

F. Click “SEARCH”

Step 3

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

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

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

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

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

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


REMINDERS for CREATING AN ANNOTATED BIBLIOGRAPHY & Literature Review

SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY SAMPLE LITERATURE REVIEW IN APA format

Lastname page#

Firstname Lastname #000

Thompson-Smith/Powell

Brit. Lit.

27 Mar. 2015

Topic/Issue 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.

Thompson-Smith 1

Cheryll Thompson-Smith

Dr. DiGiovanni and Dr. Christy

Inquiry

14 November 2010

Literature Review: Formula Writing

In the high school English classroom, students and teachers must tackle

a myriad of tasks: the reading of literature, analyzing literary elements, acquiring

new vocabulary, honing students’ reading comprehension skills, applying the

rules of grammar, and perhaps of most importance, writing – communicating

ideas that synthesize all of the aforementioned skills is a multifarious undertaking.

Even so, one of the primary purposes of a high school English classroom is to

teach students how to write. The issue of the best methodology to achieve this

goal has long been under debate.

That being said, “[d]uring the last 2 decades, considerable progress has

been made in understanding the processes involved in writing. Despite these

advances, current models of writing and description of its development are

incomplete” (Graham & Harris, 2001). This is where the proposed research topic

seeks to clarify the subject as it pertains to high school students and their writing

process. With a clearer understanding of how the population under


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 documentation

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”)


Appendix 1

BUDGET: To be completed by Student

3. Does this topic require that I take classes? YES NO

If so, what is the cost of those classes?

_____________________________________________________________

4. 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 Senior 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


Appendix 2

Documentation of Community Service Hours

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

completed hours of community service or use this form/format. All documentation must be on official

organization letterhead or contain the organization’s official seal. Attach forms or letters as needed.

Student’s Name: _________________________________

Total number of community service hours completed: _____________________

Community service activities completed Date completed

__________________________________ ______________

__________________________________ ______________

__________________________________ ______________

__________________________________ ______________

Name of organization of community service: ______________________________________________

Organization’s Street Address: _________________________________________________

City: _______________________________State: ________ ZIP: _______

Organization’s Community Service Coordinator/ Representative:

Name: _____________________________________________________

Title: ______________________________________________________

Telephone Number: ( ) ________________________________________

Email Address: ___________________________________________________

Signature of Advisor: ______________________________________________

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


Appendix 3 Senior Project

Dutchtown High School - Activity Journal

Date Activity Time Spent Advisor Signature


Appendix 4 Senior Project TIME LOG

Name:

Senior Project Time Log

Date Hours Description

Total Hours:


Appendix 5

Dutchtown High School

Mentor Acceptance Form

Student’s Name_______________________________________________________________

Mentor’s Name_______________________________________________________________

Field of Expertise______________________________________________________________

Email_______________________________________________________________________

Thank you for volunteering to mentor__________________________throughout his/her Senior Project. This is

a very important role and your efforts, time, and commitment are greatly appreciated.

For the Senior Project, all senior students will:

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

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

minimum of 20 hours of documented hours of work)

Compile a portfolio of coursework and,

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

The suggested responsibilities of the mentor are:

Provide feedback and guide the student through the Senior Project process

Confirm the number of hours

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

Set upcoming goals

Troubleshoot potential difficulties

Review completion of goals

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

Review the materials or artifacts the student gathered

Suggest additional resources or contact

Verify that the student is working to complete the project

Verify and sign the student’s project log

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

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

responsible for making and arranging all scheduled appointments with you, perform all necessary research,

planning and implementing the project, and providing any necessary supplies as needed.

If you have any questions, please contact Mrs. B. Jones at [email protected] the student’s

Senior Project Advisor/ELA instructor.

Thank you for your support.

mailto:[email protected]


Appendix 6

Learning Log

Senior Project Learning Log

DATE DESCRIPTION (detailed description of activity) TIME

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