1
Introducing
Senior Seminar . . .
“Either you let life slip away by not doing the
things you want to do, or you get up and do them.”
~ Anonymous ~
“The Senior Process has motivated me to do
something I have always dreamed of, and this
project has gotten me off in the right step."
~ Anonymous ~
“To know how to do something well
is to enjoy it.”
~ Pearl S. Buck~
“Outlook determines outcome.”
~ Warren Wiersbe ~
The senior “process” is not something to be scared of, but more something to
look forward to. It is a chance to explore something not offered in school, and it
marks the end of high school and the beginning of the rest of your life.
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Copyright © Far West Edge Corporation
Pages 4, 5, 7, 8, 9, 22, 31, 49, 58, 62 © 2000 John Schreiber
Pages 28, 29, 30, 69 © 2000 John Schreiber and Greg Rathbun
Page 18, 33, 36B used by permission of Theresa Olson
Pages 32, 34, 36A, 37 used by permission of James Rohwer
Pages 35 and 66 used by permission of Anne Schreiber
Pages 54 to 58 used by permission of Heather Ide
Page 64 used by permission of Joanne Smith
Page 67 used by permission of Melissa Anderson
All pages have been modified by the Southland PLC Committee
This booklet is to be used in Southland Senior High School’s Senior Seminar
class and it is a continuing work in progress.
“If a man does not keep pace with his companions,
perhaps it is because he hears a different drummer.
Let him step to the music which he hears, however
measured or far away.”
~ Henry David Thoreau ~
“Wonder . . . is the seed
of knowledge.”
~ Sir Francis Bacon ~
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Table of Contents
(Bold Type shows items to be included in portfolio)
Title:
Introduction to Senior Seminar Class
Warm-up Speech
Speech Information
Picking a Topic
Paper and Project Selection Analysis
Letter of Intent
Senior Project Conference Record
Research Paper Information
Anti-plagiarism Tips
Interviewing Techniques
Interview Evaluation Form
Research Paper Grading Explanation
Research Paper Guidelines
Introductions and Conclusions
Sample Title Page
Sample Outline
Samples: Beginning, Middle, Conclusion
Sample Works Cited
MLA Documentation
Rough Draft Checklist
Project Commitment Display Card
Mentor Contract Form
Model Task Analysis
Task Analysis Form
Project Log (with sample)
Project Verification Form
Physical Project Self Evaluation w/ Sample
Speech Preparation
Speech Outline
Proper Attire for Presentation
Audio /Visual Request Form (to Mrs. Jakubek)
Speech Evaluation Form (Board of Review)
Portfolio Checklist
Senior Project Overview (and sample)
Memoirs (and sample)
Resumé and References
Resumé and References Rubric
Travel Consent Form (off campus interviews, mentors or project work)
To Graduate
Index
Page Numbers:
4–8
9
10
11 – 14
15 – 17
18 - 19
20
21 – 23
24
25 – 27
28
29
30- 31
32
33
34
35 - 37
38
39 - 42
43
44
45
46 - 47
48 - 49
50 - 51
52
53 - 59
60 - 61
62
63
64
65
66
67 - 68
69 - 71
72 - 73
74 - 75
76
77
78
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Senior Seminar Class
Senior seminar is designed to bring together skills and knowledge accumulated over the
past thirteen years of school. Each student is asked to research an area that he or she is
interested in, either as a hobby, potential career, and/or a vocation.
Following the research, and the paper which demonstrates the knowledge, each student
embarks on a project under the guidance of a mentor from the community. This project turns
the “book” knowledge into “hands-on” application.
Following the project, each student presents his or her learning to a board made up of
teachers, administration, and community members, including school board members. This
presentation is designed to be a learning experience, not only for the student, but also for the
board members.
Interspersed with this hands-on learning experience are various “life-skill” lessons,
which all adults need to master. These lessons include handling personal finances, investment
strategies, taxes, insurance, first aid, real estate, interviewing skills, résumé writing, and
computer literacy, etc.
Failure to complete all three components of the Senior Seminar class will
result in non-graduation!!
Approximate Timelines:
Third Quarter:
Week One: Introduce class and okay projects
Week Two: Letter of intent, citations, and research
Week Three: Research and body paragraphs #1-3 due
Week Four: Research, body paragraphs #4-5 due, and Taxes/W2
Week Five: Fafsa, loans, and speeches- ROUGH DRAFT #1 DUE
Week Six: Speeches, large city banking, and leases/rentals
Week Seven: Small town banking, Term/life insurance, meetings, and research
Week Eight: Research, interviews, and ROUGH DRAFT #2 DUE
Week Nine: Task analysis, finalize research papers, and turn in FINAL ROUGH DRAFT
Fourth Quarter:
Week One: Task analysis, interviewing skills with job requirements, and interviews
Week Two: Resumes
Week Three: Resumes and lab time to finalize paper
Week Four: Lab time to finalize final paper/ work on portfolios (project log and power point)
Week Five: Lab time to finish portfolios (memoirs, self-evaluation, and project overview)
Week Six: Finalize ALL check points/ portfolio (project overview) and begin practice
presentations
Week Seven: Practice presentations
Week Eight: Prepare for Senior Boards and then you are done!!
Week Nine: No School- Graduated 
5
Senior Project Goals: (Or, why are we doing this?)
For the seniors ~ Seniors will complete a long-term educational goal demonstrating
integrated skills.
For the staff ~ Staff members will become facilitators and mentors with seniors involved
in the Senior Project.
For the community ~ Through the Senior Project process, many community members will
have the opportunity for positive school involvement.
For the curriculum ~ The effort of the Senior Project will tighten, focus, and integrate the
curriculum.
These are the goals of the senior project, but the senior project
isn’t really about a project.
WHAT is that you say?
Yes, the senior project isn’t a project; it’s a process. This process is something you will go
through many times in your life.
YEAH, RIGHT!
No. Really! Many times, you will be asked to, and often you may want to, research a
new area, a new job skill, or even a new hobby. While researching this new area, you will want
to see what others have written about it and what others have said about it. This is why we ask
you to go through the research process. This includes talking to someone who knows
something about what you will be researching; interviewing a person first-hand is called using a
“primary source.”
Once you know what others think of this area, then you will want to try this skill for
yourself: this is the project part. You will want to plan out what steps you will need to go
through to complete this project: the “project analysis.”
It’s important to keep track of what you’ve learned. In the future, if you work for a
company, it is imperative to let others know what you’ve learned. This is the significance of the
portfolio; it lets others know what steps you went through in your research and in your project.
Finally, you want to share your knowledge and new skills with others. This is the
presentation part of the process.
It’s a process that you will use over and over in your life. Sure, you won’t always do all
four in everything you do; often the steps are informal. Sometimes your projects will turn out to
be miserable failures, but that’s all part of the process, too.
It’s called learning.
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“Hey, I still don’t get it!”
If you don’t understand the importance of this project, then read on.
If you DO get it, go on to the next page.
Dear Senior,
In a few short months you will be out of high school and started on another journey. This last
year will give you the opportunity to take stock of your skills and to demonstrate problem
solving, self-directed learning, decision-making capabilities, and independence. The Senior
Project process gives you a chance (finally!) to choose your area of study, to combine your
knowledge and skills from various disciplines, to satisfy your curiosity, and to utilize your
talents in a productive manner.
Your Senior Project experience will involve true exploration. You will select a topic of your
choice and gather a knowledge foundation by researching using secondary and primary
sources, while writing a research paper related to your chosen topic. You will then complete a
project, which demonstrates application of some aspect of your research. This project must
involve a learning stretch. You need to engage in a project which causes you to grow
intellectually and emotionally. These attributes are the key to significant learning! As you
progress, you will keep track of your journey through a portfolio. The last facet of this learning
journey is to give a formal speech in front of a team of who have an interest in and an
understanding of your area.
For instance, let's assume that you are really interested in ecology. You might choose to study
the effects of plastic pollution on the ocean environment. Your project might be twofold. You
will conduct independent research related to the information you found while writing your
research paper. You will then present your research process and results and a plan of action to
the Senior Seminar class. During your Senior Boards, you will talk formally about what your
research paper taught you and what you learned during the project phase. Or maybe you are
interested in the field of art and researched how artists use art to express concern about social
issues. For your project, you might decide to put together an art show, which is centered
around a particular social issue you are interested in and which will include some of your art
work or that of local artists. Your portfolio and speech will be used to help assess your chosen
Senior Project learning journey.
You are a senior. You are special and represent years of education. It is time to show what you
know, what you can do, and to celebrate your achievements! You are ready for this experience
because you have been preparing for a lifetime. As John F. Kennedy once said, "Effort and
courage are not enough without purpose and direction." It is your time to stand up and be
counted!
"Motivation is what gets you started. Habit is what keeps you going."
~ Jim Ryun ~
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The Senior Process: A Successful Journey
The senior process requires you to do four things in an area you wish to study:
write a paper, create a “hands-on” project, keep a portfolio of your progress, and
make a presentation of your findings.
First, to be successful, you must pick something you want to learn about. Next,
you must set reasonable goals for yourself. Finally, you must keep progressing
through the stages of this process. With this in mind, deadlines or goals are set;
procrastination is the surest way to create unnecessary stress for yourself.
Think of the process like a trip to the mountains. Often, when one drives into the
mountains, a person isn’t even aware that the car is climbing until the driver or
passengers look back at how far the car has climbed.
Each step of this process is like a mountain peak. Once you reach the altitude of
the first peak, the next peak isn’t much higher. The way to climb the mountain
range is one step, one mile, at a time. If you continue moving, you keep climbing.
Now imagine that you don’t move along. You wait. You stop and let the other
cars pass you. You think the mountains will go away. What happens? Suddenly,
in order to catch up, you have to climb the mountains very quickly. The climb has
changed from a gentle incline to a steep cliff. What is a pleasant drive for others
becomes a grueling, strenuous effort for you. Simply put: procrastination
creates stress. How you climb is ultimately your choice, but the senior seminar
course is designed to be no more difficult than any other class you have had.
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When you finish your journey, you will have a portfolio.
This is what will be in it:
Portfolio:
______1. Senior project overview
______2. Letter of intent
______3. Interview evaluation
______4. Research paper (“Published Edition” without any proof-reading marks.)
______5. Mentor contract
______6. Task analysis
______7. Senior project log entries
______8. Senior project verification form
______9. Sample of project (This will vary according to each project)
______10. Any optional contents you want to add: art, graphics, interviews…
______11. Project self-evaluation
______12. Memoirs
______13. Resumé and References
______14. Pictures
This may look intimidating. If so, remember that you’re looking from the ground
up to the mountain peaks, so don’t panic! Remember, a journey consists of many
small steps. Others have made it before you, so you will, too. Your instructors
have one goal: to help you succeed.
This portfolio list gives you an idea of where your journey will take you.
Journeys can be enjoyable or painful. Much will depend on your attitude and your
choice of study: pick an area you find interesting, perhaps a future career
possibility. If you do, you will end up saying, as many seniors have before you:
“It was the best learning experience I had in high school.”
Advice to seniors: If I had to say anything to next year’s seniors about the whole senior
seminar/senior project process, it would only be to do things on time and not to procrastinate.
There’s nothing difficult or frightening about the senior year – accepting the fact that it’s the
last of the high school career – if you keep on task. Don’t let yourself slide, and don’t make
excuses by saying you have “senioritis.” It’ll only make things harder in the long run. Keep
with it and good luck. ~ Anonymous ~
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Another part of your journey is a presentation. To help you overcome any
anxieties about that, the class begins with a . . .
Senior Seminar Bag Speech!
“If you warm up too long, you miss the race.
If you don’t warm up enough, you won’t finish the race.”
~ Roger von Oech ~
Since one of the Senior Project requirements is a speech, prepare to give a three-to five-minute
bag speech. Make sure you practice!!! Then you will present your speech to your senior
seminar class.
Speech Evaluation Sheet
Name: _________________________________________________________________
Introduction
Interest
Use of Quotation
Thesis
“The Bag”
5
4
3
2
1
0
“The Past”
Content
Visual Aid
5
4
3
2
1
0
“The Present”
Content
Visual Aid
5
4
3
2
1
0
“The Future”
Content
Visual Aid
5
4
3
2
1
0
Conclusion
Content
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
Delivery
Voice
Movement
Grade: ________________________________
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“THE BAG SPEECH”
3-5 minute speech introducing self to audience.
Must include a favorite quotation or saying (with author if known).
Must include a bag of the speaker’s choosing which contains three objects: one representing the
speaker’s past, one representing the speaker’s present, and one representing the speaker’s future.
The speaker may use one or two note cards.
The speech should contain an introduction, body, and conclusion.
Be cautious that good posture, eye contact, and expression are used as best you can.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
TITLE: __________________________________
[The speech title should be catchy & interesting, perhaps based on the quotation you’ve selected.]
INTRODUCTION
I. [Write this out exactly as you want to say it! You might start with the quotation you’ve selected or
some other attention-getting device. Be sure you include the quotation and its author.]
I.
II.
I.
THESIS STATEMENT
[A single sentence that summarizes what your speech is about and foreshadows the
organization of the speech. In the Bag Speech, the student indicates the bag selected and
that three objects will represent the past, present, and future.]
Definitions [if any are needed].
BODY OF SPEECH
[A sentence which introduces the object representing the speaker’s past.]
A.
[Explanation of what the object is.]
B.
[Explanation of how it represents the speaker’s past.]
II.
[A sentence which introduces the object representing the speaker’s present.]
A.
[Explanation of what the object is.]
B.
[Explanation of how it represents the speaker’s present.]
III.
[A sentence which introduces the object representing the speaker’s future.]
A.
[Explanation of what the object is.]
B.
[Explanation of how it represents the speaker’s future.]
I.
II.
CONCLUSION
Summary
A.
[Review Item I from the Body of the speech.]
B.
[Review Item II from the Body of the speech.]
C.
[Review Item III from the Body of the speech.]
Final Statement
A. [This should be a last sentence or two that ties the speech together. Perhaps you want to
return to the quotation or some other last statement. Write this out exactly as you want to say
it.]
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Process Step One:
"When you practice nothing, nothing is the result.”
~ John Schreiber ~
Process Step One:
Picking a Topic
Unless you try to do something beyond what you
have mastered, you will never grow.
SAMPLE RESEARCH PAPERS AND PROJECTS
Below are some examples of general research topics which have been narrowed to
more specific areas of research. Related examples of project choices and a final project
selection are also listed. Study the examples carefully. On the next few pages of this manual,
you will begin your Senior Project selection process. As the ancient Greek philosopher Plato is
credited with saying, "The beginning is the most important part of the work."
General Area
Research Topic
Project Ideas
Specific Project
1. President Kennedy
Assassination was a
Cuban conspiracy
* Mock trial of Oswald
Mock trial
* Teach social studies
classes about the assassination
theories
* Notebook containing
documented evidence
of the history of the
Cuban/U.S. relationship
2. Computers
Computers are wave
of the future
* Build a robot
* Design own program
* Make a video showing
how computers are
impacting the workplace
* Create web page for
local business
3. Photography
Special effects in
35 mm photography
* Slide show
* Make a photo album
* Enlarge photos for
posters
4. Music
Different kinds of
musical styles
* Make presentation
Write a song to sing
for general music class
sing at graduation
* Write a song
* Learn to play new instrument
Create a web page
Show special effect
slides of own photos to
photography class
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“Help! I have no ideas for a paper or project! Begin by “brainstorming.”
Because you will be spending many weeks working on this senior project, consider your topic
choice carefully. The following brainstorming list will help you begin the process.
Think about all the things you would like to fix, do, learn, understand, see, improve, create,
experience, or own. Jot your ideas under the proper categories as they occur to you. Don't edit this list at
this time. So you want to visit Paris--write that down, even if you can't afford to go now. If you want it,
write it down!
1. Fine/performing arts (music, drama, dance)
1.______________________ 2.________________________
2. Health/physical fitness (steroids, diet, physical goals)
1.______________________ 2.________________________
3. Business (starting a business, trends)
1.______________________ 2.________________________
4. Travel (vacations, languages, explorations)
1.______________________ 2.________________________
5. Careers (schooling, job market research, personal goals)
1.______________________2._________________________
6. Social Problems/Social Studies (homeless, aging, youth problems, cultural studies)
1.______________________2._________________________
7. Photography/film (making a movie, photography)
1.______________________2._________________________
8. Math/science (computers, ozone study, mathematics theory)
1.______________________ 2.________________________
9. Writing/literature (writing a novel, poetry book)
1.______________________ 2.________________________
10. Sports/recreation (climbing, learning to scuba dive)
1.______________________ 2.________________________
11. Home/economics (designing, and sewing a dress, cooking)
1.______________________ 2.________________________
12. Technical arts (wood, metal products, car restoration)
1.______________________ 2.________________________
13. Education (learning styles, early childhood schooling)
1.______________________ 2.________________________
14. Art (Impressionism, paint a mural)
1.______________________ 2.________________________
15. Religion/philosophy (comparative studies, existentialism)
1.______________________ 2.________________________
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Project Selection Analysis: Part One
After the Brainstorm!
Now that you have completed your list, go back and start narrowing. Start by circling the items
that:
1. Will be possible to research. (Is information available)?
2. Will lend themselves to the project phase.
3. Will be affordable. (Consider both time and money).
4. Will build your knowledge and experience: it must be a learning stretch!
5. Will give you a taste of a possible career.
6. Will maintain your interest for three months.
Now set your list aside for awhile. Then choose three of the circled items that interest you the
most. List your top three topic choices.
1. _________________________________
2. _________________________________
3. _________________________________
Consider each item carefully. Write in the choice that best answers each of the following:
1. Which area am I most likely to be able to use after I graduate? (Think in terms of specialized
knowledge, lifelong hobbies, or a career option).
1. ____________________
2. Which choice will "stretch" me the most?
2. ____________________
3. Which area have I always been interested in and have not taken the time to pursue because I
needed an "extra push?"
3. ____________________
4. Which area is the most unique and will probably be different from most of the other Senior
Projects?
4. ____________________
5. Which area do my talents most lend themselves to?
5. ____________________
6. Which project would have the most positive impact on my school and community? It would
help others!
6. ____________________
7. Which area sounds the most interesting/appealing to me?
7. ____________________
8. Which area would my parents/guardians prefer I select?
8. ____________________
9. Which area will I probably have access to the most?
9. ____________________
10. Which fits my budget in terms of time and money?
10. ____________________
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Senior Project Selection Scoring Chart Directions
In the chart below, write your three Senior Project topic choices that you listed on page 13.
Questions 1, 2, and 3 on page 13 are worth three points in your scoring chart. Examples: If
your answer to question 2 was choice 1, then put three points in your scoring chart for choice 1
under question 2. Questions 9 and 10 are worth two points each. Score each of your choices
accordingly. Finally, score one point for answers to questions 4, 5, 6, 7, and 8. Add your total
points for each choice.
SCORING CHART:
Topic Choices:
Questions:
1 2 3 4 5 6 7 8 9 10 Total Pts.
Choice 1: ____________________________________________________
Choice 2: ____________________________________________________
Choice 3: ____________________________________________________
The topic choice with the highest point value is:
_________________________________________________
Congratulations, you have just finished the first step in the Senior Project selection process.
Colors fade, temples crumble, empires
and all, but wise words endure.
~ Edward Thorndike ~
When you start to think about becoming a senior and you start
to worry, just stay calm. Becoming a senior is an exciting year
and it even is a little scary, too. You don't really have anything
to worry about if you don't procrastinate [with senior seminar].
You will fly through the last year of school.
~ Anonymous ~
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“Help! I’m still stuck for ideas!” or “I’m not sure if I’m making the right
choices for my paper or project!”
If “Yes” to either of these, read the next three pages.
If “No,” go to your “Letter of Intent” on page 18.
Paper & Project Selections Analysis – Part II
As you know, you will be "living and breathing" this project process for several months. If you
begin to suspect that your choice is really not going to interest you for long, will cost too much
money, will be too hard to research, will be too difficult or too easy, or "just isn't that neat,"
begin the topic selection process again. It is much easier to change topics BEFORE you begin
the Senior Project journey than after you have spent valuable time just spinning your wheels.
My first topic choice is: ______________________________________________
PHASE 1: THE RESEARCH PAPER
1. Narrow your topic choice and think of three different ways to approach your paper. For
example, let's say that you are very interested in a history project and decide to focus on
President John F. Kennedy and his administration. That topic is too broad for a
research paper. Entire books have been written about President Kennedy: limit or
narrow your topic. Examples of narrowing are as follows:
a. Your paper could investigate his assassination and the various theories
surrounding that tragedy.
b. Your paper could focus on the Bay of Pigs incident and whether or not that type
of episode could ever occur again.
c. Your paper could focus upon what you think his major contribution as a
president was and how that contribution has impacted our society today.
The key is to narrow your topic and give yourself some options. List three possible narrowed
focuses for your topic area:
Option 1: _________________________________
Option 2: _________________________________
Option 3: _________________________________
2. A research paper implies simply by its name that you will be exploring, investigating,
discovering, and deciding something about the topic that you have chosen. Think about
three different thesis statements that you could use to focus your paper. Examples:
a. The Kennedy assassination was a Cuban conspiracy.
b. The Bay of Pigs incident could never occur again.
c. The civil rights legislation of the Kennedy administration was the most
significant contribution that he made as a president.
16
Your thesis should focus and direct you throughout the paper. Write a possible thesis statement
for each of the options that you listed in number one. Thesis statements for:
Option 1: ____________________________________________________________________
Option 2: ____________________________________________________________________
Option 3: ____________________________________________________________________
3. On a scale of one to ten, rate your thesis option in terms of how interested you really are
in researching each of them. (Ten is the highest).
Option 1: ______
Option 2: ______
Option 3: ______
PHASE 2: THE PHYSICAL PROJECT
Think of one possible physical project that would relate to your research paper. Again, the key
is to brainstorm and to give yourself some choices. Examples:
A. Team with a social studies teacher and, using your research information, design a mock
trial for Lee Harvey Oswald; perform the trial for the social studies classes.
B. Using your research as a basis, write a short story that deals with an invasion of a
foreign country and try to get the story published.
C. Create a civil rights awareness day for your school, bring in speakers, have an art show,
show films and set up a special section in the library of related books; let the whole
school participate in your physical project.
1. Describe one possible physical project for each of your thesis statements:
Option 1: ________________________________________________________________
Option 2: ________________________________________________________________
Option 3: ________________________________________________________________
2. Estimate possible expenses for each of your project options; then consider your budget.
List possible expenses for each of your ideas. (You may have to conduct research or
consult an expert for potential costs).
Option 1 costs: ____________________________________________________________
Option 2 costs: ____________________________________________________________
Option 3 costs: ____________________________________________________________
17
3. Consider the time factor involved in each of your ideas. Think about your schedule. Try
to determine how much time each of your options will involve. (Remember that a
minimum of twenty hours is required).
Option 1: ________________________________________________________________
Option 2: ________________________________________________________________
Option 3: ________________________________________________________________
4. Study the analysis chart below. Your task is to take the information you have about
your Senior Project selection and fill in a chart.
Research Project Topics
Related Project
Possible $
Time Factor
Points
1. Kennedy Assassination
Mock Trial
$15
25 hours
6
2. Bay of Pigs
Short Story
$25
35 hours
9
3. Civil Rights
Civil Rights Day
$25
35 hours
9
Possible $
Time Factor
Points
Research Projects Topics
Related Project
1.
2.
3.
5. You have now analyzed and narrowed an area. If you have decided that you have
"found" something you like, you are ready for the Senior Project Journey. If you are
having second thoughts about your topic selection, you will want to reconsider and
select another area of study. Repeat the entire selection process with your second
choice.
Much of the success you will have on the Senior Project Journey will be determined by your
topic selection. Since this is an important decision, take the time to make the right choice.
See parent consent form found on page 75
[The senior process] challenged me in many ways, and
prepared me for the real world. ~ Anonymous ~
18
Taking the First Step:
Letter of Intent
“Two roads diverged in a wood, and I-I took the road less traveled by
and that has made all the difference."
~ Robert Frost ~
While using correct business letter format, write a letter of intent to your Senior Project teacher.
Of course, your attention to correct writing practices is required. This letter will be part of
the Senior Project portfolio, so it must be typed/word processed.
Save your letter of intent on the computer; start the habit of saving and backing up everything
you do.
The contents should include:
Paragraph 1:
Describe the general area of interest of your Senior Project focus- history, music, etc.
Explain why you chose this topic and what, if anything, you already know or have done
in this area which will help with your knowledge base.
Paragraph 2:
Include the specific research your paper will focus on and some of the ideas you hope to
include. Also, discuss some of the resources you hope to use.
Paragraph 3:
Begin with a transitional sentence showing the relationship of your paper to your
project. Then, describe your project specifically- what it is, who is involved, potential
cost, time factor, and necessary resources. (Refer to your selection analysis).
Paragraph 4:
Explain what plagiarism is and why it is important to avoid plagiarizing. Also, in this
paragraph, explain what the repercussions of such an act would be.
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(SAMPLE LETTER OF INTENT) (typed)
1001 Anywhere Street
Adams, MN 55909 (. . . . your address)
February 11th, 2012
Mrs. Katie Jakubek
Southland High School
203 2nd Street NW
Adams, MN 55909
Dear Mrs. Jakubek: (your teacher's name is followed by a colon… this thing :)
I chose to do journalism as my senior project--specifically: newspaper writing. Writing is
something I enjoy doing in my free time and at school. I like finding the right words to express
my feelings on paper and seeing how people react to my thoughts when I write. Therefore, I
joined the ZED creative writing contest twice, once in eighth grade, and again as a senior,
getting honorable mention both times. This is when I realized that writing for the Monitor
Review was a good idea for my senior project.
In my research paper, I want to find out how newspaper writing began and how newspaper
writing styles have changed over the years. I want to use encyclopedias and books for most of
my information because they are the most accurate sources. Online sources will also be used if
I can find accurate and reliable information on them. I’m also going to interview my mentor
from the Monitor Review because he will have valuable information crucial to my research
paper.
Since my paper will focus on newspaper writing, I’m planning on writing for the local
newspaper. Then, I will put together a book to display the articles that I have written. Cost
isn’t really a factor in my project at this time, except for the cost of ink and computer paper.
Right now, I really can’t estimate the hours all this will take; perfection is vital in my articles.
Plagiarism will have no part in my project. I want the project to reflect my skills and
knowledge, not someone else’s. Plagiarism is for lazy people and that’s definitely not me. I
know how much hard work goes into writing and I will not take credit for someone else’s hard
work. I’m going to do this project my way and the right way. I’ve gotten this far on my own,
so this will be a piece of cake. I’m going to earn my graduation.
Sincerely, (Note: “Sincerely” is followed by a comma . . . this thing , )
[Your signature is written above your typed name.]
Theresa Olson
20
SENIOR PROJECT CONFERENCE RECORD
Name: ___________________________ Date: ______ Conference Date: __________
You will be conferencing with your Senior Seminar teacher to discuss the choices you have
made for your Senior Project journey. Please note: the first part of this sheet must be filled out
by you prior to the conference.
√ Check the following statements that apply to your Senior Process:
_____ I have chosen a general area I am interested in studying and it is ___________________.
_____ I have narrowed this general area to a research topic which is _____________________.
_____ I have done a survey of resource materials and know I will find enough material.
_____ I have decided upon my project and it will be __________________________________.
_____ My mentor is ______________________________.
_____ I have not found a mentor yet.
_____ I have not been able to decide on a general area of study but am considering ________.
_____ I really need your help because _____________________________________________.
RECOMMENDATIONS:
CONCERNS:
FOLLOW-UP CONFERENCE IS NEEDED:
Yes: _______
Date: _______
No: ______
Congratulations!
Today is your day.
You're off to Great Places!
You're off and away!
~ Dr. Seuss ~
21
The Research Paper
“It is possible to fly without motors,
but not without knowledge and skill.”
~ Wilbur Wright ~
REQUIREMENTS OF THE RESEARCH PAPER:
Refer to this page if you forget what the requirements are. Also, be sure to ask questions if
there are aspects of the paper you do not clearly understand. Remember that the learning is on
your shoulders. Be curious, be thorough, and pay attention to details.
Length: 6 to 8 pages.
Font size: 12 pt in Times New Roman.
Margins should be 1” all around.
Number of sources: at least three different printed sources (secondary sources) and one
interview source (primary source).
Checkpoint due dates. Consult your calendar and write the dates in here:
o Outline:
o Introduction which includes a clear Thesis Statement:
o Preliminary Bibliography:
o Preliminary Draft:
o Final Copy:
o Published Copy with no correction marks:
Documentation style of paper and citing process:
o See the MLA Guide in this booklet for all general questions.
Plagiarism penalty: Rewriting the paper. Putting graduation in jeopardy!
“You'll look up and down streets. Look 'em over with care.
About some you will say, "I don't choose to go there.”
With your head full of brains and your shoes full of feet,
you're too smart to go down any not-so-good street.”
~ Dr. Seuss ~
22
RESEARCH SUGGESTIONS
You want me to do WHAT?? Six to Eight pages? At least four sources? One has
to be a primary source? I'm a busy person—I have a job, basketball practice, I'm
in love, and . . . oh yeah, that's it—I have to clean my room. Really? Why?
(Use these "five" to survive and stay alive.)
1.
2.
3.
4.
5.
Don't procrastinate . . . “He who rests, rots.” ~ Anonymous.
Get it together . . . Now is not the time to fraternize, but to organize.
Use your time wisely . . . Time will pass. Make sure you do, too.
Plan and follow through! Fail to plan and you plan to fail.
Know the deadlines . . . Don't let due dates do you in.
Why do we write these papers?
1. To learn something about something that interests you, a career option
perhaps. (If your response is, "Nothing interests me," then take your pulseyou may be dead.)
2. To provide a basis of solid information around which to build your senior
project. (If you’re still asking “Why the project?” start reading the
beginning of the booklet again.)
3. To learn how to do research. (Yes—you will undoubtedly do this again in
college, in business, and to satisfy a personal curiosity about something.)
4. To practice critical thinking (Oh, the pain.)
5. To learn to write such a paper in the standard acceptable manner.
“Perhaps the most valuable result of education is the ability to make
yourself do the thing you have to do when it ought to be done, whether
you like it or not; it is the first lesson that ought to be learned; and
however early a [person’s] training begins, it is probably the last lesson
he learns thoroughly.”
~ Thomas Huxley ~
23
Before you begin writing, you must first research your topic. This involves:
Gathering sources:
o Use encyclopedias for a good, general overview of a topic.
o Use books for specific, detailed information.
o Use magazines for contemporary information.
o Be careful when using the Internet. It is a good source of much
information, but is usually not the best for many topics. It can also be
a “black hole” where you can get lost, wandering for a long time,
searching for information, when a simple encyclopedia would be the
best place to start.
Keep track of all your sources. Remember that you have to cite your
sources.
Make sure that you never plagiarize. Take notes in your own words. (See
the next page).
As you gather information, start creating a preliminary outline. A
preliminary outline is your working blueprint to help you organize your
information.
It’s fun and easy to print out articles. Don’t print something you don’t
need.
When you have enough information, stop gathering data. Your assignment
is to write a paper, not a book. You don’t want to drown in information.
** You may use direct quotations from a source, but remember to use quotation
marks when you quote directly. These direct quotations must be referenced in the
text. (See MLA guidelines). **
** When you put information in your own words, this data must also be
referenced. (See MLA guidelines). **
“The pen is mightier than the sword.”
ANTI-PLAGIARISM
~ Edward
Bulwer-Lytton TIPS
~
24
Anti-Plagiarism Tips
1. Remember that there are two reasons for documentation, other than that you were told to
do so.
a. Somebody went to a lot of trouble to gather information you are using. The author
might have spent months at the bottom of the ocean risking life and limb observing
sharks. He/she might have spent years traveling from city to city gathering data.
Whatever the case, remember that he or she worked harder for his/her information
than you did looking it up, so give credit where credit is due.
b. On the other hand, maybe the author's information is erroneous, biased, or in some
way untrue. Again, but in the negative sense, give credit where credit is due. You
won't (if due caution and adequate sources were used) be blamed for another
author's inaccuracies if you haven't claimed them as your own by failing to
document.
2.
If your information includes numbers, document it. This is true even if the fact is
something you remember from somewhere. Find out where you heard it; check accuracy!
For every fact we truly remember, there lurk a dozen non-facts we just think we remember.
If in doubt, check with your teacher.
3. Just because a piece of information is in print doesn't mean it's true. The pulp tabloids
(i.e., National Enquirer, Star) provide good examples, but less sensational ones abound.
Double-check any questionable or controversial information. (See #1).
4. The more sources you use, the less likely you are to use another author's words. Using
more sources provides you with enough information to:
a.
b.
c.
d.
Realize that different sources give different data.
Make comparisons and contrasts.
Make connections between different pieces of information.
Draw your own conclusions
The less information you have, the less you will have to say and, therefore, the more you'll find
yourself relying on another author.
5. Avoiding plagiarism requires using higher level thinking skills. You must:
a. Look up information (knowledge level).
b. Understand it (comprehension level).
c. Apply it to your topic (application level).
d. Analyze it--how does it compare or connect with other information? (analysis
level)
e. Put it all together in a way that supports your thesis (synthesis level).
f. Make sure judgments about your information - is it accurate? biased? (evaluation
level).
Think of summarizing others’ ideas this way: read a paragraph and condense it
into one sentence using your own words. That way you avoid plagiarism.
“A single conversation with a wise man is
better than ten years of study.”
~ Chinese proverb ~
25
INTERVIEWING TECHNIQUES
Your research paper must contain both primary and secondary sources. The information
you gather from interviewing a person who is knowledgeable in your subject (primary source)
is sometimes more valuable than the material taken from written sources (secondary source).
To take full advantage of your time with an expert, you need to prepare yourself ahead of time,
use proper interviewing skills during the interview, and follow up your interview with
immediate review. Please study the following guidelines:
1. Before Interview:
a. Thoroughly research the person to be interviewed in terms of his/her position,
background, education, and any special skills and experiences he/she might
have.
b. Find out for whom he/she might work.
c. Discern the purpose of your interview, i.e., just exactly what do you hope to
glean from the interview? If you haven't a clear purpose, or know what you
want to accomplish, your interview will be disjointed.
d. Write out clearly phrased questions which reflect your purpose, research, and
knowledge. Organize your questions in a logical fashion, for example, from
simple to complex or from objective and factual to personal.
e. Gather your materials, i.e. pen/pencil, ample paper, and tape recorder if desired.
Be sure you have checked functioning of machine before the interview.
2. The Interview:
a. Dress appropriately--Be well groomed using proper personal hygiene.
b. Be punctual--10 minutes early is desirable.
c. Introduce yourself in a professional manner--firm handshake, smile, eye contact.
State purpose of interview and thank interviewer for his/her time.
d. If using a tape recorder, you need to ask permission of interviewee.
e. Listen for other possible leads, however, and formulate new questions.
f. Ask for clarification if needed and don't be embarrassed to ask for a repetition of
an answer. Take time to be correct in note taking, also.
g. Honor "off the record" remarks.
3. After Interview:
a. Thank the person.
b. Review your notes after the interview as soon as possible.
c. Consolidate information: prune information you can't use.
d. Be especially careful that direct quotes are accurately recorded.
e. If in doubt about a specific comment, contact the person again.
f. Make a list of any additional resources you have uncovered.
26
To practice for your interview, your instructor may assign a mock interview.
You will be interviewing one or two classmates. Your purpose is to find out something
unique about your classmate to share orally with the class. You must say more than, "Lauren
likes skiing." Instead, be prepared to elaborate about the person's interests, beliefs, or goals.
Write out ten questions on your own paper and be ready to add, take away, or change
the questions while talking to the person. Take accurate, but brief notes. If you like a
particularly interesting comment or a clever turn of phrase, quote the person directly, making
sure you copy down the exact words.
Classmate: ______________________________
QUESTIONING STRATEGY AND TRIGGERS
1. Your questions will start out broadly with general questions related to the person's
interests, beliefs, and goals. For example, you might ask a classmate what he/she would
like to do if given a week to pursue any interest. Or you could ask what belief does the
classmate have that he/she would be willing to fight for, or what are the short term and
long term goals this person has. You want to ask questions related to all three areas so
that you can decide on which one to focus the rest of your questions. During the actual
interview you will need to narrow your questions and ask the person for specific
examples, personal descriptions and thoughtful support concerning one area.
2. Remember that questions include the words, who, what, where, when, why and how.
The why and how triggers will initiate the more involved and personal responses.
3. Some of the words listed below the three areas might aide in the formulation of your
questions.
INTERESTS:
Athletic
Performing arts
School related
Political
Background
Prior experience
Time spent
Other people involved
Unique style or talent
Future plans
BELIEFS:
Friends/family
Religious
School/education
Character
Guiding
Central
Priority
Controversial
Origin
Life changing
GOALS:
Future
Long term/short term
Education
Family
Personal development
Habits
Support
Resources
Visionary
Society
“The opposite of talking isn’t listening.
The opposite of talking is waiting.”
~ Fran Liebowitz ~
27
This form is to be used if you need to interview someone during the school day.
This form must be completed prior to being released from class to interview someone.
On or Off Campus Interview
Name:
Date:
Period: ________
Person to be interviewed:
Place of interview (specific address):
Date and time of the interview:
Estimated length of interview:
(If interview extends beyond class, you must arrange absence with your other teachers.)
1. Briefly state nature and purpose of interview.
2. List objectives you hope to accomplish during interview.
3. List all the questions you intend to ask during the interview. Be thorough.
Write at least ten questions.
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
Thank the person. Give him/her a copy of the interview evaluation form on the next page with
a stamped envelope addressed to your teacher.
To be released from school: Parent’s signature ____________________
28
SENIOR PROJECT INTERVIEW EVALUATION FORM
Thank you so much for volunteering your time to talk to a student concerning his/her
Senior Project. The Senior Project program affords students the opportunity to gain specific
information regarding an occupation, body of knowledge, or skill from an adult expert adult in
that field.
The time, place, and approximate length of interview should have been arranged with
you prior to the interview. We would find it very helpful if you could spend a few minutes
after the interview filling out the following information concerning the interview. We would
like you to help us determine how effectively the student used this opportunity. You may
either give this completed evaluation to the student after the interview or send it to his/her
teacher at school. Your evaluation is an important part of his/her research and learning
experience.
Thank you again for taking the time to share your expertise with our students. School
and community working together benefit everyone.
Southland High School Staff
Student's Name: _______________________________________________________
Area of Study: ________________________________________________________
Volunteer's Name: _____________________________________________________
Address: _____________________________________________________________
Phone: __________________________________
1. Did the student arrive punctually for the interview?
Yes______ No ______
2. Was the student prepared with questions?
Yes______ No ______
3. What was the total interview time?
4. Did the student take notes?
______________
Yes______ No ______
5. Did you feel the interview was valuable for the student? Please explain.
Additional comments:
_______________________________
(Signature of Volunteer)
29
When you finish your paper, your grading sheet may look like this; however, it
may change as we begin the research process!
Senior Seminar Research Paper
Excellent . . . . . . . . . . . . . . . . Weak
Correct Title Page and Neat Appearance
Neatly typed
1” Margins and page #’s with your last name
Correct Outline and Logical Organization
Correct Parenthetical References & Bibliography
Interesting, Informative Body
Correct Length:
Smooth transitions between paragraphs:
Informative Content:
Mechanics:
o (Correct Sentence Structure & Paragraphs):
o Creative and Interesting Style:
Points off for each day late
_____ Not acceptable: missing a primary or secondary source.
30
SENIOR SEMINAR PAPER GUIDELINES
I. Title Page: 5 points. See the following samples.
A. Keep the title short and concise. Make it interesting or catchy. It should not
contain abbreviations.
B. Include title, your name, your teacher's name, class name, and the date.
II. Appearance: 20 points. See the following samples.
A. Use 1 inch margins in the body of your typed paper.
B. Double space, using parenthetical referencing. (See IV below.)
C. The page number should be inserted at the upper right-hand corner of each page,
except the first page of the body of the report. Ideally, each page (except the first)
will have your last name and the page number in the upper right hand corner.
D. Use Times New Roman 12 pt.
E. If you use a larger font, your paper should be a little less than 10 to 12.
III. Outline and logical organization: 20 points. See the following samples.
A. The double-spaced outline is in the order that information is presented in the paper.
B. The main points are given under Roman numerals.
C. Appropriate detail points follow capital letters.
D. Ideas are placed in an understandable and logical order
IV. Parenthetical Reference: 40 points. See MLA documentation.
A. Any direct quotation or fact which you took from a source must be referenced.
B. Examples of items needing to be referenced include dates, definitions, case studies,
examples, and so forth.
C. Basically, except for your introduction and conclusion, each paragraph should have
at least one parenthetical reference.
31
V. Bibliography (Work Cited page): 10 points. See the following samples.
A. Only include resources in the bibliography that are cited in the paper. If a
parenthetical reference does not refer to a source, it had better not show up in the
bibliography.
B. Sources are placed in alphabetical order.
C. All entries must be in the correct form.
D. There must be a minimum of four sources (at least three must be from printed
sources and one interview.) Wikipedia is not considered a reliable source!
VI. Body: 55 points. See the following samples.
A. The paper should follow the outline and be the proper length, excluding the title
page, outline, and bibliography.
B. Your first paragraph introduces your topic and presents your thesis statement. The
remainder of the paper is the content which supports your thesis statement. Your
conclusion summarizes and pulls the various parts of your paper together.
C. Watch your paper's length.
D. Correct English mechanics, spelling, and punctuation must be used throughout.
E. Maintain an interesting writing style. Use transitions between paragraphs.
Other:
20% will be taken off for each day late.
Plagiarism is intellectual theft. If you do the crime, be prepared to lose the time.
“Genius is one percent inspiration and
ninety-nine percent perspiration.”
~ Thomas Edison ~
32
Introductions and Conclusions
(Or “How do I start the paper?”)
Help! What is an introduction?
A good introduction catches the reader's interest and includes a "thesis statement." A thesis
statement is a clear proposition which your paper will "prove." A weak and boring thesis
statement doesn’t impress any reader. Be forceful, definite, and direct. Do NOT say “In this
paper I will show . . .” Don’t say what you will do; just do it.
Bad Thesis Statement:
In this research paper I will tell about the steps involved in training a dog.
Better Intro:
When training a dog, a person must carefully follow certain important steps.
Sample Intro 1:
The internet is the technological wonder of our time. It is growing at a rate of 25% a year
(Snerd 25). By the year 2000, it is predicted that 75% of all homes will be connected to the
internet (Gaits 10). However, unless this growth is controlled and regulated, the internet will
destroy civilization.
Sample Intro 2:
“I have reached out and touched the hand of God.” John Masefield in his famous poem "High
Flight" was writing about the wonders of flying. But flying is more than going up; it is also
coming down safely. For this to happen successfully, airplanes must be aerodynamically
designed.
Sample Intro 3:
The mind is a wonder of nature. Many have sought a true understanding of the mind. One wellknown man, Sigmund Freud, proposed many intriguing ideas and notions. His views can be
seen in modern advertising, entertainment, and literature. Freud's theories on the human mind,
specifically the "id," "ego," and "superego," can be seen in William Golding's Lord of the Flies.
Each of these clearly defines Jack, Ralph, and Piggy.
Help! What is a conclusion?
A good conclusion summarizes the important points of the research, pulls the points
together, and tells why the research is important. [This is called synthesis]. You may even push
the conclusion to the point where you show how the research's findings can give us insight(s)
into the human condition, life in general, or any future challenges.
This is your last chance to make an impression on your reader. Make it strong.
33
Sample Title Page:
The Internet:
Information Superhighway
First and Last name
Mrs. Jakubek
Senior Seminar
May 27th, 2012
34
Sample Outline:
Outline
I. Introduction
II. The Origins of Newspapers
III. The First Newspapers
a. In the United States
i. Early Technological Advancements
ii. Multicultural Papers
b. World Wide
IV. The Newspaper Today
a. Competition
b. Parts of a Newspaper
c. Writing Styles
d. Parts of an Article
e. Journalists
V. The Future of Newspapers & Technology
VI. Conclusion
35
Sample of a Paper’s Beginning:
The Internet: Information Superhighway
The Internet is the leading path to the future. You will see the Internet everywhere you
go in the near future (Thomas 62). About 53% of the population believes that society is
becoming dependent on computers (Schlesinger 60). The Internet today is being used by more
people than it is capable of supporting, but this temporary problem will prove to be short lived.
The Internet is the way to the future.
The origin of the Internet goes back to 1957. Eisenhower announced in 1955, as part of
the International Geophysical Year, that the USA hoped to launch a small earth-orbiting
satellite. America focused on using a sophisticated three-stage rocket, but Russia was more
direct. Russia strapped four military rockets together and then, in 1957, the USSR launched
Sputnik I into the Earth orbit. One of the USA’s immediate reactions was to create an
Advanced Research Projects Agency within the Ministry of the Defense. ARPA became the
technological think-tank of American Defense effort (Jong and Rheberger 1). . . .
Good start…. Keep writing…. You’re not done yet!!
[Your conclusion comes in eight pages.]
36
Sample from the middle of a paper:
Note the varied sources- parts are written in her own
words and parts are directly quoted.
No matter when or how theater originated, it has been important for thousands of years.
There have been many influential directors throughout history, although directing wasn’t a
major role until the end of the nineteenth century. Before that drama “was directed by the
author of the play” (“Directing” Grolier 1). Two influential directors were Konstantin
Stanislavsky and the Duke of Saxe-Meiningen (Brockett 486).
Stanislavsky, a Russian director, actor, and teacher, attempted to “perfect a method of
acting” (Brockett 486). He was famous for changing the way actors view their characters and
for launching the “age of the great director” (“Directing” Grolier 2). Stanislavsky wrote two
books, My Life in Art and An Actor Prepares,that expanded on his viewpoints. In his books, he
stressed that each actor must put himself in his character’s place and act as his character might.
The actor must also be spontaneous, as if he’s doing it for the first time, and he must constantly
work to perfect his craft (Brockett 487). Stanislavsky also saw the importance of an actor’s
“absolute identification” with his role (“Directing” Electronic 1).
The Duke of Saxe-Meningen, founder of the Meiningen Players, was another famous
and groundbreaking director from about 1866 to 1890. He developed ensemble acting, which
involved teamwork, and “lifelike acting” (Brockett 442). He wouldn’t cast big names in his
plays because he wanted to avoid the “star complex” (Brockett 443). He also stressed the
director’s importance and control. The Duke wouldn’t let his players change the costumes they
had been assigned, as actors were accustomed to doing (Brockett 444).
In modern theater the director has about five major responsibilities. These are
determining the artistic interpretation of the play, working with the technicians and everyone
else involved with the production, casting the characters, organizing the rehearsals, and
coordinating all the final elements of the production (“Theater” 235).
37
Sample Conclusion
From its very beginning with the start of ARPANET, the Internet took off with the first
dial-up connection between computers. When the Internet was born, only governmental and
educational institutions were able to use the Internet; then with the Domain Name Server, many
more people were able to join the Internet for researching. Today the majority of the people
use the Internet for on-line shopping and e-mail. Scientists are predicting much advancement
for the future in the technology field which includes computers and the Internet. What will
actually happen to the Internet remains to be seen.
Another Sample Conclusion
Since the beginning of the newspaper, a new world has been opened to us. Television
and radio have gradually taken over as the world’s main sources of information. That’s what
makes it hard for the world to appreciate the role newspapers have played in our history. But
as the world grows, the newspaper is growing with it, conforming to its changes, and preparing
for the bright future ahead. Who knows? Maybe journalists will be writing newspaper stories
from Jupiter someday. . . .
“The most valuable of all talents is that of
never using two words when one will do.”
~ Thomas Jefferson ~
38
Works Cited Example
Adams, Scott. Dilbert and the Way of the Weasel. New York: Harper, 2002. Print.
American Management Association and ePolicy Institute. “2005 Electronic Monitoring and
Surveillance Survey.” American Management Association. Amer. Management Assn.,
2005. Web. 15 Feb. 2006.
“Automatically Record Everything They Do Online! Spector Pro 5.0 FAQ’s.” Netbus.org.
Netbus.Org, n.d. Web. 17 Feb. 2006.
Flynn, Nancy. “Internet Policies.” ePolicy Institute. ePolicy Inst., n.d. Web. 15 Feb. 2006.
Frauenheim, Ed. “Stop Reading this Headline and Get Back to Work.” CNET News.com.
CNET Networks, 11 July 2005. Web. 17 Feb. 2006.
Gonsalves, Chris. “Wasting Away on the Web.” eWeek.com. Ziff Davis Enterprise Holdings, 8
Aug. 2005. Web. 16 Feb. 2006.
Kesan, Jay P. “Cyber-Working on Cyber-Shirking? A First Principles Examination of
Electronic Privacy in the Workplace.” Florida Law Review 54.2 (2002): 289-332. Print.
Lane, Frederick S., III. The Naked Employee: How Technology Is Compromising Workplace
Privacy. New York: Amer. Management Assn., 2003. Print.
Tam, Pui-Wing. et al. “Snooping E-mail by Software is Now a Workplace Norm.” Wall Street
Journal 9 Mar. 2005: B1+. Print.
39
MLA Documentation
Updated January 2012
You must always cite your information, whether you are directly "quoting" a source or
just using the information from the source. These embedded references must be in your text,
telling your reader where you found this information. That means you could have an embedded
reference for each sentence! However, in most case, a cluster of information will come from
one source at a time. Therefore, you will often have just one embedded reference at the end of
a paragraph. That means that, except for your introduction and conclusion, you should have at
least one embedded reference per paragraph.
In MLA documentation style, you acknowledge your sources by keying brief
parenthetical citations in your text to an alphabetical list of works that appears at the end of the
paper. The embedded citation must match the FIRST item of the cited work on your "Works
Cited" page. Usually this means that the embedded citation is the author's name. However, if no
author is given, then the first item may be the article title. See the examples below.
[Marcuse is the author]:
Ancient writers attributed the invention of the monochord to Pythagoras, who lived in the sixth
century BC (Marcuse 197).
The first example tells readers that the information was derived from page 197 of a work by an
author named Marcuse. If readers want more information about this source, they can turn to
the works-cited list, where, under the name Marcuse, they would find the following:
[No author. Article is called "Vonnegut." It was off the internet.]
Most critics consider Slaughterhouse-Five to be Kurt Vonnegut's masterpiece. All of his prior
works lead to this novel and all novels since stem from it ("Vonnegut" 3).
This example tells the readers that the information was derived from an article called
"Vonnegut" and it was on page 3. Again, the reader can turn to the work-cited list and find the
rest of the information:
[A citation contains only enough information to enable readers to find the source in the
works-cited list. If the author’s name is mentioned in the text, only the page number
appears in the citation. This is seen in the following example]:
Sibyl Marcuse stated in her Survey of Musical Instruments that Pythagoras invented the
monochord in the sixth century (197).
40
The works-cited page comes at the end of the paper. Begin the list on a new page and
number each page, continuing the page numbers of the text. For example, if the text of your
research paper ends on page 10, the works-cited list begins on page 11. The page number
appears in the upper right-hand corner, half an inch from the top and flush with the right
margin. Center the title Works Cited, an inch from the top of the page.
Double-space the entire page! Begin each entry flush with the left margin; if an entry
runs more than one line, indent the subsequent line or lines one-half inch (a usual tab)
from the left margin.
Single author named in parentheses
The tendency to come to terms with difficult experiences is referred to as a "purification
process" whereby "threatening or painful dissonances are warded off to preserve intact a clear
and articulated image of oneself and one’s place in the world" (Sennett 11).
Single author named in a signal phrase
Social historian Richard Sennett names the tendency to come to terms with difficult
experiences a "purification process" whereby "threatening or painful dissonances are warded
off to preserve intact a clear and articulated image of oneself and one’s place in the world" (11).
Two or more authors
Certain literacy theorists have gone so far as to declare that "the most significant elements of
human culture are undoubtedly channeled through words, and reside in the particular range of
meanings and attitudes which members of any society attach to their verbal symbols" (Goody
and Watt 323).
Corporate author (organization, association, etc.)
The federal government has funded research concerning consumer protection and consumer
transactions with online pharmacies (Food and Drug Administration 125).
Works with no author
Several critics of the concept of the transparent society ask if a large society would be able to
handle the complete loss of privacy ("Surveillance Society" 115).
Two or more works by the same author
In his investigation of social identity, The Uses of Disorder, Sennett defines adulthood as a
stage where people "learn to tolerate painful ambiguity and uncertainty" (108).
In a surprising move, Richard Sennett combines the idea of power with that of virtue, "the idea
of strength is complex in ordinary life because of what might be called the element of its
integrity" (Authority 19).
Secondary source of a quotation (someone quoted within the text of another author)
As Erickson reminds us, the early psychoanalysts focused on a single objective, "introspective
honesty in the service of self enlightenment" (qtd. in Weiland 42).
Web page:
Abraham Lincoln's birthplace was designated as a National Historical Site in 1959 (National
Park Service).
41
Book:
In-Text Citation: (Fleming 32).
Citation: Author. Title. Place of publication: publisher, year of publication. Medium.
Fleming, Thomas. Liberty! The American Revolution. New York: Viking, 1997. Print.
Two or More Books by Same Author (3 hyphens = author’s name in second citation):
In-Text Citation: (Tolkien 45).
Tolkien, J.R.R. The Fellowship of the Ring. New York: Ballentine Books, 1965. Print.
- - - The Two Towers. New York: Ballentine Books, 1965. Print.
Book with Two or Three Authors:
In-Text Citation: (Jakobson and Snerd 45).
Jakobson, Joe, and Sam Snerd. The Sound of Crying Seniors. Rochester, MN: Rochester
Publishing House, 2001. Print.
Book with More than Three Authors:
In-Text Citation: (Snerd et al. 45).
Snerd, Sam, et al. The Life and Times of Senior Seminar. Adams, MN: Southland
Publishing House, 2002. Print.
Magazine Article:
In-Text Citation: (Wheat 32)
Citation: Author. “Title of Article.” Title of Magazine. Date of Publication: Pages. Medium.
Wheat, Alynda. “Beyond the Law.” Entertainment Weekly. 10 March 2006: 32-33. Print
Newspaper Article:
In-Text Citation: (Peterson 2A)
Citation: Author. “Title of Article.” Name of Newspaper. Date of Publication: Pages. Medium.
Peterson, Karen S. “Turns Out We Are Unusually Conventional.” USA Today. 7 Oct. 1994: 1. Print
Encyclopedia or Dictionary Online:
In-Text Citation: (Posner)
Citation: Author. “Name of Entry.” Title of Encyclopedia. Edition. Year. Medium.
Posner, Rebecca. “Romance Languages.” The New Encyclopedia Brittanica: Macropedia. 15th ed. 1987.
Print.
Personal Interview:
In-Text Citation: (Snerd interview).
Citation: Interviewer’s Last name, First name. Personal interview. Date
Snerd, Sam. Personal interview. 15 Jan. 2000.
42
Short Story in an Anthology:
In-Text Citation: (King 417-419)
Citation: Author. “Title of Entry.” Title of Anthology. Editor of Book. Place of Publication: publisher,
year of publication. Pages. Medium.
King, Robert. “Should English be the Law?” The Presence of Others. Ed. Andrea Lunsford and
John Ruszkiewicz. New York: Bedord, 2000. 409-421. Print.
Article from a database:
In-Text Citation: (Jenson 108)
Citation: Last name, First name. “Title of article.” Name of periodical, volume, and issue numbers
(Date of publication): Pages used. Name of database. Medium. Date of access.
Jenson, Jill. “It’s the Information Age, so Where’s the Information?” College Teaching 52.3 (2004):
107-112. Academic Search Premier. Web. 2 Feb. 2005.
Short work from a Web site:
In-Text Citation: (Jenkins)
Citation: Last name, First name. “Title of Short Work.” Title of Web site. Sponsor of Web site, Date
“n.d” if there is no date. Medium. Date of access.
Jenkins, Henry. “Bearings.” MIT Communications Forum. MIT, 19 Feb. 2002. Web. 16 June 2005.
Internet (Make sure your source is reliable! Wikipedia is not an acceptable source and
personal blogs aren’t, either!) The format for Internet sources is changing rapidly. In the
future, always check what your college wants for a format. The most important thing is to give
all necessary information so that the reader can find the sites easily!
So, to recap: in the text, you use parenthetical references. This links the reader to the
“Works Cited” page which provides the reader with the full information on the resource.
“Few things are created and perfected at the same time.” ~ Unknown ~
43
When you’re done with the rough draft of your paper, use this guide to check it over.
Name: ______________________________ Date: ___________ Period: ________
A. Content/Organization:
a. My paper is the right length: Yes______ No______
b. I have a clear thesis statement in the first paragraph: Yes______ No______
c. Everything in my paper supports my thesis: Yes______ No______
d. My paper and outline match: Yes______ No______
e. My conclusion restates my thesis: Yes______ No______
B. Use of Sources:
a. My bibliography has the required number of sources: Yes______ No_____
b. I have included my primary source (interview material)? Yes______ No_____
c. All my sources show up in my Work Cited page? Yes______ No_____
d. All my paraphrased information is honestly documented? Yes______ No_____
C. Mechanics:
a. I have italicized all books, magazines, etc. titles: Yes______ No_____
b. I put quotation marks around magazine articles: Yes______ No_____
c. I have a parenthetical reference wherever it's needed: Yes______ No_____
d. I checked for spelling and punctuation errors: Yes______ No_____
e. Each of my sentences stands by itself (no fragments): Yes______ No______
44
The Project!
“If at first you don’t succeed, try something harder.”
~ Unknown ~
“Ninety-nine percent of failures come
from people who have the habit of making
excuses.”
~ George Washington Carver ~
“Success is getting up just one more time than you fall.”
~ Oliver Goldsmith ~
Project Commitment
Using a piece of typing paper, construction paper, or even a note card, write a simple
description of your research paper followed by a description of your project. Start your
description with an ACTION verb that really defines your action with the project. If your
project requires an audience, state whom. This commitment will be posted for others to see.
Be creative!! Use illustrations!! Be proud of your goals. Don’t forget to include your
name!
Research: Dress Design: Never Sew-Sew
Sewing my prom dress.
Sally J. Snerd
(She used construction paper cut out in the
outline of a dress.)
Example:
Forms of Poetry
Write a small book of poems
Samuel S. Snerd
(He used colored pencils and designed it to look like a book.)
45
Senior Project Mentor Contract
Southland High School
Dear Mentor:
Thank you for agreeing to be a mentor for __________________________’s Senior Project.
To help clarify your role in this assignment, we have prepared the following guidelines. Feel
free to contact the Senior Project Coordinator if you have any questions regarding your role as
a mentor.
1. Senior Project is a three-phased assignment completed during the last semester of a
student’s senior year. This assignment involves writing a research paper, developing a
physical project and making an oral presentation before a small group of faculty, staff
and community members.
2. The research paper is due in early April. Before that date, please read a draft of the
student’s paper. The student is responsible to show you this. You do not have to
correct or grade this paper. As an expert in the field the student has chosen, please help
to see if the written information is accurate to the best of your knowledge.
3. The second phase of Senior Project is the development of a physical product. This is
due before the end of the school year. Your primary role in this phase is to verify that
this student has invested a minimum of 20 hours toward the completion of this
product. Any advice or assistance you can offer will not only increase the quality of the
product but will enhance the overall learning experience of our student.
4. At the end of the project, you will be given a mentor verification form to complete.
This form verifies that you have seen the product in various stages of development and
can attest to the degree of the student’s involvement.
5. The Senior Project oral presentations are scheduled for early June. Each student is
allowed to invite guests. If you would like to attend, please discuss this with your
student.
Thank you again for taking the time to share your knowledge and experience with this student!
If you have any questions or concerns, please call the student’s senior seminar teacher: Katie
Jakubek.
Sincerely,
Katie Jakubek
Senior Project Coordinator
Mentor Name: printed
Mentor’s signature
46
As you begin this part of your journey, you want to analyze what steps you will
need to take. This is called a “task analysis.”
Model Task Analysis
Name:
First and last name
Date: March 27th, 2012
1. Description of Project: You should have an idea of what your project will look like. In not
more than three paragraphs describe the project and its purpose; be as specific and concrete as
you can.
My project involves two major tasks. First, I am currently creating three recipes, and second, I
plan to market and advertise these recipes.
My three recipes are for: (1) peanut butter upside down cake, (2) pork chops stuffed with raw
onions, pickles and avocados (3) pan-fried calf tongue with mustard sauce. I will write and
illustrate these recipes in a colored brochure. Either all recipes will go on one brochure or
one recipe per brochure depending on cost effectiveness and marketing procedures.
I plan to advertise in newspapers and magazines, particularly magazines targeted for cooks
and/or homemakers. Ads will be costed out for each, including small classified ads as well as
larger display ads. I will use the school newspaper and monthly church bulletin as starts in
order to test market.
Since I have a limited budget, I have to seek out the most inexpensive method of commercially
printing my brochures and advertisements. I hope to sell my recipes locally and use that
money to buy more expensive ads in national print media.
2. What do you already know about this area?
I have created two new recipes and am completing the third, but I know nothing about
marketing.
3. What do you hope to learn through this project?
I want to know if business is the right area for me in the future.
4. Materials you will need:
Nothing; just the recipes and the material I will design on.
47
5. Task Analysis: List all the tasks you must complete in order to finalize your project. Think
through all the steps involved and the time needed for each task. What materials do you need
to find? What literature do you need to read? Are there any people you need to talk to for
advice?
(1) Finish third recipe.
(2)
Write and illustrate recipes in brochures.
(3) Typeset and layout brochures. (Friend has word processor.)
(4) Find most inexpensive printing. (Check school's printshop.)
(5) Write/design classified and larger display ads.
(6) Find most inexpensive way to advertise. (Church bulletin, school newspapers, etc).
6. Project Timeline: Prioritize the tasks above according to required dates of completion.
TASK
APPROX. COMPLETION DATE
(1) Finish third recipe.
March 2
(2)
March 7
Write and illustrate brochures.
(3) Typeset and layout brochures.
March 12
(4) Find inexpensive printing.
March 15
(5)
March 18
Write and design classified & display ads.
(6) Advertise in bulletins, newspapers.
March 20
7. Cost Analysis: List materials and costs for anything you will need in order to finalize your
project. Think through all steps involved and any supplies, services, royalties, etc. you may
incur in completing your project.
(1)
Costs of food
$25.00
(2)
Cost of supplies
$10.00
48
TASK ANALYSIS FOR PROJECT (typed)
Name: ____________________________________
Date: _______________
1. Description of project: You should have an idea of what your project will look like. In a
paragraph, describe the project and its purpose; be as specific and concrete as you can.
2. What do you already know about this area?
3. What do you hope to learn through this project?
4. Materials you will need:
49
5. Task Analysis and Project Timeline: List all the individual tasks you must complete in
order to finish your project. Think through all the steps involved and the time needed for each
task. What materials do you need to find? What literature do you need to read? Are there any
people you need to talk to for advice? (You obviously may have fewer or more than eight
steps.)
TASK
PLANNED COMPLETION DATE
(1) ___________________________________
______________________
(2) ___________________________________
______________________
(3) ___________________________________
______________________
(4) ___________________________________
______________________
(5) ___________________________________
______________________
(6) ___________________________________
______________________
(7) ___________________________________
______________________
(8) ___________________________________
______________________
Remember that this plan may, and probably will, change as you work on your project. That’s
expected. That’s all part of the process of learning to do something new.
7. Cost Analysis: Make a list of any costs you will be responsible for in the completion of
your project. (Materials, supplies, transportation, rentals, etc).
$______________________
_________________________________
$ _____________________
_________________________________
$ _____________________
_________________________________
(Parent’s or Guardian’s Signature)
50
As you begin working on your project, keep track of your time and progress. See
how accurate you were with your task analysis. Remember that the idea is to
learn from the process. Set goals and deadlines. Begin work. Revise goals and
deadlines. Continue work. Revise again. Learn each time. Grow each time.
SENIOR PROJECT LOG (typed)
This log is important for several reasons. First, it keeps you on task and focused by requiring
you to write down what you have accomplished so far and what you need to do next. Secondly,
it helps keep a record of the time spent on the project. Finally, the Senior Project Log allows
your teacher and the Senior Board judges to realize the effort, thought, and learning stretch you
have expended. It will give them a clearer idea of the scope of your project. This log will be a
part of the Portfolio the judges will review before Senior Boards; therefore, you will want it to
be clearly and neatly written.
YOUR LOG SHOULD INCLUDE THE FOLLOWING:
6. Time spent on the various project phases: writing, designing, constructing, planning,
taking classes or lessons, interviewing, or contacting sources, volunteering, reading,
purchasing materials. (Write in your log exactly what you accomplished and how much
time was spent doing it.)
7. A list of what you need to do next with an approximate date you plan to do it.
8. Feelings or thoughts you have about the various stages of the project. (Let this project
be a thinking tool for you as you process any problems or successes you might be
having. These log remarks will be especially helpful to you when you prepare for the
Senior Boards speech.)
9. Any suggestions or responses others give you.
How you maintain your log is as individual as your project. Sometimes logs are
best kept daily. Sometimes, if projects are worked on a little bit each day, then
logs are best kept weekly. Do, however, log your total time for each entry.
Some students have used blank computer-generated calendars for their logs.
Some have written journals. Use whatever method is most convenient for you and
understandable to someone else.
51
Your final project log must be typed or computer generated onto a
calendar. It should show SPECIFICS - including dates and time
spent- see sample below!
SAMPLE PROJECT LOG #1
Tuesday – November 12th, 2011 4:30-8:00
We watched a 20/20 video and also learned how to wash our hands properly. And then, we
looked over the chapters that we will be studying in the next couple weeks. We started chapter
1-Introduction.
Wednesday – November 13th, 2011 4:30-8:00
We had a quiz on chapter 1. After that, we went over chapter 2-Safe & Clean Environment. We
watched a video on choking, seizure, and ARC – disease transmission. We learned how to do
some skills such as making an unoccupied bed, transfer belt placement, waist restraint
application, and how to clear an obstructed airway.
Thursday – November 14th, 2011 4:30-8:00
We took a quiz on chapter 2 and went over chapter 3-Communication. After, we watched a
video on strokes. We worked on skills involving gown, glove & bag linen, bed bath, backrub,
and providing perineal care for the incontinent client.
Monday – November 18th, 2011 4:30-8:00
There was a quiz on chapter 3 before moving onto chapter 4-Basic Needs. We watched a video
about Peege and worked on previous skills.
SAMPLE PROJECT LOG #2 (Weekly chart method)
Week of:
MONDAY:
TUESDAY:
WEDNESDAY:
THURSDAY:
FRIDAY:
WEEKEND:
1. I completed ___________ tasks this week. Total hours this week:
2. Next set of goals in order of priority.
3. Problems to talk over with mentor
52
PROJECT VERIFICATION
Name: _________________________________________
Project: _________________________________________
You have agreed to verify this student's efforts on his/her Senior Project. Since most of the
time spent on the project phase of the assignment has been out of class, verification of the
student's efforts is necessary. Please answer the following questions to help us evaluate his/her
project. Please keep in mind that this student's research paper has already been evaluated. This
form refers to the physical project.
1. The student has had me read his/her research paper to check its content.
Yes: _____ No: _____
Comments on the paper:
2. Can you verify that he/she spent at least 20 hours creating this project?
Yes: _____ No: _____
Comments:
3. Have you seen this project at different stages of completion - not just the final phase?
Yes: ______ No: _____
Comments:
4. What specific problems did this student encounter and overcome?
5. What successes have you seen this student achieve?
Mentor’s Name: _______________________ Signature: ____________________________
Phone: _______________________________ Date: ________________________________
Thank you for your cooperation; it is appreciated!
53
Physical Project Self-Evaluation (typed)
Name:
Date:
Period: _____
1. Date project started:
2. Date project ended:
3. Estimated total hours spent on project:
4. Look back at your task analysis. Look at your planned steps.
Time involved in each task:
Step 1:
_______________ Time spent: ________
Step 2
_______________ Time spent: ________
Step 3:
_______________ Time spent: ________
Step 4:
_______________ Time spent: ________
Step 5:
_______________ Time spent: ________
Step 6:
_______________ Time spent: ________
Step 7:
_______________ Time spent: ________
Step 8:
_______________ Time spent: ________
5. Materials (if any) used:
6. List the people who helped you. Please put a star ( * ) by all those who could potentially
help future seniors.
________
________
7. Please give a number response of “1” to “10” with 10 meaning “a great deal” and “1”
meaning “not at all” or put NA (not applicable)
A. How much did your mentor help?
B. Have others helped you as well?
C. Did the task analysis help you plan your project?
D. Would you recommend your project area for future seniors?
E. Please explain your answer in letter “D.”
8.
Answer in 25 words or less:
A. Would you feel threatened to show your project to an expert for evaluation?
B. If yes, why?
C. If no, why not?
54
9. List three things you now know after completing this project.
1.
2.
3.
10. List any personal satisfaction or knowledge you gained from this experience.
1.
2.
3.
11. What comments about your project have you heard from students, parents, teachers, or
community members? For example: “I never knew you knew so much about motors.”
1.
2.
3.
12. Describe what risk(s) you took in completing this project. Consider not only a physical
risk, but an emotional or intellectual challenge.
13. List or describe any problems you encountered.
A. How did you handle these problems?
14. Is your project original or creative in any way? If yes, explain how.
15. How do you feel about having your paper, project, and evaluation form on file as a
model for next year’s students? Explain why or why not?
55
16. If given the opportunity, what would you do differently now that you speak from
experience?
17. Beyond the project itself, what did you learn about yourself?
18. What grade would you give yourself for your project? Justify the evaluation of your
grade in at least 25 words.
My grade:
Justification:
56
Physical Project Self-Evaluation (SAMPLE)
Name: First and last name
Date: May 15th, 2012
Period: 1
1. Date project started: September 2011
2. Date project ended: May 2012
3. Estimated total hours spent on project: 100
4. Look back at your task analysis. Look at your planned steps.
Time involved in each task:
Step 1: Conception: 50 hours
Step 2: Pre-Production: 10 hours
Step 3: Production: 20 hours
Step 4: Post-Production: 20 hours
5. Materials (if any) used:
-
GL1 video camera
GL2 video camera
Shotgun microphone
Final Cut Pro (version 3.0)
6. List the people who helped you. Please put a star (*) by all those who could potentially
help future seniors.
* Jim Guthmiller
Homer Simpson
Superman
Paris Hilton
Madonna
David Beckham
Adrian Peterson
7. Please give a number response of “1” to “10” with “10” meaning “a great deal” and “1”
meaning “not at all” or put NA (not applicable).
How much did your mentor help? 9
A. Have others helped you as well? 7
B. Did the task analysis help you plan your project? 4
C. Would you recommend your project for future seniors? 5
D. Please explain your answer in letter “D.”
This project was very interesting and challenging, but it involved a lot of time, stress,
cooperation, concentration, and ingenuity. It was definitely more of an undertaking than I
thought it would be.
57
8. Would you feel threatened to show your project to an expert for evaluation?
If yes, why?
This is the first film I’ve ever made, and it would make me more
than a little nervous to have my amateur work reviewed by a
professional, for fear it wouldn’t meet standards.
If no, why not?
I would like to continue making short films (as a hobby of sorts)
and constructive criticism would be useful in improving the
quality of those films.
9. List three things you now know after completing this project.
A. Starting a script is easier than completing one, but even starting out is a timeconsuming, stressful task.
B. One has to have a very flexible schedule to be able to make a short film, because
it is much simpler to work around your actors’ schedules than to attempt to get
them to work around yours.
C. Never count on April weather being predictable in southeastern Minnesota, or
at all good.
10. List any personal satisfaction or knowledge you gained from this experience.
A. Seeing your ideas come to life on a television screen is an amazing experience.
Even just seeing the opening sequences of my film on the TV gave me goose
bumps, and I couldn’t help but watch it again and again.
B. Listen to your mentor: they’re the expert, and – no matter what you may think –
they will know what they’re doing better than you will. It won’t kill you to take
another person’s advice.
C. It’s great to see how many people are interested in seeing the film, knowing
what it’s about, and want to be involved in the whole process. I never thought so
many people would take an interest.
11. What comments about your project have you heard from students, parents, teachers, or
community members? For example: “I never knew you knew so much about motors.”
A. Before my project was even completed, I had two freshman girls stop me in the
school hallway to ask if they could buy a copy of my film when I finished it. They
had no idea what it was about, but they believed that it would be interesting
nonetheless. I’ve also had several people commend me on what a difficult
project I’ve chosen and say that they know I’ll do very well.
12. Describe what risks you took in completing this project. Consider not only a physical
risk, but an emotional or intellectual challenge.
A. I’ve never been very keen on participating in activities that required group effort
for success, so having to rely partly on my actors and my mentor to get things
done was a fairly new – and pretty stressful – experience for me. Also, I’ve
never really had to take a lead position in a group project before, so having to
direct people was new and confusing for me, as well.
13. List or describe any problems you encountered.
A. The weather or amount of daylight was a problem more than once, rain or
darkness preventing us from filming a particular outdoor scene. Some
58
discomfort with the subject matter of one of the scenes was also a problem. Two
of the actors had trouble allowing themselves to “get into character,” and, as a
result, were very stiff and awkward.
A. How did you handle these problems?
There was very little we could do about weather and light problems, except
reschedule the filming days – which we did – and the problem between the
actors was difficult and time-consuming, but we handled it nonetheless. We
simply had to push through and continue to “block out” the scenes until the
actors felt comfortable with the script and each other.
14. Is your project original or creative in any way? If yes, explain how.
A. I believe my project took a great deal of creativity to complete. For instance, I
had to come up with an idea for a film, write a script, and actually create a
“feel” for the film, including music, coloring, and emotional content.
15. How do you feel about having your paper, project, and evaluation form on file as a
model for next year’s students? Explain why or why not.
A. I feel it would be an honor to have my project set as an example for future
senior seminar students. It would infer that I’ve done well enough on my project
to be used as a guide.
16. If given the opportunity, what would you do differently now that you speak from
experience?
A. I would have started my project sooner and procrastinated less, allowing more
time for things I hadn’t thought would take so long, as it would’ve reduced the
amount of stress I felt, as a whole.
17. Beyond the project itself, what did you learn about yourself?
A. I’ve realized that I don’t really have what it takes to be a head director. I could
be an assistant director, and most definitely a screen writer, but not a head
director. The trials and tribulations of directing are far more stressful than I had
first thought, and I don’t have the level of patience to work through them. Well,
not yet, anyway.
18. What grade would you give yourself for your project? Justify the evaluation of your
grade in at least 25 words.
My grade: B+
Justification:
I put a lot of hard work and effort into this project, but I wouldn’t say I did it perfectly.
There are one or two things that I would change, if given the chance to do it over again.
For instance, I wouldn’t have procrastinated when it came to actually starting to film, and
wouldn’t have dragged the writing process on so long as I did. It resulted in a time-crunch
towards the end of the project. I would also have spent more time working with my actors,
to keep them familiar with the script and the whole process in general. I did a good job, but
I could’ve done better, so I think a B+ is a decent assessment of my work.
59
Now is the time to let others know what you have learned. . . .
“If we let things terrify us,
life will not be worth living.”
~ Seneca ~
You'll be on your way up!
You'll be seeing great sights!
You'll join the high fliers
who soar to high heights.
You won't lag behind, because you'll have the speed.
You'll pass the whole gang and you'll soon take the lead.
Wherever you fly, you'll be the best of the best.
Wherever you go, you will top all the rest.
~ Dr. Seuss ~
60
SPEECH PREPARATION
(“Help! How can I talk for 10 minutes?”)
STEP 1: What are you going to talk about? Answer the following questions. Referring to the
Project self-evaluation and task analysis forms might help.
1. How do your paper and project connect?
2. What emotions did you experience as you worked through the paper and project?
3. What problems did you encounter (money? time management? skill deficiencies?)
4. What personal growth did you gain from the paper and project? What self-knowledge
did you gain? What knowledge of your topic did you gain?
5. How did the project affect your plans for your future?
6. What project advice would you pass on to next year's seniors?
STEP 2: How am I going to say this?
1. Organization -- jot your ideas on separate 3x5 cards and arrange them into an order that
is logical and pleasing.
2. Slip blank cards into spaces where a visual aid is needed or would be appropriate.
3. Memorize your introduction and conclusion.
a. The introduction should:
i. Grab attention
ii. Make topic thesis clear. (Be sure to mention both paper and project).
iii. Take no more than 60 seconds.
Consider using quotations, readings, dramatics, jokes, surveys or other audience
participation sets, games, audio-visual devices, demonstration, or questions.
b. A good conclusion should:
i.
Restate topic/thesis
ii.
Leave the audience thinking
iii. Take no more than 30 seconds
4. Plan the display of your project.
5. Plan your visual aids. Practice with Power Point or any aids.
6. Make sure the school knows what AV equipment you will need.
7. Place all cards back in order and begin practicing your speech.
61
STEP 3: Speech techniques to remember:
A. Eye contact- This is extremely important. Practice often enough that you
rarely need to look at your cards. Remember this is a friendly audience.
Your peers and your judges are pulling for you. You need the reinforcement
that their encouraging expressions will give you. Look at them. True
communication happens with the eyes. A speech without eye contact is only
half a speech.
B. Posture- Stand proud. You have a right to be. You have accomplished a
great deal. You want your audience to pay attention to what you are saying.
AVOID:
a. Gripping the podium -- white knuckles are so unattractive.
b. Locking your knees -- you've come too far to faint now.
c. Twitching, wiggling, shaking, etc.
C. Voice -- Your voice needs to:
a. Be loud enough to be heard.
b. Vary appropriately in pitch and tone.
c. “Ummm” or “like” and slang terms- you are a grown up now!!!
D. Gesture -- Use your hands to help make your point. Gestures should be
natural and spontaneous, not choreographed and mechanical.
E. Props -- Plan and practice using any props you will need.
STEP 4: Prepare for questions. Of course, there is no way to know for sure what the panel
members will ask you, but you can make some educated guesses and that will provide you with
the confidence and clear-headedness to take on any queries. Answer the following brainstorm
questions:
1.
2.
3.
4.
5.
6.
If you were a judge listening to your speech, what would you want to know?
What would you like people to ask?
What unusual qualities does your project have that might spark interest?
What part of your paper might make people curious?
What controversial topics, if any, do you touch on?
Who helped you with your project?
Your audience will be small and supportive.
You will be well-prepared.
This is your chance to show off . . . to shine.
Enjoy!
62
Suggested Presentation Outline
I.
Start with a catchy introduction
a. Make it memorable. Make it dynamic. Make it funny. Make it
anything but boring.
II.
Overview of paper and project
a. Include your reason(s) why you chose this area of study.
b. Point out the relationship between paper and project.
III.
Paper highlights
a. Hint: Use your paper’s outline as your guide!
i. (“I researched . . . I learned . . . I discovered . . .”)
IV. Description of project
V.
Project discoveries
a. (“I discovered . . . I found out that . . . I stretched my
learning by…”)
VI. Personal reflections on the paper and project
a. (“Through this I now know . . .”)
b. Hint: Be positive. Even if you learned something negative,
that’s positive (for example, “Through this, I now know that
I never want to work with children as part of my career.”)
VII. Conclude with a summary of the paper and highlights
a. Include any personal growth you experienced, and the
effect(s) of the project on your future plans. (“I plan to . . .”)
Our hope is that you will become ever increasingly efficient,
effective, and independent life-long learners.
Note: No playing of tapes or DVD segments longer than two minutes!
63
Selecting Proper Attire for Your Board Presentations
The final decision of what to wear when you appear in front of your panel to present your
Senior Project ultimately rests with you. This decision, like numerous other decisions you've
made since you started your project, should be made with your success in mind: consequently,
dress for success. Since Dress/Appearance is one of the items the judges mark on the
Senior Project Presentation Evaluation form, gain some extra points and make a
favorable first impression by dressing for success.
** Please contact Mrs. Jakubek if you need assistance acquiring proper dress attire- - all
requests will remain confidential.
Consider the following:
Your appearance is just one more aspect of the project process. If you neglect to carefully
consider what to wear, you run the risk of diminishing your overall effectiveness in front of
your panel. Your panel expects to listen to a polished, organized, and effective overview of
your Senior Project journey in which you use acceptable language and effective audio-visual
aids.
You’re considered the expert on your project. Dress as such.
1. Good grooming, including combed hair and clean clothes, is important. Consider your
presentation like a job interview--first impressions are important. A sloppy
appearance does not make a positive first impression. It is better to be over-dressed
than too casually dressed!
2. Skimpy or provocative attire won't record many points for you, either.
3. Gaudy, unusual, or inappropriate attire, unless worn for a specific purpose, should be
avoided.
4.
If your project lends itself to a specific uniform or costume, and you think that wearing
it would aid in your presentation, feel free to be creative in dress. Wearing a firefighter's
uniform and assorted paraphernalia while you are explaining the duties of a firefighter
would add visual interest to the speech. Or, if your project was to learn to be a
professional clown, it would help the judges understand and visualize your work if you
wear a clown's costume while demonstrating how to apply clown's make up.
5. THINK: No shorts, no t-shirts, no jeans, no short skirts. Dress as you
would for a job interview!
“Common sense is seeing things as they are, and
doing things as they ought to be done.”
~ Calvin E. Stowe ~
64
AUDIO-VISUAL COMPONENT:
When you are preparing for your presentation before your Senior Boards, remember that the
old adage, "...seeing is believing," does have a ring of truth to it. When you present to your
board, you are the expert. Your job is to prepare a presentation that is articulate, informative
and interesting. To do this you might plan to use charts, posters or graphs you've designed as
visual aids or you might consider using slides or a video tape which shows you in some phase
of your project. If your project is musical, an audio tape could be appropriate. With the use of
audio visual equipment in your presentation comes the responsibility of being properly
prepared. Use the list below as a responsibility check:
1. Notify your teacher that you will need audio-visual equipment. Be specific about the
type of equipment you will need.
Screen
Overhead
Monitor/VCR
Tape player
_____ Long table
Slide projector and slide carousel
Computer/PowerPoint Projector (see #5 below)
_____ DVD player
Other:
2. If you are using a video tape, make sure your tape is advanced to the exact place where
you want the viewing to begin.
3. When the master schedule of presentations is posted, check to make sure that your
request for audio visual equipment is being arranged (especially a computer projector or
DVD player).
4. Make any charts or graphs large enough for the audience to see.
5. Power Point projectors and Laptop computers are in limited supply. Special room
assignments are made for students using them, so make sure you notify your instructor
before board assignments are made by Mrs. Jakubek.
Remember, the audio-visual component will enhance your presentation, but
should not overshadow it. Planning, preparing, and presenting for success require
responsibility ---YOURS!!!
65
Southland Senior Project Presentation
Student Name: _________________________
Project: _______________________________
Paper Subject: ____________________
Total Speech Time: ________________
Scoring:
(5) Excellent; (4) Good; (3) Adequate; (2) Needs Improvement, (1) Very Weak; (0) Missing
Area I: Content:
Introduction: has interesting attention-getter, states or implies the purpose of presentation
Score: _______
Body of Speech: the main idea/ points are clearly supported by accurate and appropriate details
Score: _______
Conclusion: summarizes and makes a memorable impression
Score: _______
Balanced Content: not too much on paper or project; student shows the relationship between
paper and project; is within the allotted 10 -15 minutes. (Less than 8 minutes = re-do!).
Score: _______
Appropriate Language Use: avoids slang phrases, appropriate word choice and style.
Score: _______
Area II: Delivery:
Proper Attire: student has dressed appropriately for presentation
Score: _______
Non-Verbal Language: shows poise, makes eye contact, correct posture, uses appropriate and
natural gestures.
Score: _______
Verbal Skills: Good volume, normal rate, clarity and vitality.
Score: _______
Area III: Question and Answer Period:
Ability to Answer Questions: student fluently, confidently, and easily answers questions
Score: _______
Application of Knowledge (“I learned…”);
A Learning Stretch is Clearly Demonstrated: student’s gone past comfort zone
Score: _______
A= 45-50
B= 41-44 C= 36-40
D= 31-35
F= 30 and below
Total Score: ___________
√ HOLD APPROVAL BECAUSE:
Comments on project, portfolio, or presentation:
66
Portfolio
Checklist and Suggested Order:
______1. Senior Project Overview: Typed
______2. Letter of Intent: Typed
______3. Interview Evaluation Form
______4. Typed Research Paper (“Published Edition” without any proof-reading marks)
______5. Mentor Contract
______6. Task Analysis: Typed
______7. Senior Project Log Entries: Typed
______8. Senior Project Verification Form
______9. Sample of project (This will vary according to project)
______10. Any contents you would like to add: art, interviews, pictures, etc.
______11. Project Self-Evaluation: Typed
______12. Memoirs: Typed
______13. Resumé and References: Typed
______14. Pictures
67
Senior Project Overview (typed)
Name:
Title of research paper:
Synopsis of research paper:
Project description:
Why I chose this area of study:
My background experience in area:
Special things I'd like judges to consider and look for:
68
Senior Project Overview (sample)
Name: First and last name
Title of research paper: Photography: Passport to a New World
Synopsis of research paper: A photographer should learn and understand the qualities of a
good photograph. When beginning, a photographer must decide on what type of film to use;
many different factors must be considered. Then, he should consider the important aspects of a
good picture: lines, shapes, textures, patterns, colors, and perspective. Photography can be an
enjoyable and exciting way of sharing a unique vision of the world.
Project description: I chose to develop pictures. There were many more steps throughout the
process than I had at first thought. After developing a few rolls of film, my mentor assigned
me certain people, things, or events to photograph. The whole experience was very enjoyable!
Why I chose this area of study: I have always enjoyed taking pictures, just ask my family.
When deciding on a senior project, I thought, “what could be more fun than learning more
about something I already love?!”
My background experience in this area: The only previous experience I had in this area was
taking pictures and bringing them to Wal-Mart for developing – not a lot for what I needed to
learn.
Special things I’d like the judges to consider and look for: Basically, I’d just hope that the
judges would look for the amount of effort I put into my project and look at how much fun I
had throughout the whole project!
69
MEMOIRS (typed)
Congratulations! You're done with the Senior Process! Take some time before you
mentally bring final closure to this experience by reflecting back on the entire process. Much
understanding occurs as you think back on the triumphs, the trials, and the personal tests this
class has generated.
Your final assignment is a written self reflection on your unique Senior Process journey.
Not only would writing some thoughts down help you focus and generalize your learning, but
others who read your self reflection would have a greater appreciation of the process. The
questions below might help jog your memory and trigger your thoughts.
Suggested format: Select four or five of the following and write a short paragraph for each
question you select. The topic sentence of each paragraph must rephrase the question. The
memoir does not need to be longer than a page.
What were the best and worst parts of the entire process?
How has this experience changed you? (Skills, attitudes, habits, resources, capabilities,
poise, presentation, etc.).
What would you change if you could do this again?
What advice do you have for next year's seniors?
What did you learn along the way that was unexpected and not anticipated?
Did completing the Senior Project allow you to see things in more depth? Were you
surprised by the complexity of your topic once you began your research and project
application?
Which aspect of the Senior Project stretched you the most? How did you react to this
challenge? How did you feel during the learning stretch? How do you feel now that it is
over?
Has this experience influenced your future plans?
Has completing the Senior Project affected the way you approach work?
Was there anything humorous that happened during the process?
In what way has the Senior Process changed your concept of yourself? Are you more
confident of your abilities? More focused and self-directed? Are you more willing to
take a risk?
Feel free to add any other thoughts you may have.
As a final thought: How about writing a thank-you note to your mentor?
70
Sample Memoir #1
My directing experience has changed me in many ways. I learned that I have to be more
forceful in directing. I need to know what I want and go for it. I also learned not to be
concerned with what other people think of me. Creating a performance project that people
would watch forced me to do my best, but not to worry about people’s reactions. My project
also helped me to be more outgoing when I publicized and talked to classes in my church. My
senior project helped me become less concerned with what people thought about me, and to
become more ambitious.
Directing theater, for my senior project, helped me to know that I want to be a part of it
in college and direct theater as a possible side career. I’ve always enjoyed being a part of
theater, but when I was on the directing side, I realized that I enjoyed it and wanted to direct in
my future.
In my project, I had some unexpected challenges. One major one was when I was sick
for two weeks with pneumonia, in December, shortly before the performance. Fortunately, I
had a lot of the project done, but rehearsals were a problem. On one Sunday read-through, I had
a fever and was struggling to keep focused. However, I got through it and the performance was
a success. I learned to take one day at a time and to work on what I can, but not to be upset
when things don’t go the way I want them to.
For next year’s seniors, I have some hints for when they start the senior project. First of
all, do not worry about it! When you’re starting out in the class, it looks like a lot of work, but
once you start working through it, the senior project is a breeze. The key, though, is to not
procrastinate. Another helpful thing: start on the project as soon as possible. That makes the
process much easier and is a welcome relief not to be doing the project with everything else
that you’re doing in the spring. If you don’t procrastinate, take everything in stages, and get the
project done early, then the senior project is an enjoyable learning experience.
71
Sample Memoir #2
The Senior Project experience has both changed me, and helped me realize what I want
to do with my life. I wasn’t looking forward to it, but now I realize what a useful thing it is.
I chose to do something that involved swimming and teaching, since I am interested in
both areas. I never realized how much I enjoyed working with people and watching them learn
new things, especially children. This project has had a very strong influence on my future
plans. I have always had an interest in teaching, but I was unsure if I would really like it. My
senior project allowed me to gain some experience in teaching and decide that teaching is
something I would like to continue.
Now when I go to work and teach lessons, I go because I want to be there helping
people. It is more than just a way to make money for me. I get a great sense of purpose
knowing that I helped someone learn something knew. Teaching is something that makes me
feel like a better person and something that will satisfy me throughout my life.
The Senior Project process itself has changed the way I approach any job, not just
teaching swimming lessons. I planned ahead and was organized throughout the whole thing,
and it really paid off. My senior year was a lot less stressful and I completed all of my work on
time, or early, because I stuck to a schedule. These skills will help me tremendously in college
and in everything I do throughout life.
Now that I have completed the Senior Project process, I am much more confident as I
approach my future. This experience has helped prepare me for college, and given me a better
idea of what I plan to do with the rest of my life.
72
First and Last Name (typed)
923 Apple Street NW Adams, MN 55909 * [email protected] * (507) 987-6543
OBJECTIVE:
To become a manager for a well-respected company
EDUCATION:
Southland High School
203 2nd Street NW
Adams, MN 55909
(507) 582-3568
Graduation: May 27th, 2012
G.P.A. 3.5/4.0
Riverland Community College
1900 8th Avenue NW
Austin, MN 55912
(507) 433-0600
GPA: 3.5/4.0
Southwest Minnesota State University
1501 State Street
Marshall, MN 56258
1 (800) 642-0684
GPA: 3.5/4.0
WORK EXPERIENCE:
Waitress- Sweets Restaurant, Bar, and Hotel, LeRoy, MN - September 2009 - Present
Interacted with co-workers at a fun and reputable level
Provided customer service
Prepared the restaurant and staff for large parties and special events
Waitress/Cashier- Pinecone Restaurant, Dexter, MN - March 2006 - April 2009
Trained in new employees, both waitresses and cashiers
Strived to keep workers on task and made sure all responsibilities were
accomplished
VOLUNTEER EXPERIENCE:
Special Olympics- Austin, MN - August 2009
Helped run the different events and encouraged the athletes to do their best
Prepared and distributed lunch to athletes, coaches, volunteers, and fans
LEADERSHIP EXPERIENCE:
Mu Alpha Theta- Southland High School, Adams, MN - September 2007 - Present
Collaborated with other members as President to prepare meetings and activities
Helped tutor students who were struggling in Algebra 1 through Calculus
Organized a fun math-centered scavenger hunt around the school during π week
AWARDS AND HONORS:
Southland Junior Scholastic Society, Athletic and Academic All-Conference Team,
Athletic Honorable Mention All-Conference Team, Varsity Volleyball Letter (3),
Varsity Cheerleading Letter (3), Varsity Basketball Manager Letter (3), and Varsity
Track and Field Letter (1)
REFERENCES:
Enclosed
73
References
Jennifer Bergene
203 2nd Street NW
Adams, MN 55909
Work: (507) 582-3568
Cell: (507) 555-5555
[email protected]
High School Paraprofessional
Katie Jakubek
108B Lewison Street NW
Adams, MN 55909
Work: (507) 582-3568
Cell: (507) 555-5555
[email protected]
Language Arts Teacher
Logan Madison
152 169th Avenue SW
LeRoy, MN 55909
(763) 555-5555
[email protected]
Pine Cone Restaurant Supervisor
74
Southland High School
Name _________________________
RESUME & REFERENCES RUBRIC
RESUME
1.
Header:
a.
Name (Larger type)
b.
Present Address (street, city, state, zip)
c.
Appropriate E-mail Address
d.
Phone Number
_________
_________
_________
_________
/2
/2
/2
/2
2.
Career objective: (To obtain a position… Seeking a position in)
_________
/2
3.
Education:
a.
School(s)
b.
Address(es)
c.
Expected Date of Graduation
_________
_________
_________
/2
/2
/2
4.
Work Experience:
a.
Job Title(s)
b.
Name of Company
c.
City of Employment
d.
Dates of Employment
e.
Job Description
_________
_________
_________
_________
_________
/5
/5
/5
/5
/5
5.
Skills, Honors, Awards, Activities, Volunteer Experience, etc…
_________
/10
6.
The bullets are done correctly- solid and hollow
_________
/5
7.
Format, grammar, and spacing are all correct
_________
/10
Total:
/66
75
REFERENCES
1.
Heading is the same size/style as resume
_________
/2
2.
Alphabetical Order
_________
/2
3.
Reference Information
a. First and Last Name
b. Street Address
c. E-mail Address
d. Phone Number
e. Status (Supervisor, teacher, coach, etc)
_________
_________
_________
_________
_________
/2
/2
/2
/2
/2
Correct Spacing
a. Space in between each reference
b. 1” margins all around the page
_________
_________
/2
/2
Technical
a. Not stapled to the resume
b. Separate sheet of paper
c. Name and page number is in the header
_________
_________
_________
/2
/2
/2
4.
5.
Total:
/24
76
Southland High School
Parent/Guardian Informed Consent
Student's Name: _________________________ Phone: _________________
Address: ___________________________City: _______________ Zip: _______
Mentoring Site: __________________________ Contact: __________________
-------------------------------------------------------------------------------------------------We hereby give permission for our son/daughter ____________________ to
travel by own transportation from Southland High School to _______________
on ___________ ________ __________.
(Month) (Day)
(Year)
Departure Time: _________
Estimated time of return: _____________
The purpose of this is for (circle:) Mentoring — Meeting — Working on Project.
While we expect school authorities to exert every reasonable precaution to avoid
injury, we understand that they assume no financial or moral obligation for any
accident that may occur to the pupil through his/her participation in this activity
and accept full responsibility for such injuries.
____________________________
Signature of student
____________________________
*Signature of Parent or Guardian
*This parent/guardian signature authorizes emergency medical treatment and
private transportation to MENTORING site.
77
To graduate from high school smarter than you were when you entered
is not a major accomplishment,
but to graduate from high school with a handle on your potential
and with enough skill, determination, and confidence to become
the promise of what you can be - now, that’s accomplishment!
Your personal success comes from within.
Success comes from hard work, problem solving,
stretching beyond your reach, and enjoying the journey.
As you walk out of your high school’s door the last time,
know that you are not merely closing a door behind you,
but opening another in front of you.
Life beckons and promises a great adventure!
If you pack carefully, think kindly, and learn as you go,
success will be your companion.
You will not be lost in the crowd of the complacent or disillusioned,
for your travels will fulfill your dreams.
When all is said and done, you will be who you hoped you would be.
Congratulations on the successful completion of your Senior Project.
Welcome to life beyond high school!
Now begins a lifetime of more independent learning!
You have brains in your head.
You have feet in your shoes
You can steer yourself any direction you choose.
You're on your own. And you know what you know.
And YOU are the one who'll decide where to go.
~ Dr. Seuss ~
78
Index to Senior Seminar Booklet
Antiplagiarism Tips
Audio /Visual Request Form (to Mr. Schreiber)
Interview Evaluation Form
Interviewing Techniques
Intro, Middle, Conclusion: Samples:
Introduction to Senior Seminar Class
Introductions and Conclusions
Letter of Intent
Memoirs (and sample)
Mentor Contract Form
MLA Documentation
Model Task Analysis
Outline: Sample
Paper and Project Selection Analysis
Picking a Topic
Portfolio Checklist
Project Commitment Display Card
Project Log (with sample)
Project Verification Form
Proper Attire for Presentation
Research Paper Grading Explanation
Research Paper Guidelines
Research Paper Introduction
Resumé and References
Resumé and References Rubric
Rough Draft Checklist
Self Evaluation (of physical project)
Senior Project Conference Record
Senior Project Overview (and sample)
Speech Evaluation Form (Board of Review)
Speech Outline
Speech Preparation
Task Analysis Form
Title Page: Sample
Travel Parent Consent Form
Warm-up Speech
Works Cited: Sample
p. 24
p. 64
p. 28
pp. 25 – 27
pp. 35 – 37
pp. 4 – 8
p. 32
pp. 18 – 19
pp. 69 – 71
p. 45
pp. 39 – 42
pp. 46 – 47
p. 34
pp. 15 – 17
pp. 11 – 14
p. 66
p. 44
pp. 50 – 51
p. 52
p. 63
p. 29
pp. 30 – 31
pp. 21 – 23
pp. 72 - 73
pp. 74 – 75
p. 43
pp. 53 – 59
p. 20
pp. 67 – 68
p. 65
p. 63
pp. 60 – 61
pp. 48 – 49
p. 33
p. 76
p. 9
p. 38