SENIOR Independent Research Study Handbook

Part II for The Paper

Gloucester High School

Spring Semester

2020

2

TABLE OF CONTENTS

Paper Introduction........................................................................................................... ......................................1

Mentor’s Ongoing Feedback Form...................................................................................................... .................2-3

Interview/Shadowing Requirements............................................................................................. ........................4

Preliminary Interview Form (March 5, 2020)…………………………………………………..……..……......5

Post Interview Form (March 24, 2020)……… …………………….………………………...…….………......6

Preliminary Component Sheet…………………………………………………………………………………..7

Paper Midway Checkpoint...................................................................................................... ..............................8-9

Paper Midway Checkpoint Evaluation Form. (March 24, 2020).................................................................... .....10

Final Component Sheet………………………………………………………………………………………….11

Paper Revision/Editing Check Sheet…………………………............................................................................12-14

Rough Draft of Paper Evaluation Form. (April 16, 2020)....................................................................... ............15

SIRS Final To-do List…………………………………………………………………………………………..16

Paper Portfolio Introduction ................................................................................................ ................................17

Paper Portfolio Evaluation Form (May 5, 2020)................................................................................ .................18

Mentor’s Final Feedback/Rating Form (no later than the senior’s presentation in class)…..………….………19

Paper Evaluation Form.………………………………………………………………..………………………..20-21

Presentation Introduction…………………………..............................................................................................22

Presentation Evaluation Form………………….................................................................................................23-24

Final Score Sheet………..……………..……………..........................................................................................25

PAPER INTRODUCTION

One option for your Senior Independent Research Study is to write a traditional research paper. Such an exercise requires mastery of research techniques and the ability to organize, evaluate, and present infor-mation. It is a weighty undertaking that offers the opportunity to explore an area of interest in great depth. The paper must be a carefully developed, well-written representation of knowledge gained through your research. Two types of papers fulfill the requirements of a traditional research paper. The information-al paper is essentially a compilation of information, carefully organized and documented, on a well-defined topic, centered on a clearly stated thesis. This report-style paper may make use of tables, charts, graphs, or illustrations. The interpretive paper involves interpreting the research, developing a thesis, and defending that position with data. The paper must be written in the third person and show appropriate consideration of audience, tone, and purpose. Standard English and rules for good expository writing should govern research writing. Careful revision is the expectation. The paper must be a minimum of 8 (10 AP/DE) full typewritten, double-spaced pages with standard margins in 12-point Times New Roman font. Length does not include the title page, bibliography, nor any tables or charts. The paper requires a minimum of six sources (minimum eight sources in Advanced Placement and Dual Enrollment classes). Of these sources, at least one must be an interview and three must be print sources. The variety of sources should also be a consideration. Websites (as opposed to print sources retrieved on a database) may not comprise more than two of your six required sources. Validate in-ternet sources (print pertinent pages) and turn them in with the rough draft. Document using MLA style. Cite each source in your paper at least once. Students must provide documentation of at least 20 hours of work performed outside of the student’s regularly scheduled classes. Several written forms and physical evidence will be required to verify your work and progress. The written documents include evaluations, a midway checkpoint, a rough draft, and verification forms from your mentor, and the annotated bibliography. Physical evidence must include the final paper and at least two other physical components. Your senior English teacher will grade your paper; your mentor will provide feedback.

PAPER OBJECTIVES

Writing

The student will independently create a clear and focused thesis statement based on initial research.

The student will synthesize researched information with his knowledge base and incorporate parenthetical citations from each source in the paper.

The student will revise and edit with regard to tone, coherence, clarity, organization, and mechanics. Research

The student will apply the research process to a chosen topic to produce an annotated bibliography, an out line, a midway checkpoint, a rough draft, at least 2 components, and a final draft of an 8-10 page paper.

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MENTOR’S ONGOING FEEDBACK No later than each of the three dates listed below, please provide specific feedback to the stu-dent (for example, suggestions, important reminders, helpful tips, what to think about and do next in developing the project, how to improve or work more efficiently, comments on what has already been done, etc.). These notes and directions may be brief and even appear as a list. This advice to the student is vital for continuing development of the paper/project. ***PLEASE KNOW that constructive criticism will NOT hurt the student’s grades. The teacher will recognize and appreciate your honesty in mentoring the student. 1st Advisory Notes (no later than March 23 for student to submit March 24, 2020)

2nd Quarter Advisory Notes (by April 15 for student to submit by April 16, 2020)

Research advice? Recommendations for interview/shadowing subject or content?

Things to do/consider when starting? Time management tips? Mentor’s Initials:______________

How would you describe progress at this point?

Suggestions for prioritizing, or extra sources?

Advice on time management at this point? Mentor’s Initials:______________

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3rd Advisory Notes (by May 4—included in student’s Portfolio due on May 5, 2020)

Presentation Practice Please discuss and plan for a time when the student can present his/her work and components to you prior to the date for presenting in English class (usually assigned by English teacher by early December). Timing the presentation—8 to 20 minutes—is particularly helpful! This trial run of the presentation should happen around the beginning of May (presentations begin May 13). The mentor and student should for preparation refer to the Presentation Evaluation Form that the English teacher uses to grade; it appears at the end of the SIRS Handbook, Part II, which also appears on the GHS website. Presentation practice appointment: (must be scheduled no later than 5/13 and must take place prior to the senior’s presentation in class)

Presentation practice appointment:

Date_______________ Time______________ Location______________________

Finishing advice:

Presentation tips/concerns: Mentor’s Initials:______________

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INTERVIEW REQUIREMENT OPTIONS

Students must choose one of the following options to meet the interview requirement. The interview is a source that should appear on the student’s annotated bibliography. He/she must find a person who can provide expert knowledge on the topic. Students should not be interviewing anyone in their family or peer group. Certain topics and projects require teacher discretion regarding the choice of interviewing and/or may require additional interviews. While an interview conducted in person is the student’s best experiential option, these do not always work out with the perfect interviewee; therefore, in addition to the classic face-to-face session, a few other possibilities are listed below for getting the type of interview that works best for your topic.

Personal Interview:

Student Conducted

Student must plan questions and dis-cussion topics prior to interview.

The interview must last at least 30 minutes, except in the case of email. Email correspondence should represent a substantial discussion regarding the topic.

Choices include, but are not limited to:

Face to face interview

Skype

Email

Phone

Social Media / Chat

*** All options require written notes of some type as evidence or documentation. *** All documentation must be included in working portfolio. *** Students must review all sources for credibility. *** If you cannot set up an interview appointment after exhaustive efforts (including the assistance of your mentor), see your English 12 teacher for additional help.

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PRELIMINARY INTERVIEW FORM (DUE March 5, 2020)

Directions: Complete this form for the required interview as well as any additional interviews or shad-owing experiences you do as part of your research for SIRS. Remember you cannot interview a family mem-ber or your mentor for the required interview and the interviewee must be at least 25 years of age.

Name of person to be interviewed

(This volunteer must be at least 25 years old.) Contact phone number

Date of interview appointment Appointment time Location

Please answer these questions regarding the person you plan to interview.

1. In what capacity do you know this person? (ex. My boss referred me to him. She attends my church.)

2. Explain three reasons why you are choosing this person. Consider the person’s years of experience with your topic, special certifications, level of expertise, and achievements that may be related to your topic.

3. Attach to this form a list of at least five questions (avoid yes/no questions) you plan to ask in the

interview.

Note: Remember that your notes from the interview (questions with answers, observations, etc.) will become part of your working and final portfolio. Exercise professionalism in the handling and keeping of them.

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POST INTERVIEW FORM (TO BE COMPLETED BY THE INTERVIEW VOLUNTEER)

Dear Interview Volunteer, Thank you for taking time to enhance this student’s knowledge about your area of expertise. The SIRS program is an opportunity for our students to interact with experts in our community. The result should be a product that reflects, in part, the knowledge from this interview experience. We would appreciate your taking a few minutes after the interview experience to complete this checklist. Your input will help us decide how effectively the student used this opportunity. Because your honest assessment is an important part of the grade, please add your comments wherever they are warranted. Please place this completed evaluation form in the envelope provided by the student and sign on the seal. Note: The interview should have lasted at least 30 minutes. Student Name _______________________________________________ Date of Interview ______________________

Time of Interview _______________________

Length of interview_____________________________

Location _____________________________________

Please provide a few detailed comments on the student’s professionalism (attention, manners, attitude, and appearance) and the quality of questions. ______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Volunteer Name (printed) ____________________________________________ Signature __________________________________________________________ Phone Number _______________________ E-mail Address ____________________________

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SIRS Preliminary Component Sheet (Due March 24, 2020) Components are physical expressions of your work, exper ience, and/or research. Your components are your tangible ways of showing and sharing what you have learned and accomplished. You will use these to present your work in class and to your mentor.

Your project or paper must include multiple components. Your component choices will affect your costs. Consider the following list of proven successful component options. You may choose from the following list of suggestions or you may formulate your own ideas. You must have at least two components in addition to your paper or project, and these components must be approved by your English teacher. All projects must include either pictures or video docu-mentation as a required component. Captur ing the creative process of your effor ts is impor tant. We strongly suggest a pictorial timeline or a video to document your process, especially when constructing a larger product or partici-pating in a program (such as tutoring or coaching) over a few months. You must begin work on components early in the process and declare them formally at the April 16 deadline.

Here are some examples: blueprints scale models flow charts/diagrams tri-fold display of information, pictures,

and/or artifacts student-created game/activity (interactive

with audience) shadowing a professional for at least 8 hours organizing and directing a fundraiser “How To” manual or book with glossary of

terms hands-on demonstration videotape of planned event or creative

process documented organization of a fund-raiser

scrapbook of related articles (with summaries) comparison/contrast of parts used in project journal of experience PowerPoint / multi-media presentation Prezi presentation Photostory of pictures/images Website design documentation of volunteerism (log of hours and

activities) documentation of the tutoring/teaching (log of hours

and activities) portfolio of lesson plans informational guide that corresponds with a video professional shadowing of at least 8 hrs., (log of hours

and activities) pictorial time line

1. (Required Audio-Visual Component) 2. 3. Possible attention-getter?

STUDENT: ____________________________ TOPIC: ____________________________________ Components Discussed Notes from Teacher

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PAPER MIDWAY CHECKPOINT (Due March 24, 2020)

Name _____________________________________Date______________ Paper Topic__________________________________________________

DIRECTIONS: You will find it necessary to consult your records to answer some of these questions. Your answers should be concise but informative and grammatically correct. Please note the attachments you must provide in this document’s final instructions. Supporting documents will be checked in your working portfo-lio. Part I. Time Management (minimum time range should be 10 hrs. completed) 1. Total time spent: __________hours, __________ minutes 2. One of your goals is learning to manage time. Below, list the two most time consuming activities you have

completed for your paper and describe them briefly. a. b. Part II. Content 1. Submit a copy of your outline. 2. Submit the first three pages of your paper with the thesis statement highlighted. 3. Provide evidence of use of at least three sources in the development of your paper. This evidence should be

included in your working portfolio and discussed during your conference. a. b. c. Part III. Advisors: A current copy of your Documentation of Mentor Meetings AND the Mentor’s Ongoing Feedback sheet should be included that provides evidence of your discussions with your mentor on a regular basis. (At this point you should have met at least three times). This evidence should also be provided in your working portfo-lio. 1. What is the most helpful piece of advice your mentor has given you so far?

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Part IV. Interview Reflection Write a paragraph in this space which explains the research you gained from the interview experience. Give specific examples of how the research is beneficial to your project. **Please include the post-interview form (page 6) with this deadline. Part V. Analysis

1. What decisions have you made in order to narrow or broaden your topic? 2. What part of the writing process has been particularly challenging for you and what has been the least challenging? Give specific examples of challenges, failures, and successes you have experienced during this process.

Part VI. ** Working portfolio check and corrected updated annotated bibliography submitted. (Teacher initial _______)

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PAPER MIDWAY EVALUATION FORM for deadline on March 24, 2020

Student Name __________________________________ Date ________________________ Topic _____________________________________________________

Rating categories excellent above

average

meets

requirements

Below

average

Does not meet

requirements

Time Management

Time spent - - - - - - 2 1 0

List of activities - - - - - - 2 1 0

Content

Outline 9 7.5 6.5 5.5 4.5

Thesis statement 10 8 7 6 5

Completed first three pages Preliminary Component Sheet

18 - - -

14.4

- - -

12.6 5

10.8

- - -

9 0

Advisors

Documentation of mentor meetings & feedback

5

4.5 3.5 3 2.5

Interview Reflection

Written explanation 5 4.5 3.5 3 2.5

Submitted Post-Interview Form

- - - - - - 4 - - - 0

Analysis

Explanation of decision- making

- - - - - - 3 1 0

Explanation of challenging aspects

- - - - - -

3 1 0

Revised Annotated Bib. **to include interview/shadow

Correct MLA format (heading, font type and size, margins, and alphabetical order)

- - -

- - -

4

- - -

0

Source 1—Correct citation & appropriate annotation Source 2—Correct citation & appropriate annotation

5 5

4.25

4.25

3.5

3.5

3 3

2.5

2.5

Source 3—Correct citation & appropriate annotation Source 4—Correct citation & appropriate annotation

5 5

4.25

4.25

3.5

3.5

3 3

2.5

2.5

Source 5—Correct citation & appropriate annotation Source 6—Correct citation & appropriate annotation

5 5

4.25

4.25

3.5

3.5

3 3

2.5

2.5

TOTAL______

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Your project or paper must include at least two components in addition to the paper or project itself. One com-ponent must be an audio-visual format (such as Prezi, Powerpoint, photostory etc.) Components must explain, reflect, and support your research. These components will be part of your final presentation and the final SIRS grade. Your choice of components must show the scope of your research and the preparations you are making for completion of your final paper or project. Below I have listed and described final choices for my SIRS presentation components. My description includes how it will be used to show the scope of my research and completion of final paper or project. COMPONENTS DETAILED DESCRIPTION

3. What will you do/use for the attention-getter?

__________________________________________________________________________________________________________________________________________________________________________________ Student Signature _______________________________________________ Parent Signature ________________________________________________

FINAL COMPONENT SHEET (Due April 16, 2020)

Name Date Approved Topic ( _____) (teacher initial)

1. (Required Audio-Visual Component)

2.

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PAPER REVISION/EDITING CHECK SHEET

Name: Date: Paper Topic:

Part I. Organization and Content 1. Is there a hook that introduces the research topic and grabs the attention of Yes No the reader? 2. Is there a clear thesis statement? Yes No 3. State the clear thesis: 4. Do all of the paragraphs in the paper support and develop the thesis? Yes No 5. Are transition sentences and phrases used effectively? Yes No NOTE: Pay special attention to the beginning of paragraphs 6. Do sentences make sense? Yes No 7. Does information seem to appear in logical order? Yes No 8. Are all arguments and points easy to follow? Yes No 9. Are conclusions, statements and opinions supported with appropriate Yes No information? 10. Does the conclusion uphold the thesis? Yes No 11. Is the paper consistent with regard to tone and voice? Yes No Part II. Works Cited page 1. Does the works cited page have at least six (eight for AP/DE) sources? Yes No 2. Is at least one source an interview? Yes No 3. Is each source in your works cited mentioned at least once in the body Yes No body of your paper? 4. Is there a period at the end of each entry? Yes No

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Part III. MLA In-text Citation and Parenthetical Notation

1. How many times did you use MLA in-text citations in the paper? How many direct quotations are there in the paper? 2. Is each in-text citation written in the correct MLA format? 3. For parenthetical notations, does the notation appear before the sentence’s period? Yes No 4. In the case of quotations using parenthetical notations, does the notation appear Yes No after the quotation marks but before the sentence’s period? 5. Is all paraphrased information documented honestly through in-text citation? Yes No 6. Is information paraphrased whenever possible so that direct quotations are used Yes No only sparingly? 7. Is there a good mixture of your own words, paraphrases, and quotations? Yes No 8. Do paraphrases and quotations come from a variety of sources? Yes No Part IV. Mechanics

1. Are all words spelled correctly? Yes No 2. Are all titles punctuated correctly? Yes No 3. Do all pronouns have clear antecedents (nouns to which they refer)? Yes No 4. Are independent clauses joined with “and,” “or,” “but,” or “nor” separated Yes No by commas? 5. Are items in a series separated by commas? Yes No 6. Does a comma appear after introductory elements such as long clauses? Yes No 7. Are commas used only when necessary? NOTE: Most people use commas too Yes No frequently? 8. Do sentences vary with regard to length? Yes No 9. Do sentences vary with regard to structure? Yes No 10. Is verb tense consistent? Yes No 11. Are all sentences complete? Yes No 12. Is the paper written in third person? Yes No 13. Do all the verbs agree with their subjects, all the pronouns with their antecedents? Yes No

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Part V. Miscellaneous 1. Is the paper consistent in spelling, punctuation, and capitalization? Yes No 2. Are personal opinions supported with facts? Yes No 3. Have informal or slang expressions been avoided? Yes No 4. Has the paper been revised for wordiness (removal of unnecessary passive Yes No voice and cluttering expressions such as “the fact that”)? 5. How has the been read aloud backwards (from the last sentence to the first Yes No sentence)? 6. How many other people have read, critiqued, offered revision and editing feedback? Yes No 7. Is the paper in 12-point Times New Roman font with 1” margins and double-spaced? Yes No 8. Does the paper have the appropriate MLA heading in the top left of the first page? Yes No 9. Does the paper have an appropriate and thoughtful title centered above the start Yes No of the first sentence? 10. Does the paper have a header consisting of the last name of the author and page Yes No top right of the header section of the document? NOTE: Do not simply type this at the top of each page. Use the header function of your word-processing programming.

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ROUGH DRAFT EVALUATION FORM for deadline on April 16, 2020 Student name ___________________________________________________________________________ Topic __________________________________________________________________________________

Basic Requirements (15 total points)

Meets length requirement [ at least 8 (AP/DE 10) full

pages typed, double spaced in 12 pt. Times New Ro-

man]

10 8 7 6 5

Meets bibliography requirement

[minimum of 6 sources — ( 1 interview/shadow)]

[minimum of 8 sources — ( 1 interview/shadow)]

5 4 3.5 3 2.5

Content/Organization [ 25 total points]

States a clear, properly-placed thesis 4 3.2 2.8 2.4 2

Introduces and concludes appropriately 4 3.2 2.8 2.4 2

Provides in-depth, valid support of thesis in body para-

graphs

8 6.4 5.6 4.8 4

All cited material is used effectively 5 4 3.5 3 2.5

Presents consistent and engaging tone 4 3.2 2.8 2.4 2

Mechanics [ 20 total points]

Correct punctuation 5 4 3.5 3 2.5

Correct sentence structure 5 4 3.5 3 2.5

Correct verb usage and tense consistency 5 4 3.5 3 2.5

Correct pronoun usage and adherence to third person 5 4 3.5 3 2.5

Documentation [ 40 total points] (complete, includes interview/shadow)

Citations are in correct format 5 4 3.5 3 2.5

Bibliographical entries are in correct format and annotated 10 8 7 6 5

Each source on bibliography is cited in the paper once 15 12 10.5 9 7.5

Printed internet sources 5 4 3.5 3 2.5

Total: ______________

Rating Categories: Excellent Above Average

Meets Requirements Below Average Does not meet requirements

Final Component Sheet - - - - 5 - - 0

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SIRS Final To-Do List As the final deadlines approach, we wanted to include a few important reminders. As always, you should use your deadline calendar and handbook forms to help you stay on track for deadlines. This is a list of additional reminders for professionalism.

Return all books and/or other materials you may have checked out from the library to research your project/paper.

See the librarians to be certain you are clear of fines.

Write thank-you notes to your mentor and anyone else who has been especially helpful during your SIRS experience.

Practice your presentation with your mentor. Get feedback and make adjustments so that the first presentation you give is not the one you give to your English class.

Also, provide your mentor with an envelope (labeled on the outside with your name and your Eng-lish teacher’s name); have your mentor complete the “Mentor’s Final Feedback/Rating Sheet” and put it in this envelope. Your mentor needs to seal the feedback sheet in the envelope, seal it, and sign on the seal. You are responsible for getting this envelope to your English teacher NO LATER THAN the senior’s SIRS presentation in class.

Review the rubrics for the presentation, portfolio, and project or paper. Be certain that you have met the basic requirements so that you do not lose excessive points.

Do your best! You have worked hard all year, and this is the final stretch of your senior year. Put the finishing touches on your project or paper and your components. The portfolio is simply the documentation of your work all year, and presentation is how you “show-off” all your hard work!

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PAPER PORTFOLIO INTRODUCTION

The portfolio is a requirement of your Senior Independent Research Study. It is a logical, well-ordered compilation of all paperwork related to your SIRS. It demonstrates your ability to maintain and organize important forms and papers for an extended length of time. The portfolio should be a working document as the SIRS process continues during the year. Through-out the deadline process, this working portfolio will be checked by your English teacher (refer to deadline cal-endar for these dates). The culmination of all your work during the school year in this portfolio will be evident in your final portfolio due in April. Requirements for the portfolio differ from the research paper and the project, so please be sure to follow the evaluation form for the paper portfolio when completing your final deadline. The contents of the portfolio must be in the order dictated on the following portfolio evaluation form. Your English teacher grades the portfolio. Use the evaluation form that follows to set up your portfo-lio. Then place the paper portfolio evaluation form at the front of your portfolio for your English teacher’s use in grading. DIRECTIONS FOR COMPILING PORTFOLIO: Refer to the portfolio rubric (on page 18) as you compile your final portfolio. You have been consistent-ly adding to this portfolio as you have completed deadlines during the year. Remember this portfolio should reflect your hard work as you have completed your paper, so be sure to include all versions of rough draft and edits.

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Professional Approaching Professional

Presented Unprofes-sional

Not Presented/

Signed

1. Responsibilities of Student/ Statement of Ethics

- - - - - - 2 - - - 0

2. Parental Awareness Form -- -- 2 - - - 0

3. Topic Approval Sheet/Preliminary Bibliography

3 2.4 2.1 1.8 0

4. Task List/Documentation of Time: a. Documentation of time b. Description of task

8 8

6.4 6.4

5.6 5.6

4.8 4.8

0 0

5. Documentation of All Mentor Meetings a. Documentation of time/date b. Mentor’s Ongoing Feedback w/notes

& initials d. mentor contract

4 8

4

3.2 6.4

3.2

2.8 5.6

2.8

2.4 4.8

2.4

0 0

0

6. Midway Checkpoint (with bibliography) 5 4 3.5 1.5 0

7. Rough Draft with Outline and Revision/ Editing Checklist

10 8 7 6 0

8. Final Annotated Bibliography 9. Internet Printouts 10. Interview/shadowing A. Preliminary Interview sheet B. Post-interview sheet C. Documentation of interview or shad-owing (notes, transcript, etc.)

10 3

2 3 3

8 —

1.6 2.4 2.4

7 1.5

1.4 2.1 2.1

6 —

1.2 1.8 1.8

0 0

0 0 0

11. Components: a. Preliminary component sheet b. Final component sheet c. Printed/Pictorial representation of ONE component (for ex., ppt. slides, photos, posters, etc. )

2 3

10

1.6 2.4

8

1.4 2.1

7

1.2 1.8

6

0 0

0

11. Professionalism: a. Cover sheet b. Quality of pages c. Overall appearance/organization

2 3 5

1.6 2.4 4

1.4 2.1 3.5

1.2 1.8 3

0 0 0

PAPER PORTFOLIO EVALUATION FORM (for deadline on May 5, 2020)

Name _________________________________ Date _____________

Total: _____________________

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Student’s Name____________________________ Mentor’s Name____________________________

MENTOR’S FINAL FEEDBACK/RATING SHEET ***Please return to English 12 teacher no later than the student’s presentation date in a sealed envelope provided by student. The student may deliver this document.

***Please sign on the seal to assure authenticity. Please rate the overall performance and growth (on a scale of 1-10) of the senior you have mentored throughout this year. Consider growth and effort in these areas: skills, knowledge, research, work ethic, organization, professionalism, and willingness to accept advice/improve. Your rating and feedback will inform the English teacher as he/she applies a final grade on the paper/project, but it will not be so heavy as to determine whether the student receives a passing or failing grade for this year-long endeavor. Rest assured that your efforts in mentoring the student throughout the process will surely have a favorable impact on the final paper/project grade and on the presentation grade. Overall Rating: Please circle the appropriate number. The descriptors under the numbers are approximate and intended to help determine a fair rat-ing. 1 2 3 4 5 6 7 8 9 10 Failed to Unreliable effort Average product/presentation; Commendable product Exemplary to meet, complete, throughout process; completed work/ lacked and strong presentation; in every way requirements, or partial completion; interest in depth of development; overcame struggles well present for mentor needs to improve needs to improve time

time management and management skills organization skills

Feedback: In the space below, please comment on your experience with the student and why the rating you have given seems fair and accurate. __________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

Signature__________________________________________ Phone #__________________

Thank you very much for your service as a mentor in the SIRS program this year!

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Student_____________________________ Component #1 _______________________________

Component #2 _______________________________

ENGLISH TEACHER’S PAPER EVALUATION Basic Requirements

Without the following required elements, the paper is incomplete and unacceptable. 1. The paper’s length is at least eight (ten AP/DE) full pages yes no which are typed and double-spaced in 12 pt. Times New Roman

with standard margins and font. 2. Annotated Bibliography contains at least six sources yes no (eight for AP/DE classes), including one interview experience. 3. The student has completed and submitted the two components yes no on the final component sheet. 4. The student has provided documentation of minimum of yes no

20 hours spent in production.

If any of the above answers is “no,” this work may not receive any grade higher

than a 50(F) on this evaluation.

Note: Each source should be cited at least once! An 8-point deduction will be applied to the final grade for each

source in the works cited that is not cited in the paper.

5 = Excellent 4 = Above Average 3.5 = Meets Requirement 3 = Below Average 2.5 = Does not meet requirements

RATING CATEGORIES

Content & Organization (35 points)

The paper states a clear thesis in the introduction 5 4 3.5 3 2.5

The introduction is appropriately delivered. 5 4 3.5 3 2.5

Body paragraphs provide in-depth, valid support of thesis. 5 4 3.5 3 2.5

All body paragraphs are logical, purposeful, and unified 5 4 3.5 3 2.5

All quoted/cited material supports thesis effectively. 5 4 3.5 3 2.5

Conclusion revisits thesis & provides meaningful closure 5 4 3.5 3 2.5

Writer’s tone/voice is smooth & engaging, with appropri-

ate transitions

5 4 3.5 3 2.5

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Grammar and Mechanics (30 points)

Punctuation is correct. 5 4 3.5 3 2.5

Spelling is correct. 5 4 3.5 3 2.5

Sentence structure is correct. 5 4 3.5 3 2.5

Verb usage is correct. 5 4 3.5 3 2.5

Pronoun usage and adherence to third-person is appropriate. 5 4 3.5 3 2.5

Word usage is appropriate. 5 4 3.5 3 2.5

Documentation (15 points)

Student cites all non-original words/ideas. 5 4 3.5 3 2.5

Citations demonstrate correct format. 5 4 3.5 3 2.5

Works cited entries demonstrate correct format. 5 4 3.5 3 2.5

*Mentor’s Final Feedback Rating (recorded from Mentor) _____/10

Teacher Signature ________________________ Total _________ Date: _________________ Deductions _________

Final Total ________

Components (10 points)

Components enhance the paper and demonstrate creativity. 10 8 7 6 5

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PRESENTATION INTRODUCTION The presentation is the culmination of your Senior Independent Research Study. It is the opportunity for you to shine as a well-prepared, capable, goal-oriented adult. The presentation entails an eight-minute to twenty-minute speech followed by question and answer sessions. The presentation describes the process of conducting research and what you have learned through the process. It must include slides, video, audio, or other visual aids. This presentation may include what worked, what did not work, how you solved problems that arose, and what successes you enjoyed. In short, it should demonstrate what you learned from the total experience. Proper attire and appearance are also important considerations. Consider the following tips as you plan your presentation: If you use a video clip (or any other material that you did not create) for an attention-getter or other portion

of your presentation, it may not exceed 3 minutes… because... You should be on-stage—speaking and presenting your research, process, and product—for at least 8 or

your 20 minutes for presentation. Practice! Practice! Practice!

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p. 1 of 2 PRESENTATION EVALUATION FORM

Student Name _________________________________ Date________________ Starting time:__________ Finishing time: ___________Total Time:___________ Use the following scale for scoring parts I, II, and III.

4 = excellent 3 = satisfactory 2 = needs improvement 1 = unsatisfactory 0 = not present

Part I. Content

1. Begins with attention-getter 4 3 2 1 0

2. Topic is made clear in the introduction 4 3 2 1 0

3. Points are supported with appropriate details 4 3 2 1 0

4. Includes personal insights ( “I learned...”, “I liked…”, “I was

frustrated because…”)

4 3 2 1 0

5. Maintains appropriate balance between information and anecdote 4 3 2 1 0

6. Points are presented logically 4 3 2 1 0

7. Appropriate language (good grammar, no slang) 4 3 2 1 0

8. Audio/visual/technological components incorporated smoothly 4 3 2 1 0

9. Audio/visual/technological components clear and easy to follow 4 3 2 1 0

10. Audio/visual/technological components demonstrate accuracy

and attention to grammar and mechanics

4 3 2 1 0

11. Evidence of preplanning 4 3 2 1 0

12. References to sources (including interview) 4 3 2 1 0

13. Effective organization and structure of content, including relevant

conclusion

4

3

2

1

0

Part II. Technique

14. Pacing (not too fast or too slow) 4 3 2 1 0

24

15. Volume 4 3 2 1 0

16. Eye contact 4 3 2 1 0

17. Poise 4 3 2 1 0

18. Diction 4 3 2 1 0

19. Voice inflection 4 3 2 1 0

20. Appropriate dress and appearance 4 3 2 1 0

21. Evidence of rehearsal 4 3 2 1 0

22. Student arrives on time 4 3 2 1 0

23. Student concludes speech appropriately 4 3 2 1 0

Part III. Question and Answer Session

24. Responds to questions knowledgeably 4 3 2 1 0

25. Handles questions confidently and fluently 4 3 2 1 0

The Final Score Please add up the numbers circled on both pages. That is the student's final score. Total __________ —Deduction of 25 points for speaking less than 8 minutes

—Deduction of 5 points for speaking over 20 minutes Deductions ______ Final Total ___________ Signature_____________________________________________ Date_____________________

p. 2 of 2

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SENIOR INDEPENDENT RESEARCH STUDY

FINAL SCORE SHEET

Student: __________________________________ Note: Each of the following scores in the column on the right counts as an individual score in the second quarter in the SIRS category. _______________________________________________________________________________________________________

PORTFOLIO EVALUATION __________ __________________________________________________________________________________________________________

PAPER EVALUATION __________

__________________________________________________________________________________________________________

Final Exam Grade

PRESENTATION EVALUATION _________ (10% of Yearly Average) __________________________________________________________________________________________________________