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Senior ProjectSenior Project
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Table of Contents SECTION PAGE Senior Project Information 5
Senior Project Components 6
Preparing a Project Proposal 7
Senior Project Proposal (CTE teacher)
SMART Goals
Sample Project Ideas
Senior Capstone Research Paper
(Benchmarks, Grading, Resources)
Senior Project Presentation General Information
Presentation Preparation
Teacher Review of the Senior Presentation Plan
Project Timeline
Rubrics
Resume
Project proposal
Employability skills
Oral presentation
Power point Multimedia
Driving Question Tubric
9-10
11
13
15-19
21
22-23
24
25
27-37
(27)
(29-30)
(31-32)
(35)
(33-34)(37)
39-41 _
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5
Senior Project Information
What is a "SENIOR PROJECT?" It is a culminating senior project assessment for high school seniors, which allows
students to demonstrate their ability to design and participate in a multi-phased research-
based learning process. The Senior Project assists students in preparing for their future
in higher education, technical institutions, or the workforce. This multifaceted task
reinforces and refines complex skills such as:
• Long and short-term goal completion • Professional communication • Critical and creative thinking • Time, task, and cost analysis • Professional attitudes and basic knowledge application • Insightful self-evaluation • Time management • Organization and planning • Presentation strategies
All seniors at Dubiski Career High School are required to complete the Senior Internship Project. Grades earned for each element of the project will count in CTE courses. Please see the
"Project Timeline" at the end of this handbook for information regarding how each element of the
project will be weighted.
_
6
Senior Product Components
5 P's: Planning, Proposal, Paper, Product, Presentation
1. Develop a planning strategy by submitting a driving question, reflecting the major
concentration of study.
2. Submit a proposal for a challenging project reflecting the major concentration of study.
3. Develop and write a research paper in your English or designated course. 4. Design and produce a related, rigorous, student‐driven project or product. 5. Prepare an oral presentation for an authentic audience, consisting of business professionals, teachers, administrators, counselors, and community members.
_
7
Preparing a Product Proposal
In a professional workplace a proposal is required for almost any activity performed by a company. An advertising firm must propose a plan for a company's promotion. A construction company landscape service must submit a bid to be considered for a job. In everyday life, customers shop from place to place to get the highest quality for the most reasonable amount of money. Sales representatives often exhibit samples and examples to impress their prospective clients. The project proposal could be considered the students sales pitch or bid for a job. It provides the student's CTE teacher with a framework to determine whether the project is immediately approved, approved for modifications, or should be resubmitted. The proposal is an instrument for planning a quality product. This also gives the students the valuable experience of planning, preparing, and presenting a proposal similar to the expectations found in a professional work environment.
The following page (page 9) will serve as a guide for developing a proposal.
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9
Senior Project Proposal
Student Name _____________________________ Date_____________________ Pathway__________________ Advisor__________________
(Deliver to your CTE Senior Practicum Teacher)
Product: a tangible and creative outgrowth of student research; reflection of student's understanding. Describe a challenge, topic, or issue that is important to you in your career path. ___________________________________________________________________________ ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What are my questions about this challenge, topic, problem or issue? ___________________________________________________________________________ ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
How is this an emerging trend to a real‐world problem? How will this impact the real world? ___________________________________________________________________________ ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_
10
How do I plan to improve, solve, or engage with this challenge, topic or issue? Using the SMART goals resource on the next page, develop three specific goals that you will explore to direct your research. The goals should be phrased as questions first. ___________________________________________________________________________ ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Why do you think this is the best plan of action? ___________________________________________________________________________ ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What is your overall driving question for this product? (Tips: the driving question should NOT be Google-able, answered with a yes or no, and should create inquiry) ___________________________________________________________________________ ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________ Things to consider in developing the project proposal: How does it solve a problem? How does it provide new information or a new approach to solving a problem? Does it reflect a diversity of research resources? Explain Will it appeal to the interest of an audience? Do you have access to the necessary materials? Does it reflect your major field of study? Does your project idea demonstrate creativity? Will you be able to complete it within the time limits?
_
11
S – Strategic & Spe
cific
The goal sh
ould iden.fy a specific ac.o
n or
event that w
ill take place.
It answ
ers the ques.on
: Who
and W
hat?
M – M
easurable
Include in th
e specific goal statem
ent the
measurements to
be used to
determine that
the results or o
utcomes expected have been
achieved. It answ
ers the ques.on
: How
?
A – A4
aina
ble
Goals sho
uld challenge peop
le to
do their b
est,
but they also need to be achievable.
R – Re
levant & Rigorou
s Go
als n
eed to pertain dire
ctly to
the
performance challenge being managed.
T – Time Bo
und
Allot e
nough .m
e to achieve th
e goal but not
too much .m
e, which can affe
ct project
performance. It answ
ers the ques.on
: When?
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Sample Product Ideas
The following are possible ideas for products. Some of the ideas are major-specific while others are simply generic. Students should exhibit their own creativity when choosing a product. Students are only limited by their willingness to dream and follow through!
• Create a personal video package (radio/TV broadcasting) • Conduct and analyze a patient/client survey (medicine) • Produce a videotape of sample procedures (medicine, law) • Design an informational packet • Write (for publication) a newspaper article on a current, relevant topic • Design a website for a small business, organization, or professional group (animation,
media tech) • Write an appellate brief (law) • Compile an office reception area activity packet (medicine, law) • Design a set of architectural blueprints (architecture, engineering) • Create a photo journal of steps in project completion (engineering) • Design and build a model of a project (architecture, engineering) • Design a graphic (logo, advertisement, webpage) to be used by a business, organization,
club, etc. (animation, graphic arts) • Write a will in an acceptable legal format (law) • Research and write pamphlets or booklets (graphic arts) • Create a board game on a relevant topic on the career itself • Create laminated charts, posters, etc. (graphic arts) • Design and produce instructional media: video, audio, etc. (media tech) • Draw a cartoon book explaining a process or a procedure • Produce a "day in the life" video of your chosen major (media tech) • Design a marketing campaign for a business or product (graphic arts, marketing) • Research and design a menu for a restaurant with nutritional information
(graphic arts, culinary) • Set up an accounting system for a small business (banking & finance)
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Senior Capstone Research Paper Benchmarks, Grading Guidelines, and Resources
As part of your senior capstone project, you will write a research paper. Although the proposal and presentation will be handled through your CTE class, your English teacher will facilitate the research paper portion of the project.
You will develop the research paper in six stages, each of which will be graded. See below for a description of each benchmark, its requirements, and recommended resources. If you need assistance, please attend your English teacher’s regularly scheduled tutorials. Do not wait until the last minute to do so!
Here is a video on the research process to help you get started:
http://www.youtube.com/watch?v=TikJPAXRDNk
BENCHMARK #1: Annotated Bibliography Due date: TBD by teacher
Requirements: You must use EasyBib to create the annotated bibliography, which is an expanded version of your Works Cited page. In the “Annotation” section for each source, you must write:
One or more sentences to summarize the source, and One or more sentences to explain how you plan to use the source in your essay. This part might
include one or more of the following: specific pieces of information you plan to use, whether you agree or disagree with the author, whether this is outdated or cutting-edge information, whether you plan to compare/contrast this source with another one, etc.
Resources:
http://www.easybib.com
http://www.youtube.com/watch?v=Jgun4PXkbBE (WATCH THIS! The video’s creator walks you step-by-step through creating an annotated bibliography in EasyBib. Keep in mind that your annotations must conform to the requirements above – the creator of this video does not necessarily do so in her annotations. DO NOT ask your teacher for assistance until you have watched this video.)
http://dubiski.gpisd.org/Page/5304 (use “Evaluating Websites 1-4” to evaluate your sources’ credibility)
http://georgehwilliams.pbworks.com/f/Sample+Annotated+Bibliography,+Chris+Kowalczyk+(English+300,+Fall+2008).png (sample annotated bibliography)
http://library.ucf.edu/images/Rosen/annotated-mla.JPG (sample annotated bibliography)
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BENCHMARK #2: Thesis Statement
Due date: TBD by teacher
Requirements: Your thesis statement must be debatable and specific (see resource #2 below), and it must contain the following three components:
Topic Claim Major points
The individual teacher will determine whether this will be turned in as an electronic or hard copy.
Resources:
http://www.youtube.com/watch?v=4sx42_C10zw (short, excellent video about the components of a thesis statement, with examples)
https://owl.english.purdue.edu/owl/resource/588/01/ (tutorial on making your thesis statement debatable and specific)
https://owl.english.purdue.edu/owl/resource/545/1/ (sample thesis statements for different types of essays)
BENCHMARK #3: Outline
Due date: TBD by teacher
Requirements: Please refer to the examples provided below. Keep in mind that each project is different, so the essay structure will not be the same for every student; however, the basic structure must include:
An introduction that includes background information and a thesis statement Body paragraphs to address each point made in your thesis statement A conclusion
The individual teacher will determine whether this will be turned in as an electronic or hard copy.
Resources:
http://academictips.org/mla-format/wp-content/uploads/sites/6/2013/03/mlasamplepaper2.png (sample outline)
17
http://img.docstoccdn.com/thumb/orig/115258626.png (sample outline)
http://www.professays.com/wp-content/uploads/2009/12/Essay-Outline-Structure.jpg (a thinking map that can help you to visualize the basic structure of the essay)
http://www.gallaudet.edu/Images/Academic/CLAST/EnglishWorks/process5.gif (a very simplified outline so you can see the basic structure; yours will need to be more detailed, as in the sample outlines above)
http://www.ltn.lv/~markir/researchpapers/outline.gif (this image shows the various levels of a formal outline)
BENCHMARK #4: First Draft
Due date: TBD by teacher
Requirements: See grade checklist below. Teachers will also provide feedback, either written or verbal, to assist each student with making revisions for the second draft.
*** This document must be submitted electronically so that it can be entered into an automatic plagiarism-detecting program. Plagiarism will be grounds for a zero and disciplinary action, at the discretion of the teacher. Be sure to study the plagiarism resources below and see your teacher well in advance of the due date if you have questions about avoiding plagiarism. ***
Grade checklist for rough draft:
____ POINTS (out of 25) LENGTH: Meets the page requirement of 3-5 pages (points will not be deducted if it is longer, within reason). ____ POINTS (out of 25) FORMAT: Correctly used the template we provide, with MLA format (1-inch margins, 12 pt. Times New Roman, double-spaced, with the automatic 10 pt. space after paragraphs eliminated). ____ POINTS (out of 25) CONTENT & ORGANIZATION: Organization is present (intro, body, conclusion; thesis statement and topic sentences are highlighted). ____ POINTS (out of 25) SOURCES & DOCUMENTATION: In-text citations are correctly used and indicate use of at least five sources.
18
Resources:
https://owl.english.purdue.edu/owl/resource/747/2/ (examples of in-text citations)
http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f102510_plagiarism (Article: Response to “Generation: Plagiarism”)
http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f102510_plagiarism (U. of Southern Mississippi’s online plagiarism tutorial, referenced in the above article)
http://www.youtube.com/watch?v=snmJj03R7EA (Xtranormal video: “The Principal and the Lazy Plagiarist”)
http://www.youtube.com/watch?v=ifXecOurapI (Xtranormal video: “In court for plagiarism”)
How long should each paragraph be? Here is a general guideline:
For a 5 page essay: 1. Introduction, about 3/4 to 1 page 2. Body point A, about 1 page 3. Body point B, about 1 page 4. Body point C, about 1 page 5. Conclusion, about 3/4 to 1 page
BENCHMARK #5: Second Draft
Due date: TBD by teacher
Requirements: This draft must exhibit substantial improvements in the content, organization, and development of ideas (not in grammar, usage, and mechanics). The teacher may, at his or her discretion, require that this draft be done using MS Word’s “track changes” feature or may use the “compare” tool to see what was changed since the first draft. A second draft exactly or almost exactly like the first draft may, at the teacher’s discretion, receive a zero. This draft will also be checked for plagiarism. The teacher will give verbal or written feedback to assist the student with editing for the final draft.
Resources:
http://www.fgcu.edu/WritingCenter/writingprocess.html (look at “Step Two: Evaluate Paragraphs”)
19
BENCHMARK #6: Final Draft
Due date: TBD by teacher
Requirements: The final, polished, perfect form of the essay will be graded according to the rubric below.
Content Organization Documentation Works Cited Mechanics 27 Superior Concrete examples, necessary definitions and explanations clarified; concrete word choice; aligns with proposal
23 Clear thesis plan/flows Thesis and topic sentences are clearly linked; supporting details in each paragraph are clearly linked to the topic sentence; transitions aid the flow from idea to idea
20 Accurate In-text citations follow MLA guidelines accurately and consistently
17 Correct format Works cited page is formatted correctly using MLA format and contains at least five sources, including a personal interview
13 Consistent/ accurate Fluent spelling, punctuation, word choice, and sentence structure
23 Accurate/well-developed
20 Logical plan but some weak transitions
17 Few mistakes 14 Minor mistakes
11 Occasional errors, but not distracting
21 Acceptable/ lacks sophistication
17 Inconsistent organization
15 Some improper citations
13 Incorrect format
9 Errors weaken effectiveness
18 Little evidence to support thesis
15 No apparent plan of organization
13 Incorrectly documented
11 Substandard form
8 Distracting errors that interfere with clarity
Resources:
http://writing.wisc.edu/Handbook/CommonErrors.html (the most common errors that MUST be fixed before turning in the final draft)
_
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21
Senior Project Presentation: General Information
The presentation schedule for Senior Projects is determined by the student signing up through their CTE pathway. Students from within their career pathway are scheduled to present at a designated time during the course of that day/evening. Students who do not present their Senior Project on the day assigned will be
• Rescheduled to present the following morning for a maximum grade of 70 • Any student who does not present the following day will then present the following
day for a maximum grade of 50. • Research paper will drop 10 points a day.
Taking a zero on this assignment is NOT an option. Remember, the grade earned for the Senior Presentation will be reflected in your CTE Senior Practicum class. Senior project topics have been approved in advance by CTE teachers. Students will submit a draft and final proposal for approval. Upon final approval, deviations from the topic will result in a grade deduction. Senior projects are evaluated by a panel of internship providers, community partners, mentors, teachers and DCHS staff members. The senior project grade is determined by averaging the total number of points awarded by each judge.
_
22
Presentation Preparation
STEP 1: Gather ideas 1. What are the major aspects of the project? 2. What problems were encountered? 3. What emotions were experienced while working through the project?
(Anger? Excitement? Pride? Frustration?) 4. What personal growth was gained from the project? 5. Did the project affect future career plans? 6. How have I grown through the process of doing this project? STEP 2: Organization 1. Use some type of visual organizer to plan out the presentation (examples: index cards,
PowerPoint outline, or storyboard) 2. Plan the introduction. The introduction should have the following attributes:
• Grab attention • Make topic clear • Take no more than 60 seconds • Uses quotations, readings, dramatics, jokes, surveys or other audience participation set,
games, audio‐visual devices, demonstrations, or questions 3. Plan the conclusion 4. Plan the display of the project 5. Plan the visual aids/props and test them to make sure that they are working properly 6. Decide how to integrate technology into the presentation STEP 3: Speech Techniques to Remember Eye contact - this is extremely important. Practice often enough that you rarely need to look at any notes. Remember this is a friendly audience that wants you to be successful. Posture - stand proud. You have accomplished a great deal and should show pride in your accomplishments. Voice ‐ speak clearly and audibly so the whole audience can hear. Sound natural. Gestures - use natural gestures to make points in the presentation. Over gesturing or distracting mannerisms should be avoided. Props ‐ practice using any props that are part of the presentation Dress - wear professional dress. If wearing clothing appropriate for the profession (ex. Medical scrubs) will enhance the presentation the student may choose to do that.
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23
STEP 4: Rehearse 1. The presentation should be well rehearsed and should last between 10-12 minutes.
Presentations that are either too long or too short will receive a substantial point deduction.
Presentations will be stopped at the 12-minute mark whether you are finished or not.
2. Make sure that your technology components work properly in advance of the presentation.
Have a backup plan.
3. Make sure that any videos shown as part of the presentation do not exceed a total of 3
minutes in length. Videos shown must clearly enhance the understanding of the topic and
not be used as fillers for the presentation.
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24
Teacher Review of Senior Presentation Plan
(The review will occur before the formal oral presentation - practice the presentation with the CTE teacher and peers) Student Name________________________________ Date___________________ CTE Faculty Advisor__________________________ Pathway_______________ _______ The student's presentation matches the final project proposal submitted. _______ The presentation focuses on a product or project that the student has developed. Recommendations: ______________________________________________________________________________ ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________ Teacher Signature ________________________________________________________
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25
Project Timeline
WHAT TO WHOM BY DATE WEIGHT Senior Project intro. CTE Senior Practicum by November 7th
Driving Question CTE Senior Practicum by November 15th 1 major grade draft teacher Driving Question CTE Senior Practicum by November 22nd 1 major grade draft 2 - gallery walk teacher Driving Question final CTE Senior Practicum by December 6th
teacher Project proposal draft CTE Senior Practicum by December 12th
teacher Project proposal draft CTE Senior Practicum by December 15th
1 major grade 1 major grade 1 major grade
2 - teacher & peer teacher Project proposal final CTE Senior Practicum by April 11th 2 major grades
teacher
Senior project dress CTE Senior Practicum by April 30th 2 major grades rehearsal teacher & peers Senior Project Formal Authentic audience Date TBD 3 major grades presentation
**CTE Senior Practicum teachers are required to follow the due dates and grading weights.
**CTE Senior Practicum teachers may add additional events, activities and
grades to the Project Timeline to support student achievement.
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27
Rubr
ic fo
r Rés
umé W
ritin
g – Se
nior
Pro
ject
ht
tp://
www.
dept
s.ttu
.edu/
hs/c
cfcs/
Ta
sk D
escr
iptio
n: U
se a
high
light
er O
NLY
; circ
le th
e cat
egor
y and
date
. Reu
se th
e sam
e rub
ric. U
se di
ffere
nt co
lore
d hi
ghlig
hter
s and
dat
e eac
h eva
luat
ion.
Crite
ria
Weight Ex
cept
iona
l Ad
mira
ble
Acce
ptab
le At
tem
pted
Per
son
al
Info
rmat
ion
15
%
B
olde
d and
easil
y rea
d
Leg
al na
me
C
ompl
ete a
ddre
ss
C
ompl
ete p
hone
num
ber
E
asily
read
Nam
e
Add
ress
Pho
ne n
umbe
r
C
lear
I
ncom
plet
e nam
e
Inc
ompl
ete a
ddre
ss
I
ncom
plet
e pho
ne
num
ber
U
nclea
r
Miss
ing n
ame
M
issin
g add
ress
Miss
ing p
hone
num
ber
Hea
din
gs
40%
E
ach h
eadi
ng se
rves
a pu
rpos
e for
type
of ré
sum
é
Per
tinen
t inf
orm
atio
n fits
jo
b obj
ectiv
e or p
erso
nal
state
men
t
Inf
orm
atio
n list
ed in
re
vers
e chr
onol
ogica
l ord
er
W
ell w
ritte
n des
crip
tions
Crit
eria
subm
itted
mee
ts
state
d obj
ectiv
e
M
ost h
eadi
ngs s
erve
a pu
rpos
e for
type
of
résu
mé
I
nclu
des p
ertin
ent
info
rmat
ion u
nder
each
he
adin
g
Inf
orm
atio
n in s
ome o
rder
Des
crip
tions
fairl
y well
wr
itten
Mos
t crit
eria
mee
ts sta
ted
objec
tive
U
nnec
essa
ry h
eadi
ngs
inclu
ded
or la
ckin
g ne
cess
ary h
eadi
ngs
G
aps i
n per
tinen
t in
form
atio
n
Inf
orm
atio
n in r
ando
m
orde
r
Bas
ic de
scrip
tions
Som
e crit
eria
mee
ts sta
ted o
bjec
tive
I
ncom
plet
e hea
ding
s
Lac
king
perti
nent
in
form
atio
n
Inf
orm
atio
n lac
ks da
tes
I
ncom
plet
e des
crip
tions
Crit
eria
not r
eleva
nt to
sta
ted o
bjec
tive
Ref
eren
ces
15%
Sub
mits
sepa
rate
refe
renc
e sh
eet a
nd n
otes
on ré
sum
é th
at re
fere
nces
are a
vaila
ble
N
otes
that
refe
renc
es ar
e av
ailab
le
List
s ref
eren
ces o
n ré
sum
é
No n
ote o
r list
of
refe
renc
es
Ap
pea
ran
ce
30%
T
yped
; for
mat
corr
ect
T
horo
ugh a
nd on
one p
age
P
rofe
ssio
nal f
ont
C
orre
ct gr
amm
ar, u
sage
, m
echa
nics
, spe
lling
Well
orga
nize
d
No a
bbre
viat
ions
pre
sent
T
yped
; for
mat
acce
ptab
le
O
ne pa
ge
E
asily
read
font
Few
gram
mar
, usa
ge,
mec
hani
cs, s
pelli
ng er
rors
Ade
quat
ely or
gani
zed
T
yped
; poo
r for
mat
Cro
wded
one p
age
D
ifficu
lt to
read
font
Sev
eral
gram
mar
, us
age,
mec
hani
cs,
spell
ing e
rror
s
Poo
rly or
gani
zed
H
andw
ritte
n
Mor
e tha
n on
e pag
e
Diff
icult
to re
ad
O
bvio
us gr
amm
ar, u
sage
, m
echa
nics
, or s
pelli
ng
erro
rs
L
ack o
f org
aniza
tion
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
As
signm
ent S
core
____
______
____
Date
_____
______
___
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
As
signm
ent S
core
____
______
____
Date
_____
______
___
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
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29
Rubr
ic fo
r Pro
ject P
ropo
sal –
Seni
or P
rojec
t
1
http
://ww
w.de
pts.t
tu.ed
u/hs
/ccfc
s/
Task
Des
crip
tion:
Use
a hi
ghlig
hter
ON
LY; c
ircle
the c
ateg
ory a
nd da
te. R
euse
the s
ame r
ubric
. Use
diffe
rent
colo
red
high
light
ers a
nd d
ate e
ach e
valu
atio
n.
Crite
ria
Weight
Exem
plar
y 4 Ye
s
Acco
mpl
ished
3
Yes,
but
Deve
lopi
ng
2 No
, but
Beg
inni
ng
1 No
Top
ic
10%
Dire
ctly
relev
ant t
o car
eer
path
way a
nd in
tern
ship
or
gani
zatio
n
S
omew
hat r
eleva
nt to
ca
reer
path
way a
nd
inte
rnsh
ip or
gani
zatio
n
R
emot
ely re
lated
to
care
er pa
thwa
y and
in
tern
ship
or
gani
zatio
n
T
otall
y unr
elate
d to
care
er pa
thwa
y an
d int
erns
hip
orga
niza
tion
Org
aniz
atio
n
10%
G
ood o
rgan
izatio
n; p
oint
s are
lo
gicall
y ord
ered
; sha
rp se
nse o
f be
ginn
ing a
nd en
d
O
rgan
ized;
poin
ts ar
e so
mew
hat j
umpy
; sen
se of
be
ginn
ing a
nd en
ding
S
ome o
rgan
izatio
n;
poin
ts ju
mp
arou
nd; b
egin
ning
an
d end
ing a
re
uncle
ar
P
oorly
orga
nize
d;
no lo
gical
prog
ress
ion;
be
ginn
ing a
nd
endi
ng ar
e vag
ue
Qu
alit
y of
In
form
atio
n
20%
S
uppo
rting
det
ails s
pecif
ic to
su
bjec
t
Thr
ee sp
ecifi
c goa
ls ar
e def
ined
an
d pro
voke
dire
ct re
sear
ch
S
ome d
etail
s are
non
-su
ppor
ting t
o the
subj
ect
T
hree
spec
ific g
oals
are
defin
ed an
d pr
ovok
e dire
ct
rese
arch
D
etail
s are
so
mew
hat s
ketc
hy.
Do no
t sup
port
topi
c
Les
s tha
n thr
ee
goals
are d
efin
ed
and p
rovo
ke so
me
inqu
iry
U
nabl
e to f
ind
spec
ific d
etail
s
No g
oals
are
defin
ed
Care
er
Pre
par
atio
n
20%
I
n add
ition
to m
eetin
g the
Ac
com
plish
ed cr
iteria
, de
mon
strat
e a d
eep
unde
rsta
ndin
g of t
heir
chos
en
educ
atio
nal/p
rofe
ssio
nal g
oal
P
ursu
es in
tens
ive e
xper
ience
s th
at ad
vanc
e the
ir pr
ogre
ss to
ed
ucat
iona
l/pro
fess
iona
l goa
l(s)
T
houg
htfu
lly re
flect
s on
care
er go
als
P
lans f
or th
eir
educ
atio
nal/p
rofe
ssio
nal
futu
re
R
eflec
ts on
care
er
goals
in d
evelo
ping
th
e pro
ject
prop
osal
S
hows
evid
ence
of
care
er pl
anni
ng an
d de
velo
pmen
t
D
oes n
ot re
flect
on
care
er go
als in
de
velo
ping
the
proj
ect p
ropo
sal
S
hows
little
ev
iden
ce of
care
er
plan
ning
and
deve
lopm
ent
Gra
mm
ar,
Usa
ge,
Mec
han
ics,
Sp
elli
ng
20%
N
o err
ors
O
nly o
ne or
two e
rror
s
Mor
e tha
n tw
o er
rors
Num
erou
s err
ors
distr
act f
rom
un
ders
tand
ing
30
Rubr
ic fo
r Pro
ject P
ropo
sal –
Seni
or P
rojec
t
2 Inte
rest
Lev
el
10%
V
ocab
ular
y is v
aried
; sup
porti
ng
deta
ils vi
vid
Voc
abul
ary i
s var
ied;
supp
ortin
g det
ails u
sefu
l
V
ocab
ular
y is
unim
agin
ativ
e
Bas
ic vo
cabu
lary;
need
s des
crip
tive
word
s
Nea
tnes
s 5%
T
yped
; clea
n; n
eatly
boun
d in
a re
port
cove
r; ill
ustra
tions
pr
ovid
ed
L
egib
le w
ritin
g, w
ell-fo
rmed
ch
arac
ters
; clea
n and
nea
tly
boun
d in a
repo
rt co
ver
L
egib
le w
ritin
g, so
me i
ll-fo
rmed
let
ters
, prin
t too
sm
all or
too l
arge
; pa
pers
stap
led
toge
ther
I
llegib
le w
ritin
g; lo
ose p
ages
Tim
elin
ess
5%
Rep
ort o
n tim
e
Rep
ort o
ne cl
ass p
erio
d lat
e
Rep
ort t
wo cl
ass
perio
ds la
te
R
epor
t mor
e tha
n on
e wee
k lat
e
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
As
signm
ent S
core
____
______
____
Date
_____
______
___
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
As
signm
ent S
core
____
______
____
Date
_____
______
___
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
31
Rubr
ic fo
r Em
ploy
abili
ty Sk
ills
1
ht
tp://
www.
dept
s.ttu
.edu/
hs/c
cfcs/
Ta
sk D
escr
iptio
n: U
se a
high
light
er O
NLY
; circ
le th
e cat
egor
y and
date
. Reu
se th
e sam
e rub
ric. U
se di
ffere
nt co
lore
d hi
ghlig
hter
s and
dat
e eac
h eva
luat
ion.
Crite
ria
Weight Ad
vanc
ed
4 Pr
ofici
ent
3 Ne
eds D
evelo
pmen
t 2
Unsa
tisfa
ctor
y 1
Attitude
15%
E
xhib
its a
posit
ive a
ttitu
de
S
elf-c
onfid
ent
S
elf-m
otiv
ated
Stro
ng, p
ositi
ve
cont
ribut
or to
empl
oyee
m
orale
Rec
eptiv
e to n
ew id
eas a
nd
adap
ts to
chan
ge
E
xhib
its a
posit
ive a
ttitu
de
mos
t of t
he ti
me
I
s self
-con
fiden
t mos
t of t
he
time
I
s self
-mot
ivat
ed m
ost o
f th
e tim
e
Is a
cont
ribut
or to
em
ploy
ee m
orale
Usu
ally r
ecep
tive t
o new
id
eas a
nd ad
aptiv
e to
chan
ge
E
xhib
its a
posit
ive a
ttitu
de
occa
siona
lly
L
ittle
self-
conf
iden
ce
L
ittle
self-
mot
ivat
ion
S
eldom
cont
ribut
es to
po
sitiv
e em
ploy
ee m
orale
Seld
om re
cept
ive t
o new
id
eas;
hesit
ant t
o ada
pt to
ch
ange
E
xhib
its n
egat
ive a
ttitu
de
L
acks
self-
conf
iden
ce
L
acks
self-
mot
ivat
ion
N
egat
ive c
ontri
buto
r to
empl
oyee
mor
ale
R
eject
s new
idea
s; do
es no
t ad
apt w
ell to
chan
ge
Ethics
15%
D
emon
strat
es ho
nesty
Dem
onstr
ates
inte
grity
Dem
onstr
ates
tact
fuln
ess
S
hows
disc
retio
n an
d go
od
judg
men
t
Tak
es pr
ide i
n w
ork
U
suall
y sho
ws ho
nesty
Usu
ally s
hows
inte
grity
Usu
ally s
hows
tact
fuln
ess
U
suall
y sho
ws di
scre
tion
and g
ood j
udgm
ent
S
hows
prid
e in s
ome w
ork,
but n
ot al
l
S
omet
imes
show
s hon
esty
Som
etim
es sh
ows i
nteg
rity
S
omet
imes
show
s ta
ctfu
lnes
s
Som
etim
es sh
ows
disc
retio
n an
d goo
d ju
dgm
ent
R
arely
show
s prid
e in
work
C
an be
dish
ones
t
Can
be d
eceit
ful
C
an be
rude
Sho
ws p
oor j
udgm
ent a
nd
disc
retio
n
Nev
er sh
ows p
ride i
n w
ork
Personal Improvement
20%
D
emon
strat
es an
inte
rest
in
self-
impr
ovem
ent
D
emon
strat
es ap
prop
riate
so
cial s
kills
Int
erac
ts po
sitiv
ely w
ith
peop
le of
both
gend
ers a
nd
all ag
es
D
emon
strat
es re
spec
t for
all
cultu
res
S
hows
som
e int
eres
t in
self-
impr
ovem
ent
S
hows
appr
opria
te so
cial
skill
s mos
t of t
he ti
me
I
nter
acts
posit
ively
with
pe
ople
of bo
th ge
nder
s and
all
ages
mos
t of t
he ti
me
S
hows
resp
ect f
or al
l cu
lture
s mos
t of t
he ti
me
O
ccas
iona
lly sh
ows a
n in
tere
st in
self-
impr
ovem
ent
O
ccas
iona
lly sh
ows
appr
opria
te so
cial s
kills
Int
erac
ts po
sitiv
ely an
d ne
gativ
ely w
ith p
eopl
e of
both
gend
ers a
nd al
l age
s
Occ
asio
nally
show
s res
pect
fo
r all c
ultu
res
D
emon
strat
es n
o int
eres
t in
self-
impr
ovem
ent
D
emon
strat
es a
lack o
f ap
prop
riate
socia
l ski
lls
I
nter
acts
inap
prop
riate
ly
with
peo
ple
I
s disr
espe
ctfu
l to p
eopl
e fro
m di
ffere
nt cu
lture
s
32
Rubr
ic fo
r Em
ploy
abili
ty Sk
ills
2
Professional Image
15%
D
ress
es ap
prop
riate
ly
N
eat a
nd cl
ean
P
oise
d
Fol
lows
safe
ty re
gulat
ions
fo
r atti
re
U
suall
y dre
sses
ap
prop
riate
ly
U
suall
y nea
t and
clea
n
Usu
ally p
oise
d
Usu
ally f
ollo
ws sa
fety
re
gulat
ions
for a
ttire
S
omet
imes
dre
sses
in
appr
opria
tely
Som
etim
es is
care
less a
nd
unke
mpt
Som
etim
es sh
ows l
ack o
f po
ise
R
arely
follo
ws sa
fety
re
gulat
ions
for a
ttire
D
ress
es in
appr
opria
tely
Car
eless
and
unke
mpt
Lac
ks po
ise
N
ever
follo
ws sa
fety
re
gulat
ions
for a
ttire
Responsibility
20%
D
emon
strat
es
depe
ndab
ility
Com
plet
es du
ties
D
emon
strat
es
resp
onsib
ility
for o
wn
actio
ns
F
ollo
ws ru
les, r
egul
atio
ns,
and p
olici
es
U
suall
y sho
ws
depe
ndab
ility
Usu
ally c
ompl
etes
dutie
s on
tim
e
Usu
ally s
hows
re
spon
sibili
ty fo
r ow
n ac
tions
Usu
ally f
ollo
ws ru
les,
regu
latio
ns, a
nd po
licies
I
s som
etim
es
unde
pend
able
Dut
ies ar
e ofte
n co
mpl
eted
lat
e
Som
etim
es d
oes n
ot ac
cept
re
spon
sibili
ty fo
r ow
n ac
tions
Som
etim
es d
oes n
ot fo
llow
rules
, reg
ulat
ions
, and
po
licies
I
s ofte
n und
epen
dabl
e
Seld
om co
mpl
etes
dutie
s
Tak
es lit
tle re
spon
sibili
ty
for o
wn a
ctio
ns
S
eldom
follo
ws ru
les,
regu
latio
ns, a
nd po
licies
Time Management
15%
A
rriv
es on
tim
e and
read
y to
per
form
Man
ages
assig
nmen
ts so
th
at co
mpl
eted
on ti
me
U
suall
y arr
ives
on ti
me a
nd
read
y to p
erfo
rm
U
suall
y man
ages
as
signm
ent s
o tha
t co
mpl
eted
on ti
me
F
requ
ently
arriv
es la
te;
ofte
n unp
repa
red t
o pe
rform
Pro
cras
tinat
es so
me o
f the
tim
e
A
rriv
es la
te; u
npre
pare
d to
perfo
rm
P
rocr
astin
ates
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
As
signm
ent S
core
____
______
____
Date
_____
______
___
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
As
signm
ent S
core
____
______
____
Date
_____
______
___
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
33
Rubr
ic fo
r Mul
timed
ia Pr
esen
tatio
n – S
enio
r Pro
ject
1
http
://ww
w.de
pts.t
tu.ed
u/hs
/ccfc
s/
Task
Des
crip
tion:
Use
a hi
ghlig
hter
ON
LY; c
ircle
the c
ateg
ory a
nd da
te. R
euse
the s
ame r
ubric
. Use
diffe
rent
colo
red
high
light
ers a
nd d
ate e
ach e
valu
atio
n.
Crite
ria
weight
Exem
plar
y Ad
mira
ble
Acce
ptab
le At
tem
pted
Research of Topic
25%
U
se of
thre
e or m
ore
sour
ces,
inclu
ding
at le
ast
two I
nter
net a
nd on
e pr
int s
ourc
e; us
e of t
wo
sear
ch en
gine
s
Var
iety o
f dom
ain
nam
e su
ffix (
.com
, .edu
, .net
)
Fac
tual
info
rmat
ion i
s ac
cura
te
N
arro
w fo
cus o
f top
ic
U
se of
two s
ourc
es,
inclu
ding
at le
ast o
ne
Inte
rnet
sour
ce; u
se of
on
e sea
rch
engin
e
Mos
t inf
orm
atio
n ca
n be
co
nfirm
ed
T
opic
coul
d be
mor
e na
rrow
ly fo
cuse
d
U
se of
one I
nter
net s
ourc
e
Som
e err
ors i
n in
form
atio
n
Top
ic so
mew
hat b
road
U
se of
only
one s
ourc
e
Num
erou
s err
ors i
n in
form
atio
n
Top
ic to
o gen
eral
Organization (Outline or
Storyboard for Planning)
15%
L
ogica
l seq
uenc
ing
M
enus
and p
aths
are
clear
Orig
inal;
inve
ntiv
e; cr
eativ
e
S
omew
hat l
ogica
l se
quen
cing
M
enus
and p
aths
are
mos
tly cl
ear
O
rigin
al
S
eque
ncin
g is p
oorly
pl
anne
d
Men
us an
d pat
hs ar
e so
met
imes
conf
usin
g
Litt
le or
igina
lity
S
eque
ncin
g is c
onfu
sing
M
enus
and p
aths
are
conf
usin
g
Inc
onsis
tent
Reh
ash o
f oth
er p
eopl
e’s
idea
s
Content
25%
C
over
s top
ic co
mpl
etely
an
d in
dept
h
Con
tent
is re
adily
un
ders
tand
able
M
edia
used
cont
ribut
es
to un
ders
tand
ing o
f top
ic
C
over
s top
ic
Con
tent
is m
ostly
un
ders
tand
able
M
edia
used
mos
tly
cont
ribut
es to
un
ders
tand
ing o
f top
ic
B
arely
cove
rs to
pic
C
onte
nt is
som
ewha
t un
ders
tand
able
M
edia
used
som
ewha
t co
ntrib
utes
to
unde
rsta
ndin
g of t
opic
D
oes n
ot ad
equa
tely
co
ver t
opic
C
onte
nt is
conf
usin
g
Med
ia us
ed d
oes n
ot
cont
ribut
e to
unde
rsta
ndin
g of t
opic
34
Rubr
ic fo
r Mul
timed
ia Pr
esen
tatio
n – S
enio
r Pro
ject
2
Graphic Design
25%
E
ffect
ive c
ombi
natio
n of
mul
timed
ia an
d pe
rsua
sive d
esig
n ele
men
ts
Exc
ellen
t use
of
navi
gatio
nal t
ools
and
butto
ns
G
raph
ics ef
fect
ively
en
tice a
udie
nce;
accu
rate
ly co
nvey
m
essa
ge
G
ood c
ombi
natio
n of
m
ultim
edia
and
desig
n ele
men
ts
Ade
quat
e nav
igatio
nal
tool
s and
butto
ns
V
isuals
and i
mag
es ar
e at
tract
ive;
adeq
uate
ly
conv
eys m
essa
ge
S
ome u
se of
mul
timed
ia an
d des
ign el
emen
ts
S
ome b
utto
ns an
d na
viga
tiona
l too
ls wo
rk
prop
erly
Use
of vi
suals
and i
mag
es
is lim
ited;
mes
sage
is
conv
eyed
0
-1 m
edia
used
But
tons
and
navi
gatio
nal
tool
s are
abse
nt or
co
nfus
ing
U
se of
visu
als an
d im
ages
is
conf
usin
g or a
bsen
t; m
essa
ge is
conf
usin
g
Mechanics
10%
C
orre
ct gr
amm
ar, u
sage
, m
echa
nics
, and
spell
ing
A
ll sou
rces
are c
orre
ctly
cit
ed
F
ew gr
amm
ar, u
sage
, m
echa
nics
, or s
pelli
ng
erro
rs
M
ost s
ourc
es ar
e cor
rect
ly
cited
Se
vera
l gra
mm
ar, u
sage
, m
echa
nics
, or s
pelli
ng
erro
rs
So
me s
ourc
es ar
e in
corr
ectly
cite
d
O
bvio
us gr
amm
ar, u
sage
, m
echa
nics
, or s
pelli
ng
erro
rs
S
ourc
es ar
e not
cite
d
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
As
signm
ent S
core
____
______
____
Date
_____
______
___
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
As
signm
ent S
core
____
______
____
Date
_____
______
___
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
35
Rubr
ic fo
r Ora
l Pre
sent
atio
n - S
enio
r Pro
ject
http
://ww
w.de
pts.t
tu.ed
u/hs
/ccfc
s/
Task
Des
crip
tion:
Use
a hi
ghlig
hter
ON
LY; c
ircle
the c
ateg
ory a
nd da
te. R
euse
the s
ame r
ubric
. Use
diffe
rent
colo
red
high
light
ers a
nd d
ate e
ach e
valu
atio
n.
Crite
ria
Weight Ex
empl
ary
4 Ac
com
plish
ed
3 De
velo
ping
2
Begin
ning
1
Con
ten
t 50
%
A
ccur
ate
A
ppro
priat
e
Det
ailed
Org
anize
d
Ful
l und
ersta
ndin
g of
topi
c
M
ostly
accu
rate
Mos
tly ap
prop
riate
Mos
tly de
taile
d
Mos
tly or
gani
zed
G
ood u
nder
stand
ing o
f to
pic
P
artia
lly ac
cura
te
P
artia
lly ap
prop
riate
Par
tially
deta
iled
P
artia
lly or
gani
zed
Fair
unde
rsta
ndin
g of
topi
c
I
nacc
urat
e
Ina
ppro
priat
e
Not
deta
iled
U
norg
anize
d
Doe
s not
und
ersta
nd
topi
c
Ver
bal
Sk
ills
20
%
S
peak
s clea
rly
P
rojec
ts vo
ice
P
rono
unce
s all w
ords
co
rrec
tly
N
o voc
alize
d pau
ses (
uh,
um. w
ell)
S
peak
s clea
rly m
ost o
f the
tim
e
Pro
jects
voice
mos
t of t
he
time
P
rono
unce
s wor
ds
corr
ectly
mos
t of t
he ti
me
1
-5 vo
caliz
ed pa
uses
S
peak
s som
ewha
t clea
rly
P
rojec
ts vo
ice so
mew
hat
P
rono
unce
s som
e wor
ds
inco
rrec
tly
6
-9 vo
caliz
ed pa
uses
S
peak
s unc
learly
Wea
k voi
ce p
rojec
tion
Inc
orre
ct p
ronu
nciat
ion
1
0 or m
ore v
ocali
zed
paus
es (u
h, um
, well
)
Non
-Ver
bal
Sk
ills
20
%
U
tilize
d ey
e con
tact
well
App
ropr
iate f
acial
ex
pres
sions
(sm
iles,
appe
ars i
nter
este
d)
A
ppro
priat
e han
d ge
sture
s
Exh
ibits
good
postu
re;
stand
s up s
traigh
t with
bo
th fe
et on
the g
roun
d
S
ome e
ye co
ntac
t
Som
e app
ropr
iate f
acial
ex
pres
sions
Som
e app
ropr
iate h
and
gestu
res
E
xhib
its go
od po
sture
m
ost o
f the
tim
e
R
arely
uses
eye c
onta
ct
V
ery f
ew fa
cial
expr
essio
ns
V
ery f
ew ap
prop
riate
ha
nd ge
sture
s
Poo
r pos
ture
mos
t of t
he
time
D
oes n
ot lo
ok at
audi
ence
Exp
ress
ionl
ess
N
o han
d ges
ture
s sho
wn
S
its, s
lum
ps, s
ways
Mec
han
ics/
V
isu
al A
ids
10%
C
orre
ct gr
amm
ar; u
sage
Cor
rect
spell
ing
G
raph
ics an
d pi
ctur
es ar
e at
tract
ive a
nd su
ppor
t th
eme
C
orre
ct gr
amm
ar m
ost o
f th
e tim
e
1-2
spell
ing e
rror
s
A fe
w gr
aphi
cs ar
e un
attra
ctiv
e
S
omet
imes
uses
poor
gr
amm
ar
3
-5 sp
ellin
g err
ors
G
raph
ics an
d pi
ctur
es ar
e un
attra
ctiv
e
U
ses p
oor g
ram
mar
6 or
mor
e spe
lling
erro
rs
G
raph
ics an
d pi
ctur
es
detra
ct fr
om p
rese
ntat
ion
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
As
signm
ent S
core
____
______
____
Date
_____
______
___
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
36
[ Intentionally Left Blank ]
37
Rubr
ic fo
r Pow
erPo
int ®
Pre
sent
atio
n – S
enio
r Pro
ject
ht
tp://
www.
dept
s.ttu
.edu/
hs/c
cfcs/
Ta
sk D
escr
iptio
n: U
se a
high
light
er O
NLY
; circ
le th
e cat
egor
y and
date
. Reu
se th
e sam
e rub
ric. U
se di
ffere
nt co
lore
d hi
ghlig
hter
s and
dat
e eac
h eva
luat
ion.
Crite
ria
Weight St
rong
Impa
ct
4 Go
od Im
pact
3
Som
e Im
pact
2
Min
imal
Impa
ct 1
Intr
odu
ctio
n
10%
Ful
ly ca
ptur
es th
e at
tent
ion
of th
e aud
ience
Top
ic ha
s a cl
ear f
ocus
C
aptu
res t
he at
tent
ion
of
the a
udien
ce
T
opic
is m
ostly
focu
sed
F
ew au
dien
ce m
embe
rs
seem
inte
rest
ed
T
opic
focu
s is v
ague
A
udien
ce is
not c
aptu
red
N
o top
ic fo
cus
Con
ten
t 50
%
Acc
urat
e
Org
anize
d
Ful
ly un
ders
tand
s top
ic
M
ostly
accu
rate
Mos
tly or
gani
zed
U
nder
stand
s top
ic
P
artia
lly ac
cura
te
P
artia
lly or
gani
zed
F
air un
ders
tand
ing
I
nacc
urat
e
Uno
rgan
ized
D
oes n
ot u
nder
stand
Wri
tin
g M
ech
anic
s;
Tex
t El
emen
ts;
Cita
tion
s
20%
N
o err
ors i
n gr
amm
ar,
usag
e, m
echa
nics
, sp
ellin
g
Tex
t elem
ents
easy
to
read
(fon
ts, si
ze)
B
ackg
roun
d and
colo
r en
hanc
e rea
dabi
lity o
f te
xt
S
ourc
es ar
e pro
perly
cit
ed so
audi
ence
can
dete
rmin
e cre
dibi
lity
T
ext i
s writ
ten
with
little
or
no e
ditin
g req
uire
d
Tex
t elem
ents
are
som
ewha
t eas
y to r
ead,
but d
o not
dist
ract
from
th
e pre
sent
atio
n
Bac
kgro
und a
nd co
lor
distr
act f
rom
read
abili
ty
M
ost s
ourc
es of
in
form
atio
n are
pro
perly
cit
ed
G
ram
mar
, usa
ge,
mec
hani
cs, a
nd sp
ellin
g im
pair
read
abili
ty
T
ext e
lemen
ts ar
e too
bu
sy or
are d
ifficu
lt to
re
ad
B
ackg
roun
d and
colo
r di
strac
t and
mak
e tex
t di
fficu
lt to
read
Som
e sou
rces
are n
ot
prop
erly
cite
d
G
ram
mar
, usa
ge,
mec
hani
cs, a
nd sp
ellin
g er
rors
dist
ract
; majo
r ed
iting
nee
ded
T
ext e
lemen
ts ex
trem
ely
diffi
cult
to re
ad
C
hoice
of ba
ckgr
ound
and
colo
r nee
ds im
prov
emen
t
Mos
t sou
rces
are
inco
rrec
tly ci
ted
Layo
ut
10%
I
nclu
des p
laceh
olde
rs,
such
as ti
tle, b
ullet
ed lis
t, an
d gra
phics
App
ropr
iate u
se of
whi
te
spac
e
I
nclu
des s
ome t
itles
, bu
llete
d list
s, an
d gr
aphi
cs
T
oo m
uch t
ext;
distr
acts
from
whi
te sp
ace
M
inim
al us
e of l
ayou
t pl
aceh
olde
rs
T
ext d
omin
ates
slid
e
P
oor u
se of
plac
ehol
ders
Slid
e is t
oo fu
ll
Gra
ph
ics,
So
un
d,
An
imat
ion
10
%
Enh
ance
s ove
rall t
hem
e
Som
ewha
t enh
ance
s th
eme,
but a
re la
ckin
g in
reso
lutio
n or
quali
ty
S
eem
s unr
elate
d to
th
eme;
poor
quali
ty,
reso
lutio
n
U
nrela
ted
to th
eme a
nd
distr
acts
from
cont
ent;
inap
prop
riate
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
As
signm
ent S
core
____
______
____
Date
_____
______
___
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
Assig
nmen
t Sco
re _
______
______
_ Da
te __
______
______
As
signm
ent S
core
____
______
____
Date
_____
______
___
38
[ Intentionally Left Blank ]
39
40
[ Intentionally Left Blank ]
41
42
[ Intentionally Left Blank ]
