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The Senior
ResearchProject
2010-11
Revised, June 2010
2
Table of Contents
Section PageThe Research Project is 3Project Due Dates 5Choosing a Topic 6The Search for Information 8Taking Notes: Quoting, Paraphrasing and Summarizing 10Parenthetical Citation 14MLA Documentation 17Evaluating Sources 20Topic Source PaperTopic Paper Rubric
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Sample Topic Paper Rubric 25-29Solutions Source PaperSource Paper Rubric
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Sample Source Paper 32-37Guidelines for InterviewsInterview Candidates
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Thesis Statement 40Revising Thesis Statements 41Outlines 42Final Paper 43Title Page Format 45Final Paper Rubric 46Turnitin.com 47Presentation: Visual (PowerPoint) & Product 48-50
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The Senior Research Project is…
A personal interest academic project A demonstration of the student’s ability to read, write, speak, apply knowledge
and skills, and problem solve A venue for students to connect learning, life and work
Requirements:The Senior Project is divided into three parts: a research essay, a physical product,
and a presentation.
RESEARCH ESSAY must be completed on time and in acceptable MLA format.
Students choose their own topics concerning a social issue, a problem which needs a
solution. Seniors are encouraged to select topics in which they are very interested. The
paper will allow for an integration of personal connections with the research and may be
written in a first-person voice.
Research for a topic begins in the Media Center and culminates in a Topic Source Paper.
A form for students to list the topics they choose and the due dates for the different areas
of the project will be signed by the student and the parent.
PRODUCT requires the student to produce an original project that demonstrates the
knowledge gained and analysis of that information during the research phase. It involves
stretching out of a comfort zone. Some products will be tangible. One student might
design a poster campaign aimed at educating high school students about STDs. Some
products are less tangible; for example, a plan for a lesson for teachers to eliminate
gender bias in the classroom is a good example.
PRESENTATION takes place during the last weeks of the semester. All students, once
the paper and product are complete, must stand before evaluators and present a five to
seven minute speech about their Senior Research Project experience and answer any
question asked.
REQUIRED SOURCES:
Book (1-2)Online Journal (3-4 databases)
SIRS, EBSCOhost Web Site (1-2)
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Personal Interview (1) Non-Text Source (1) Senior Project Late Policy
The senior project is a student-driven, inquiry based research project. We want our seniors to find and analyze credible research, write about a problem and solution that interests them, and present their findings in a variety of ways with precision, intelligence, and integrity. In addition, we would like our seniors to learn the secondary lessons of responsibility, accountability, and timeliness.Please read carefully and clarify the details with your teacher PRIOR to the deadlines.
When a student has an unauthorized absence, a 10% per day lateness penalty will be deducted. Staying home from school to finish a paper is a practice we are trying to discourage via this penalty. When the student returns, he/she must hand it in to the teacher at the beginning of class.
When a student has an authorized absence (see school policy), the 10% deduction is not taken. The student must hand in the paper to the teacher at the beginning of class on the day he/she returns to school.
For students who are in school, teachers still expect the paper at the beginning of the blockStudents may also email the paper to the teacher—again, by 2:27 pm. That time is firm. Talk to your individual teacher as to her preference. Note: If students do not trust email, then they should not use it. Handing in papers to the teacher in class is still the best way to ensure receiving full credit.
Students who are on school-sponsored trips obviously know both the paper due dates AND the dates of the trips ahead of time. These students are must hand in the paper before leaving on their trip.
All staff members have been notified of this policy AND have been told to NOT allow students to miss class OR be late to class so students may type, print, or access their papers. English IV teachers are conduction class on these days; they cannot allow you to print, either. Students should come to school with their paper complete and should not expect teachers or staff members to make up for work that is not done.
Lastly, and very importantly- RV’s new attendance policy does not award credit to students for work that is done/due on any days of unauthorized absences past the sixth occurrence. While this should be an uncommon event, this means that if a student has his/her seventh unauthorized absence on the day any part of the senior project is due, the student will earn a zero for that part.
Student Name____________________________________________________________
Topic___________________________________________________________________
Possible interviewee_______________________________________________________
Student Name____________________________________________________________
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Topic___________________________________________________________________
Possible interviewee_______________________________________________________
Section of the SRP Percentage of the Marking Quarter
Class Due Date
Topic Source Paper 15% of 1st and 3rd MQ October 1, 2010
Solution Source Paper 15% of 1st and 3rd MQ October 29, 2010
Final Paper 15% of 2nd and 4th MQ December 10, 2010
Presentation- Oral 10% of 2nd and 4th MQ TBA
Presentation- Product 5% of 2nd and 4th MQ TBA
Presentation- Visual 5% of 2nd and 4th MQ TBA
DUE DATES
Please note that all due dates will remain firm. All parts of the Senior Project are due to
the teacher at the beginning of the block. Also, the Final Paper should be submitted not
only to the teacher, but www.turnitin.com on the date listed above.
A penalty of 10% per day will be assessed for work that is not handed in on time.
________________________________ _________________________________
Student Signature Parent/Guardian Signature
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Choosing a Topic
There are a few things you need to keep in mind when
choosing your topic:
1. Are you sufficiently interested in the topic to spend a long time with it?This isn’t a project that you will complete in just a few weeks. This project will last the entire semester. Don’t choose a topic in which you have only a fleeting interest. Choose something that is of concern to you or your family. Perhaps something that has affected you or someone you know.2. How much information is available? A subject that is too recent or too technical may not have enough materials. On the other hand, a topic that is recent may not have all the sides of an issue covered either. For example, after the Oklahoma City Bombing (1995), the media and government directed their attention to foreign terrorists as the culprit. As you are probably aware, after investigating further it was discovered that two Americans were responsible.3. Is the topic too simple?If you can learn everything you need to know in one article, the topic does not need research.
4. Is the topic too broad?Some topics, such as the causes of pollution or the effects of drug usage, are just too big to handle in a short paper. Yes, 6-8 pages on that subject would be considered short.
Once you have a topic in mind there are a few things you need to think about: First, you have to have a claim or what could be called an argument, that’s worth defending. Answers the question: What?
Second, you have to have a solid foundation of DATA or EVIDENCE. Answers the question: What makes you say so?
The key for the data is that readers will agree with it. It has to be unarguable or at least difficult to argue or it becomes a claim.
Example: I should be able to date Tom, Dad. Tom is the perfect boyfriend.
Claims are often followed by “sub-claims,” but if those claims are actually presented as if they are evidence, that is a problem.
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Problem example: Tom is a kind person. Good Example: Tom is a kind person; he volunteers in a nursing home and baby-sits his brothers.
Third, you have to connect the data to the claim; build a bridge. This is called a WARRANT. Answers the question: So what?Example: Mom and Dad, you said anyone who gives of himself without expecting anything in return is a good, kind person.
Fourth, you have to anticipate and respond to possible objections. Example: I know that Tom drives a Harley, but he said that his parents will loan him their car whenever we go somewhere.
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The Search for InformationBefore you make a run for the Internet and start typing your topic in to your favorite search engine, consider a resource with several options- the school library. Not only does the library have computers, but it also has books and librarians, you know the people who are in the library to help you with your search. This does not mean that you can hand over your search to them, but they are there to help you locate items you are looking for and perhaps help you think of ideas and directions you had not considered before.
The InternetWhen you use the Internet, you need to consider the sources of information you are getting. Simply typing your topic into a search engine and clicking on each hit will generate a lot of information that you either will not need or is not factual. Different ways of entering your search topic into the search engine will reveal different hits for you. For example, if you want information on Bill Gates (the Microsoft big wig), you’d simply type in his name, right? Wrong! You will end up with millions of hits that are about Bill Gates and many that may also involve Bill Smith that builds gates. However, if you use quotation marks around the topic, that tells the search engine to search for items on the web with those two words together. So using “Bill Gates” will give you a results list with references to Bill Gates.
Online JournalsOther sources that are available to you because the school pays for them are databases called EBSCO Host and SIRS or (Social Issue Research Series); remember you are researching a social issue, so this would be a good source to use. Plus, using one of them is required!) You can get the passwords for the databases in the library and access the sites from home. If you log on in school, you should not need the passwords. EBSCO Host is a database that categorizes magazine articles. This will allow you to conduct a search in a variety of ways, including subject and keyword. This database is very convenient and organized. It also gives full bibliographical information and, in most cases, full-text articles.SEARCH HINT: When defining the parameters of your search (AKA typing in your subjects and/or keywords,) do not type in your topic and wait to see what surfaces. The best way to get what you need is to narrow and refine your search. Use “and” to cross-reference two or three topics. For example, when researching Macbeth, you might choose to search: “Macbeth and fate and power struggles.” In doing so, you would have narrowed your search and eliminated any articles on costumes and castles. If, on the other hand, your beginning searches turn up few or no matches, broaden the scope of your search by using fewer and/or more general terms about your topic.Another valuable resource that the school pays for is Facts.com. It features a section called “Issues and Controversies” that might help you decide on a topic. Another resource you may need is the library’s ability to use Interlibrary Loan. If you know of a book that
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you need and our library does not carry it, the librarians may be able to check the book out from another library for you. You would pick the book up in our library and return it to our library. This can be especially helpful in fulfilling the required book source for your paper.
When collecting materials, you will usually find that the problem is not too little, but too much. If you do not find enough, you should reconsider your topic. At this stage in the game, too much is okay.
You have been to the library, checked out some books, used GOOGLE to find several Internet sites and even found a few articles at EBSCO Host and SIRS. Now comes the more difficult part: making yourself sit down and read the information you have collected. Do NOT throw anything out in these preliminary stages and do not gather a ton of information without reading it. YOUR JOB IS TO LEARN AND UNDERSTAND AS MUCH AS POSSIBLE ABOUT YOUR TOPIC SO YOU CAN HAVE A CLAIM OR ARGUMENT WORTH DEFENDING. This cannot happen if you do not read the information that you find. Do not get so caught up in your reading (remember, you chose the topic so you should find it interesting especially this early in the process) that you forget to take notes.
Online Journal Username PasswordEBSCOhostSIRSFacts.com (Issues and Controversies)
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Taking Notes-Quoting, Paraphrasing and SummarizingSo, you have your sources. There is a stack of print outs from web sites and online journals and even a book or two you got at the library. To make the best use of your sources you need to use them correctly. Taking the most effective notes will help you utilize your sources well.
There are three major styles of note taking:
Original Text
Direct Quotation General Summary
Paraphrase
W h a t a r e t h e d i f f e r e n c e s ?
Quotations: Match the source
word for word; Are usually a brief
segment of the text; Appear between
quotation marks; Must be attributed to
the original source.
Paraphrasing: Does not match the
source word for word; Involves putting a
passage from a source into your own words;
Changes the words or phrasing of a passage, but retains and fully communicates the original meaning;
Must be attributed to the original source.
Summarizing: Does not match the
source word for word; Involves putting the
main idea(s) into your own words, but including only the main point(s);
Presents a broad overview, so is usually much shorter than the original text;
Must be attributed to the original source.
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W h a t i s a Q u o t a t i o n ?
A quotation is an exact reproduction of spoken or written words. Direct quotes can provide strong evidence, act as an authoritative voice, or support a writer’s statements. Direct quotes are simply words taken verbatim from a source. The quote need not appear as a direct quote in the source; however, once a sentence is presented as word-for-word in your paper, it is a direct quote.
How to do it:Make sure that you have a good reason to use a direct quotation. Quoting should be done sparingly and should support your own work, not replace it. For example, make a point in your own words, then support it with an authoritative quote.
Every direct quotation under 3 lines should appear between quotation marks (“ ”) and exactly reproduce text, including punctuation and capital letters.
A short quotation often works well integrated into a sentence. Longer quotations (more than 3 lines of text) should start on a new line. Drop the
quotation marks and instead indent the entire quote one inch from the margin. The indentation will act as indication of direct quotation. Maintain double spacing. In this case only punctuation goes before the citation.
Direct quotations may not simply be “dropped” into your text. As a writer you must introduce the relevance of the quoted information by providing related transitions, explanations in your own words.
Example: (INCORRECT) Secondhand smoking is bad for your health. “Cigarettes contain a variety of carcinogens and toxins” (Bruger 36).
The quote is just dropped in, it is not explained why it is used or how it is relevant; the two sentences are not necessarily connected or provide any reasonable support for one another.
Example: (CORRECT) There are many negative effects of secondhand smoke documented by medical research, such as “Secondhand smoke has been shown to be a leading cause of lung cancer and other diseases” (Wilson 49).
Both parts of this statement are related to each other, and the quote uses direct support from a source to provide evidence of what the student is saying in the first part of the statement. The first part of the sentence prefaces the quote properly and prepares the reader ahead of time, making its placement relevant and essential.
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W h e n t o Q u o t e ?
When the author’s words convey a powerful meaning.
When you want to use the author as an authoritative voice in your own writing.
To introduce an author’s position you may wish to discuss.
To support claims in, or provide evidence for, your writing.
W h a t i s P a r a p h r a s i n g ?
Paraphrasing is a way of presenting a text, keeping the same meaning, but using different words. Paraphrasing is used with short sections of text, such as phrases and sentences.
A paraphrase may result in a longer, rather than shorter, version of the original text. It offers an alternative to using direct quotations and helps students to integrate evidence/ source material into assignments.
Paraphrasing is also a useful skill for making notes from readings, note-taking in lectures, and explaining information in tables, charts and diagrams.
How to do it: Start by reading a short text and highlighting the
main points as you read. Rewrite each main point, sentence by sentence,
using synonyms (words or expression which have a similar meaning) where possible.
Change the sentence structure: Break up a long sentence into two smaller
ones Combine two short sentences and simplify their structure Change the voice (active/passive). Change the order in which ideas are presented (as long as they still make
sense in a different order).If you use any unique or specialist phrases, use quotation marks (“ ”).
W h a t i s a S u m m a r y ?A summary is an overview of a text. The main idea is given, but details, examples and formalities are left out. Used with longer texts, the main aim of summarizing is to reduce or condense a text to it is most important ideas.
Summarizing is a useful skill for making notes from readings and in lectures, writing an abstract/synopsis and incorporating material in assignments.
How to do it:The amount of detail you include in a summary will vary according to the length of the original text, how much information you need and how selective you are:
Start by reading a short text and highlighting the main points as you read.
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Wh en to Su mmar i ze?Summarize long sections of work, like a long paragraph, page or chapter. To outline the main points of
someone else’s work in your own words, without the details or examples
To include an author’s ideas using fewer words than the original text.
To briefly give examples of several differing points of view on a topic. To support claims in, or
provide evidence for, your writing.
Wh en to Parap h ras e?
Paraphrase short sections of work only; a sentence or two or a short paragraph. As an alternative to a direct
quotation To rewrite someone else’s ideas
in your own words. To support claims in, or provide
evidence for your writing.
Reread the text and make notes of the main points, leaving out examples, evidence, etc.Without the text, rewrite your notes in your own words; restate the main idea at the beginning plus all major points.
For more information see:
Purdue University Writing Lab http://owl.english.purdue/edu/Files/30.html
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Parenthetical CitationIn MLA style, in-text citations, called parenthetical citations, are used to document any external sources used within a paper (unless the material cited is considered general knowledge). The parenthetical citations direct readers to the full bibliographic citations listed in the Works Cited, located at the end of the document. In most cases, the parenthetical citations include the author's last name and the specific page number for the information cited.The majority of the information in this section comes from the following web site which would be a valuable resource for you to use in your research essay:
http://owl.english.purdue.edu/handouts/research/r_mla.html#Handling
Content of Parenthetical CitationsWhen you cite a source- whether in the form of direct quotation, paraphrase, or summary- include within the text of your research essay enough information to identify the source, but no more than is necessary. Documentation should be entered in a way that makes the identity of the source entirely clear while avoiding duplication and unnecessary clutter. As you write, keep in mind the need for parenthetical documentation; occasionally, you may want to revise a sentence to accommodate or reduce parenthetical material.An example of parenthetical citation:
In the novel The Great Gatsby the futility of pursuing the American Dream can be
summed up with the line, “So we beat on, boats against the current, borne back
ceaselessly into the past” (Fitzgerald 189).
Most parenthetical citations include the name of the author and the page number, without an intervening comma. When the author’s name appears in the introduction to the material, you need not repeat the name within the parentheses, as the following examples indicate.For example:Dr. Joe Schmo, of the Woodland Clinic on animal research states in his book, All About
Cats and Dogs, that some types of cats would be perfect as hunting companions (47).
Because Dr. Schmo’s name is included in the sentence, it is unnecessary in the parenthetical documentation, which should have just the page number (47).
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The following bullets give you examples of situations you may run across. The parentheses list what you should list in your parenthetical documentation.
Author named in your paper: (1) Author not named in your paper: (Graff 1) Reference to entire book: Cite an entire work by the name of the author alone Work with four authors: (Belenky et al) or (Belenky, Clinchy, Goldberger, and
Tarule) Multivolume work: (Newman, vol. 2) Multiple Citations: (Errors 79; “Diving In” 68; Brooks and Warren 5)
Please note that the period is listed after the parentheses!
If the work you are making reference to has no author, use an abbreviated version of the work’s title.For example, an article titled “America’s Women: The Role They’ve Played in History” is one that is used in a paper and does not have an author listed. Instead of writing out the entire title, the parenthetical documentation would be (“America’s Women”). Please note, a book title should be italicized while article titles belong in quotation marks.
For non-print sources, such as films, TV series, pictures, or electronic sources, include the name that begins the entry in the Works Cited page.
For example:
An anonymous Wordsworth critic once argued that his poems were too emotional (“Wordsworth is a Loser”).
Sometimes you may have to use an indirect quotation. An indirect quotation is a quotation that you found in another source that was quoting from the original. For such indirect quotations, use “qtd. in ____” to indicate the source.
For example:
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Ravich argues that high schools are pressured to act as “social service centers, and they
don’t do that well” (qtd. in Weisman 259).
Sometimes more information is necessary to identify the source from which a quotation is taken. For instance, if two or more authors have the same last name, provide both the author’s first initials (or even her or his full name if different authors share initials) in your citation. If you cite more than one work by a particular author, include a shortened title for the particular work from which you are quoting to distinguish it from the other works by the same person.
Short quotationsShort quotations are fewer than four typed lines in your text. When using a short quotation in your paper enclose the quotation within double quotations marks. Punctuation marks should come after the parenthetical citation.
For example:According to some doctors there may be “severe withdrawal symptoms that a person
cannot handle on their own” (Johnson 89), though some recovering addicts may disagree.
Long quotations
Quotations over four typed lines need to be in an indented paragraph without quotation marks. The quote starts on its own line, indented one inch from the left margin and will remain double spaced like the rest of the paper. The punctuation in this case comes before the parenthetical citation.For example:In a study of aggressive behavior in two schools, it was seen that
These children showed significantly decreased aggression (as rated by peers)
and decreased verbal aggression on the playground (as rated by blinded, trained
observer). They also showed decreases- although not statistically significant
ones- in observed physical aggression, in aggressive behaviors as rated by
parents, and in feelings that the world was mean and scary. (Dershewitz)
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Adding or Omitting Words in QuotationsIf you need to add words to a quotation, you should put brackets around the words to indicate that they are not part of the original quote.
For example:
Jan Harold Brunvand, in an essay on urban legends, states: “some individuals [who retell
urban legends] make a point of learning every rumor or tale” (78).
Omitting word(s) from a quotation also needs to be represented. Using ellipsis marks surrounded by brackets gives the reader that information.
For example:
In an essay on urban legends, Jan Harold Brunvand notes “some individuals make a point
of learning every recent rumor or tale […] and in a short time a lively exchange of details
occurs” (78).
REMINDERS: Make parenthetical citations brief and accurate. To avoid long parenthetical citations, place reference information, such as the
author’s name, in your sentence. For example: “According to Dr. Joe Smith of the Michigan Cancer Research Center you are ten times more likely to develop cancer if…”
Place a citation as close to the relevant material as possible without disrupting the sentence.
Use one citation at the end of a long section of material that comes from one source and the same page(s)—do not cite at the end of each sentence in this case.
Parenthetical citations always go outside of a quotation and always before a punctuation mark, such as a period.
Place the parenthetical citations in your work as you write. Do not wait until the paper is finished.
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MLA DocumentationModern Language Association (MLA) documentation is a style of citing your sources, in
other words, giving credit for where you got your information. As mentioned earlier, you
will want to give credit for your information so that it is not considered plagiarism. It also provides a way for writers to cross-reference their sources from the citations within the paper to the Works Cited at the end of the paper. Not only will this allow others to see where you got your information, but using documentation also adds credibility to your paper. If you simply listed a bunch of facts without telling your readers where that information came from, your facts do not seem reliable.
Works CitedAs you probably know by senior year, the Works Cited page is the page at the end of your paper where you give credit to your sources of information. Only the works which are cited in your paper should be included in your Works Cited page. For the research essay, you will use the Works Cited page in MLA format. The MLA format is always evolving and not something necessary for memorization. For that reason, the easiest resource for you to use for your Works Cited page is a web site called NoodleTools. It allows you to enter the information from your source and the site generates the Works Cited information.
Use the Media Center link from rvrhs.com to access Noodletools
Below are some samples for several different types of resources- good luck and don’t hesitate to ask for assistance! DO NOT LIST THEM SEPARATE LIKE THIS IN YOUR ACTUAL WORKS CITED!
INTERVIEW:
Jones, John A. Personal interview. 1 Nov. 2004.
PRINT REFERENCE:
Laryea, Doris Lucas. “Paul Laurence Dunbar.” Concise Dictionary of American Literary
Biography. Vol. 2. Detroit: Gale, 1988. 154-171
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WEB SITE:
Tobacco Information and Prevention Source. 10. Nov. 2004. Center for Disease Control.
11 Nov. 2004 http://www.cdc.gov/tobacco/
LIBRARY RESEARCH DATABASE( MAGILLONLITERATURE PLUS):
Wells, Earl. “Big Red” Masterplots II. Salem Press,1997. MagillONLiterature Plus.
EBSCO. RVRHS Library. 11 Nov. 2004
<http://search.epnet.com/login.aspx?
direct=true&AuthType=cookie,ip,url,uid&db=mjh&an=9720000112>
LIBRARY RESEARCH DATABASE(SIRS):
Woods, Daniel B. “California’s Chilly Welcome for Wal-Mart.” Christian Science
Monitor 8 Apr.2004 SIRS Researcher. ProQuest Information and Learning.
RVRHS Library. 11 Nov.2004 <http://sks.sirs.com/>
In addition to using MLA format you are going to move a step up the academic ladder to
include parenthetical citations.
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Facts, Inferences & Evaluating Sources to Make Judgments
When attempting to advocate a position just giving your opinion is not enough. Your audience needs to know why: why what we said is true and why we believe what we do.In other words, we must provide evidence for the ideas about which we write.
What is evidence? Facts- observations, descriptions, reports and statistics that are accepted as true- and their interpretation and explanation.
Establishing Facts as Factual:Facts must be verifiable. Observations and reports are needed from more than one person, from different competing points of view, and over a period of time.
Inferences are the conclusions we make based on facts. The basis for judgments occurs when the writer applies her values to the facts and inferences. Judgments present information in the context of an author’s conclusion.
Characteristics of Evidence: Representative- usable evidence should be typical and not unusual or specific
to a unique situation. Relevant- evidence should truly support the point that is being made. Sufficient- there should be multiple strong pieces of evidence, not just one. Specific- evidence should “name names” and cite numbers whenever possible.
Evidence needs to be concrete in order to be convincing. Reliable- facts and information should be accurate, recent, and complete;
reasoning should be logical. Authorities should have valid credentials in the appropriate field.
Understanding Opinion, Partisanship, and Bias:Opinion is the point of view maintained by the author.Partisanship occurs when writer or publication is associated with or represents a point of view. This is often times a political or religious leaning that may influence the content but can also be an outright affiliation with a special interest.Bias refers to the presence of predetermined opinions that no evidence of any kind will modify. Biased writers ignore information or misrepresent opposing view points in order to persuade their reader. A “softer” form of bias can be found in a source’s emphasis on human interest. As readers, we are meant to feel sympathy for, or identify with an
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individual’s true story or experience. When a topic is looked at largely or exclusively through the lens of human interest stories, a bias often exists.
Signs of bias include failure to discuss opposing views; extremely negativetreatment of the opposition; omission of evidence; failure to screen outlogical untruths; heavy-handed use of human interest.
Subtle Forms of Influence or Slanting. Mainstream publications known for objective reporting and neutral analysis are still subject to subtle influencing:
Use of unnamed sources, usually governmental, or spokespersons from organizations providing “official” interpretation of events.
Use of quotes or commentary from academic “expert” who are allied with partisan foundations and organizations.
New footage supplies by government agencies or corporations
How to Evaluate……Periodicals and Books:
- Skim the entirety of the contents- Examine the table of contents, the staff box in a magazine or periodical, and
publication information. Are they published by a special interest?- Look for statements of affiliation or purpose.- Examine the titles of articles to see whether they show a tendency toward a point
of view, such as criticism or advocacy… Writers:
- Google the author- Recognize names of well-known authorities representative of particular view
points. - What are this author’s credentials? Training? Affiliations, if any?
… Web Sites:- Find out what organization is responsible for producing the site by tracing links to
find the homepage of the site.- If in doubt about the objectivity of a web site, use the email address, if supplied,
to question the source about its affiliation.- Use internal evidence like the layout and graphic design. Does it look
professional? Are their advertisements on the site?- Determine the purpose of the site. Is it informative? Does it support a line of
thought or action?- Look for references to writers, public officials, institutions or organizations that
you recognize. What are their reputations?- Examine the text for reading level? Is it linguistically competent or are their
spelling and grammatical errors?
Always examine the texts for signs of responsible scholarship. Just as you are required to cite your sources (internally and/or formally), so too must a published text document its sources.
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Topics To Address In Your Source Paper Reflection:
Firstly, identify the format and the type.- Format: online journal; periodical; book; web site; interview; non text, etc.- Type: Academic/Scholarly (ex: professional or academic journal; Popular (ex:
Time or Newsweek); Serious (ex: book on your topic or a qualified expert in the field); Lightweight/Exploitive (ex: People)
Has the source been particularly useful to you? Why or why not? Is the source biased? Specifically how, based on the above criterion, did you
determine this to be true? What are the author’s qualifications? What is the reputation of the author? Periodical? Data base? Publisher? Etc. What is the publication date? Why is that relevant? Does the source have a bibliography or internal citation? What does that suggest? Are you seeing the same facts repeated in different sources? What does this
suggest? What is the difference in coverage between this and other source you have come
across thus far?
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Topic PaperThis paper is worth 15% of the 1st or 3rd marking period grade.
Your Senior Project is designed around the concept of Inquiry and Argument. Your research, obviously, is the inquiry portion of the project; your final paper and presentation is the argument during which you assert your opinion based on the facts you have learned.
So what are “Inquiry and Argument?” In the academic world, and for our purposes, inquiry implies certain things: a problem, dilemma, or controversial issue, first of all, and a community that has a stake in resolving that problem. Your proposal paper will lay out the problem and the community’s stake. Ultimately, you will argue what should be done about it.
Your Topic Source Paper will consist of two main parts. The first part will discuss the issue you have chosen. Be specific about the problem. The second portion of the paper will reflect upon the actual sources themselves rather than their content. Are they valid, reliable sources? How did you determine this?
Length and format: 3-4 pages + Works Cited PageDouble-spaced, 12 font, Times New RomanStandard margins
Must include:Topic-
-In depth discussion of the background of the problem -Minimum of 3 sources with proper documentation on a separate Works Cited page-Inclusion of appropriate paraphrasing and at least one quotation-Parenthetical Documentation
Formal Reflectiono Introduce each new source you used, discussing their reliability separately.o Discuss the format of the sources.
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Heading for your paper:Upper left hand corner
Your name
Teacher’s name
English IV
Date
Title
Notice that the information is double-spaced. For the title, double-space after the date and center. Do not underline, bold, use quotation marks or caps.
o Are the sources valid? If yes, offer your reader evidence and then warrant, or explain how that evidence supports your claim of validity
Name: _________________________________ Block: ________Date: _________
Topic Paper Rubric(15% of 1st or 3rd MP grade)
Format/Heading 3-4 pages in length, 12 pt font, Times New Roman, standard margins, double spaced & Grammar/MechanicsGrammar, spelling, agreement, organization, punctuation and word choice, no contractions
30
Discussion of Social Issue Discusses social issue Addresses the stake society has in resolving
the issue
30
Reflection Discusses quality of sources Addresses at least one aspect of the
characteristics of evidence
20
DocumentationWorks Cited page in proper format, spacing, font, etc.Parenthetical Citations reflect Noodle Tools guidelines.All research is properly documented.
20
25
Comments:
Name
Teacher’s Name
English IV
Date
The Death Penalty
The death penalty is designed to serve as a crime deterrent and also ensure that there is
no chance a criminal convicted of a capital crime will be released back into society. The
idea presented is that someone who knows he or she will be put to death for committing a
certain crime will not commit that crime. The death penalty is administered so
infrequently that most criminals can rest assured knowing that there is almost no chance
of them being sentenced to death. There is overwhelming evidence that shows the death
penalty is wholly ineffective at deterring crime and therefore has little positive effect on
society.
The best way to show that the death penalty does not deter crime is to compare death
penalty practices between states. “Since the death penalty was reinstated, over 80% of all
executions have occurred in the South, the region with the highest murder rate” (“Facts”).
26
The region with the lowest murder rate, the Northeast, has accounted for only one percent
of all executions since the death penalty was reinstated. This means that the most
executions are where the most murders are. An even more startling statistic from a New
York Times survey shows that states without the death penalty have lower murder rates
than states with the death penalty (“Facts”). In 1999 the average murder rate per 100,000
population was 5.5 in states with the death penalty, whereas states without the death
penalty had a murder rate of only 3.6 (“Facts”). It is a fact that more murders are
committed in states with capital punishment that states without it.
There are no uniform standards for how the death penalty is administered; therefore,
there is a lot of leeway for states to make their own decisions on death penalty procedure.
This creates a problem with how frequently death sentences are administered. Some
states, like New Jersey have processes that test the proportionality of death sentences to
ensure that no one is unjustly sentenced to death based on the sentences of other
criminals convicted of the same crime. The universe of cases to which such a process
applies makes it so that there is no real consistency in who is administered a death
sentence and who is not (Johnson). “Deterrence is a function not only of a punishment’s
severity, but also of its certainty and frequency” (“The Case Against”). There is no
question that the death penalty is a sever sentence; however, the frequency with which it
is administered covers only a small amount of all the criminals that should receive it.
Only three percent of all criminal convicted of homicide are actually sentenced to death
(“The Case Against”). Death is the most severe punishment there is, but the death
penalty is merely a paper tiger if it is administered so infrequently that criminals can
count on not receiving it (Johnson).
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To understand why the death penalty does not deter crime you also need to understand
how the majority of capital crimes are committed. Most capital crimes are committed “in
the heat of the moment” or by persons under intense emotional stress or the influence of
drugs or alcohol (“The Case Against”). In these cases logical thinking is abandoned for
impulsive outbursts. When not thinking logically because of the above conditions, a
person is going to inflict violence “heedless of the consequences to themselves or to
others” (“The Case Against”). Most crimes that are not committed in “the heat of the
moment” are committed after being planned. When someone plans the commission of
the crime, in most cases, he or she also plans how to avoid being caught. Anyone who
has planned on not getting caught will not be deterred by the threat of severe punishment
(Johnson).
There are many factors that contribute to the death penalty’s lack of deterrent ability.
Our country has not found a way to deter one hundred percent of our citizens from
committing any crimes. To think that such a goal in possible in our society is foolish.
The most severe punishment there is should be the one that deters the most crime. If the
death penalty is to remain the most severe punishment in our country’ criminal justice
system, steps must be taken to ensure that it becomes an effective deterrent.
“The Case Against the Death Penalty” was published by the American Civil Liberties
Union (ACLU) and “Facts of the Death Penalty and Deterrence” was published by the
Death Penalty Information Center (DPIC). Since these websites were both published by
major organizations, they have very easy to use set-ups and professional layouts. It was
not hard to find information within the sites because the both have links that went directly
28
to each specific topic. There is no doubt in my mind that all the information contained in
these two sites is factual since they are both from respected institutions. Both of these
sites do have a political agenda but it does not appear to interfere with their ability to
effectively present a viewpoint on the death penalty. Neither of these sites are persuasive
at all. They simply offer straight, cited fact.
The major difference between the two sources lies in the way they support the idea
that the death penalty does not deter crime. The DPIC mainly compares statistics
between states and regions of the country, while the ACLU describes individuals who
commit capital crimes and the circumstances under which the crimes are committed. The
other major difference lies in the information they use to support their claims. The DPIC
tends to use statistics from government bureaus such as the FBI and cites many
government published reports, while the ACLU relies on information provided by private
organizations and the news media. One might think that this would lead me to question
the validity of the information contained in the ACLU site; however, the information was
properly cited and there were no inconsistencies or any evidence which would lead me to
believe the information was falsified.
I interview Sue Johnson, a lawyer working exclusively in New Jersey capital cases. In
addition to her law degree, Johnson has a Masters in Public Policy. She is
knowledgeable on the subject from the legal and social perspective. Johnson was
particularly helpful in explaining some of the more academic arguments surrounding the
deterrence issue.
Sue Johnson has a clear bias. She works with Human Rights Watch, a group who has
been actively campaigning for a moratorium on the death penalty for some time now.
29
Because of the nature of an interview, there were no citations establishing the source of
her information; however, the facts and theories she discussed were representative of
what I had read about in the online articles I used, suggesting she is using established
facts to back up her opinions. I intend to use much of the information I gleaned from Ms.
Johnson in my final paper.
Works Cited
“The Case Against the Death Penalty.” The American Civil Liberties Union. 18 Sept
2003
,http://archive.aclu.org/library/case_against_death.html#deterrent>.
“Facts of the Death Penalty and Deterrence.” Death Penalty Information Center. 17 Sept
2003.
<http://www.deathpenaltyinfo.org/article.php?scid=12&did=167..
Johnson, Sue. Personal Interview. 25 Sept 2003.
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Source Paper: The Solution15% of your 2nd or 4th marking period grade
Using three new sources (and any of the former 3 sources that you cite) discuss the attempted solutions that have been experimented with in regards to your controversy. In this paper you will focus on at least 2 implemented solutions.
Who/what has been responsible for proposing or instituting said solutions? In what ways have they been successful? How/why have they failed?
PLEASE BE KEEPING TRACK OF THE REQUIRED SOURCES (7-10+) FOR THE ENTIRE PROJECT:
Book (1-2)Online Journal (3-4) SIRS, EBSCOhostWeb Site (1-2)
Personal Interview (1)Non-Text Source (1) TV show, Song, Video Game
REQUIREMENTS: Use 3 + sources--remember, you should use at least 6 of your required sources in
the proposal paper and this source paper. Ultimately, the final paper should have all of the required sources.
3-4 pages (double-spaced, Times New Roman, 12 font,1-inch margins) Include introductory passage to summarize your topic of inquiry Body of the paper should summarize research into 2 attempted solutions
o Support your findings with paraphrased and quoted documentation from each of your sources
Formal Reflectiono Introduce each new source you used, discussing their reliability separately.o Discuss the format of the sources.
31
o Are the sources valid? If yes, offer your reader evidence and then warrant, or explain how that evidence supports your claim of validity
Name: _________________________________ Block: ________Date: _________
Source Paper Rubric(15% of 1st and 3rd MP grade)
Format/Heading 3-4 pages in length, 12 pt font, Times New Roman, standard margins, double spaced& Grammar/MechanicsGrammar, spelling, agreement, organization, punctuation and word choice, no contractions
30
Existing Solutions Discusses 2 existing solutions Addresses problems these solutions have
30
Reflection Discusses quality of sources Addresses at least one aspect of the
characteristics of evidence
20
DocumentationWorks Cited page in proper format, spacing, font, etc.Parenthetical Citations reflect Noodle Tools guidelines
20
32
All research is properly documented.
Comments:
Name
English IV
Date
Solutions to Gene Therapy Controversy
Gene therapy is a new and upcoming medical procedure. This procedure involves
correcting abnormal genes or altering them. The disease is first identified, and then some
of the mutated genes are removed. These removed genes are cured and then replaced
back in the patient. Soon the corrected genes will destroy the disease. Gene therapy is a
highly controversial ethical issue that faces many safety issues (What Is Gene Therapy?).
One way to fix the problems gene therapy faces is to organize long-term follow
up examinations. Gene therapy has been known to cause many secondary diseases in
patients, ultimately leading to their deaths. These follow up examinations allow for the
patient to be treated and completely cured of any diseases that resulted from the therapy,
33
therefore curing all of the diseases that existed, making the patient safe and healthy again.
In many gene therapy trials, the National Institutes of Health (NIH) found that many
scientists neglected to report toxic reactions that formed in their patients (Panno 64). The
Food and Drug Administration (FDA) thought of a way to check on patients and ensure
that they were safe, long-term follow up examinations. This solution allows for the
patient to be confirmed as safe and healthy (Gene Therapy Clinical Trials). Follow up
exams are a safety precaution that “have greater value in assessing and mitigating the
risks to subjects who have limited disease or are disease-free, and who have few co-
morbidities and limited exposures to other agents with potential for delayed adverse
events.” The follow up would consist of a physical and safety reports being filed, in
order to show the type of care the patient needs (Gene Therapy Clinical Trials). This
solution was seen as very promising, allowing for scientists to care for their patients and
easily check on their status, but it did not succeed. Scientists had a hard time determining
what diseases to test for and the end point that separates a benign response from a toxic
reaction. The tests were very difficult and the paper work was long and complicated.
Scientists had to first determine if they were using the correct test to assess the situation
and discover any underlying diseases (Panno 64).
Another solution to a problem facing gene therapy is to use safer vehicles to
deliver the therapy. A safe gene therapy vehicle would be one that only enters the
selected cell and inserts the genome in a place that is not near any other genes.
Retroviruses are used as gene therapy vehicles, but they are not very specific delivery
devices. Once the retrovirus is inserted, it usually has the effect of causing a secondary
34
disease such as cancer or leukemia, depending on the delivery site in the DNA. These
secondary diseases occur because the retroviruses used are from various forms of cancer.
Once inside the cell the retrovirus enters the gene at a familiar site, such as a strand of
genes that is similar to the retrovirus, resulting in the formation of cancer. Scientists have
thought of ways to cure the patient more safely, but the technology is out of their reach;
this is the main failing of this solution. They want to encase the vehicle in a specific
protein that can only enter a particular cell; this way the new gene will only be accepted
in the liver and not by the kidney. Scientists know what tasks need to be accomplished,
but do not have the tools or instruments to get the job done, “with the human sequence
data now available, reliable targeting will likely be available for gene therapy trials in the
next five to ten years”. This solution has only failed in the present, but once the
technology is developed, it may have a future in solving the problems of gene therapy
(Panno 56-61).
Of the sources I have read, I feel they are very professional and supply me with
exceptional information for my topic. All of the sources provide a basic definition of
gene therapy that allows me to gain a broad idea of the process. Then most of the sources
go into specific processes and the different problems gene therapy faces. The format of
the sources is to introduce the topic of gene therapy, then to go into detail about the
ethical problems surrounding it, or to talk about new and upcoming procedures. The
sources I have so far are a book, four online journal articles, and two websites. I have an
interview lined up and a non-text source in mind.
35
The sources I have found so far are very valid. The book I have, Gene Therapy:
Treating Disease by Repairing Genes, is a non-fiction book written by Doctor Joseph
Panno and part of the New Biology series. The book is written about the topic of gene
therapy, and talks about the research conducted about the subject. There is no biased
opinion about the topic, the author only wrote the book about the ongoing research
conducted around gene therapy. In the back of the book is a bibliography that supports
all of its facts and statements. All of my sources contain a bibliography, allowing me to
check and research the information if I need to.
The four online journal articles are valid because well-qualified scientists in the
gene therapy field wrote them all. The articles were published in science and medical
journals, ensuring to me that the data was accurate and true. Two of the articles were
from the same medical journal, Southern Medical Journal, the one article from the
journal, “Gene Therapy: Human Germline Genetic Modifications- Assessing the
Scientific, Socioethical, and Religious Issues” offered an unbiased opinion about the
ethical decision
behind gene therapy. The article equally represented both sides of the issue without
giving their own opinion. The authors just wanted to inform the reader about the
problems facing gene therapy. The other article, “Gene Therapy: Science Fiction or
Reality?” offered information to the reader about the subject of gene therapy. The
authors did not include their own opinion on the topic, but only listed the various research
and developments that were going on.
36
The other two online journal articles, “Gene Therapy Research” and “The
Glimmering Promise of Gene Therapy”, strictly provided specific information about the
subject of gene therapy. They both discussed specific gene therapy trials and the future
gene therapy has in the medical field. “Gene Therapy Research” offered a discussion of
why gene therapy was both beneficial and dangerous. Both sides of the argument were
equally represented, allowing for no bias. “The Glimmering Promise of Gene Therapy”
also talked about the problems facing gene therapy and the future that this process could
offer.
The two websites I used are professional websites. The one website is the Food
and Drug Administration (FDA) and the other is the American Society of Gene Therapy.
The FDA website is a government funded website (.gov), while the other website is an
organization (.org). This means that these websites are not someone’s personal webpage.
They are serious websites that contain verified facts and information. The FDA website
offered the rules and regulations surrounding gene therapy, while the other website
defined what gene therapy is and what it does.
Gene therapy is an ongoing medical process that is always evolving. It faces
many problems, allowing for various solutions to be formed. The sources I found allow
me to view this research and understand the topic of gene therapy fully. I can now form
my own opinion on the subject and formulate my own solution. Gene therapy is a
complicated subject that will require an intricate solution, but in the end can save
countless lives.
37
Works Cited
38
Curiel, David T., and Qiana L. Matthews. “Gene Therapy: Human Germline Genetic
Modifications- Assessing the Scientific, Socioethical, and Religious Issues.”
Southern Medical Journal. Vol. 100. 2007. 98-100. MasterFILE Premier. EBSCO.
RVRHS Library. 16 Apr. 2007 <http://search.ebscohost.com/login.aspx?
direct=true&db=f5h&AN=23856911&site=ehost-live>.
Curiel, David T., and Meredith A. Preuss. “Gene Therapy: Science Fiction or Reality?”
Southern Medical Journal. Vol. 100. 2007. 101-04. MasterFILE Premier. EBSCO.
RVRHS Library. 16 Apr. 2007 <http://search.ebscohost.com/login.aspx?
direct=true&db=f5h&AN=23856912&site=ehost-live>.
“Gene Therapy Clinical Trials – Observing Subjects for Delayed Adverse Events.” U.S.
Food and Drug Administration. 28 Nov. 2006. 16 Apr. 2007
<http://www.fda.gov/default.htm>. Path: Industry; Guidance; Cellular/Gene
Therapy.
“Gene Therapy Research.” Issues & Controversies @ FACTS.com. RVRHS Library.
18 July 2005. Facts On File News Services. 16 Apr. 2007
<http://www.2facts.com/>.
Judson, Horace Freeland. “The Glimmering Promise of Gene Therapy.” Technology
Review. Vol. 109. 2006. 40-7. MasterFILE Premier. EBSCO. RVRHS Library.
16 Apr. 2007 <http://search.ebscohost.com/login.aspx?
direct=true&db=f5h&AN=23084823&site=ehost-live>.
Panno, Joseph. “Future Prospects.” Gene Therapy: Treating Disease by Repairing Genes.
The New Biology Set. New York: Facts On File Science Library, 2005. 56-70.
“What Is Gene Therapy?” American Society of Gene Therapy. 16 Apr. 2007
<http://www.asgt.org/>. Path: Site Map; Media; What Is Gene Therapy?
39
Guidelines for InterviewsChoose the interview subject carefully: seek someone who has useful information on,
professional or personal experience with, or insight about your topic. Find out what you
can about your interviewee ahead of time if possible. If your background information on
the interviewee is scant, ask him or her about education or relevant experience.
Call or write to request the interview. Let the person know your reason for wanting it—
provide a bit of detail about your research project. Request the amount of time you think
you will need, up to a half-hour; if you plan to tape the interview, ask permission or
inform the person when you set up the interview.
Confirm the interview date and time by mail or phone. Thank the person for agreeing to
speak to you at that day and hour; if the person has forgotten or there is a conflict, your
note or call will remind them. Show up on time, neatly dressed. (Students need not wear
business clothes, but, for most interviews, they should not wear jeans either.)
Plan your questions, and if interviewing is new to you, make a readable, organized list or
cue card for yourself. Limit your interview to the special areas of interest you need to
know about. Don’t ask the interviewee questions that you could easily find out on your
own. The purpose of the interview is to gain information you haven’t been able to find
elsewhere. Otherwise, why take up another person’s time? Try to find a good way to
break the ice. Do stray from your list of questions to follow up on points made by the
interviewee. Don’t let your interviewee get off topic, however; steer the person back to
your questions and away from irrelevancies.
Take notes even if you record the interview or it’s online in an email or instant chat. If
you do record, check to make sure that the recorder is taping during the interview.
Follow-up your interview with a thank you note.
Be sure to thank the person you interviewed for their time and information.
Afterwards, please follow up with a thank you note.
Please note: You must prepare 7-10 questions. Your interviewee must sign your
notes on the interview or the actual questions. If it is an email interview, please print
40
it out.
Name: ____________________________________ Date: ________________
Prospective Interview Candidates-
You will submit the names of two or more potential interview candidates. Provide their names, the information through which you will contact them, and an explanation as to why you believe their credentials make them a good candidate for this project.
Name:
Contact Information:
Credentials:
Name:
Contact Information:
Credentials:
41
Thesis StatementA thesis statement is a single declarative sentence that states the controlling idea of your
research paper. Your original solution guides your paper, and as such should be part of
your thesis. It identifies both your topic and your limited focus and suggests what the
body of your paper will cover. Usually, the thesis statement is either the first or last
sentence in an introductory paragraph of the final paper.
GUIDELINES
A thesis statement is a single declarative sentence. It should not be expressed as a
question. If you have phrased your limited topic as a research question, your
thesis statement provides a one-sentence answer to that question.
A thesis statement is a preview of what the paper is about. It states the topic and
the writer’s specific focus on the topic. (DO NOT begin with “The purpose of my
paper is…” or “In this paper, I will write about…”)
A thesis statement controls the paper’s content. Everything in the paper provides
support for the thesis statement.
A thesis statement may suggest, but not state, your conclusions. Save your
conclusions for the end of your paper.
A thesis statement should have a confident tone. Avoid using “hedge” words and
phrases, such as probably, might, I think, seems, apparently, it seems to me, etc.
42
Here are several examples of faulty thesis statements. Note how each has been
revised and improved.
Wordy and Tenative
It seems to me that probably one of the seriously
important decisions almost all teenagers face
today is deciding what jobs they might have
sometime in the future.
Vague
In this community crime is a problem that people
can work together to overcome.
States topic but does not limit focus
Dogs can be trained to help people.
Question
How can high school students start a radio
station?
Confident
The most important dilemma today’s teenagers
face is making informed career decisions:
choosing a type of work that will sustain them
and preparing adequately for their career.
Specific
Crime Watch, a community-based resident
patrol, is a practical, effective way for citizens of
all ages to cooperate in protecting themselves
and their community from crime.
States topic and limits focus
For thousands of disabled Americans, “service
dogs” improve the emotional, social, and
economic quality of life.
Statement
With as little as $500, high school students can
create and staff a “drive-by” radio station,
43
benefiting both the students and the school in significant ways.
OutlinesFor some, outlines are a great way to organize thoughts, for others they are a requirement that is generally skipped because their thoughts are not organized that way. For your final paper you will need to include an outline with your thesis statement at the top. Please remember- if you have an A, you must have a B. If you have a 1, you must have a 2, etc.Outline Ex:
Recent Changes at RV
I. Academic
A. Honor Policy
1. Honor Policy
a. Zero on classroom assignments
b. Tasks worth 10% of MP grade may be redone
i. resubmitted within 2 days
ii. worth a maximum of 50%
2. Discipline Consequences
a. Unauthorized access/use of staff and/or school policy
b. Prohibited activities for electronic communications
c. Taking property w/out owners’ permission
B. English Department Late Work Policy
1. Small/medium assignments
a. 50% off if made up in one day
b. Zero if left undone or completed after day
2. Major Papers/projects loss of 10% per day
II. Social Activities
A. Students in Good Standing
1. Attendance
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2. Discipline
3. Fines
B. Participation Eligibility
4. Homecoming dance5. Any class prom6. Any school sponsored trip
Senior Research Project Final Paper
20% of 2nd or 4th MQ Grade
You have identified a problem in your topic proposal. You have discussed exactly what this problem is and researched solutions others have designed. Now you will give detailed ideas of your own in your final paper.
Your first step is to complete a Roman numeral outline. This is not a step you can skip because it will be turned in with your final paper.
In no less than 6 full pages, but no more than 8 pages, you are to discuss the social issue you have researched over the semester. You need to include how this issue affects society and the personal connection you have to the topic.
Your final paper should reflect research from both the Proposal and Source papers, with any necessary revisions to form and content. Further, the final paper must include your original solution with no fewer than 3 concrete steps for implementation.
Use the following as a checklist to make sure you are using the required seven to ten sources for this paper:
Book (1-2)Online Journal (3-4 databases) SIRS, EBSCOhostWeb Site (1-2)
Personal Interview (1)Non-Text Source (1) TV show, Song, Video Game
The paper is 20% of your 2nd or 4th MQ grade. To do well, it should be flawless.
45
Putting your Final Paper TogetherEach part of the paper needs to be completed and typed in 12 pt Times New Roman font.
This project requires a lot of work on your part and will demonstrate how much you have
learned. The paper that you turn in should give you not only a sense of relief to have it
done, but a sense of pride to have it done well.
The order of the paper is as follows:
Part 1--Title Page
Part 2--Outline and Thesis Statement- The word Outline is centered at the top of the
page no bold, still 12 pt Times New Roman font. See page 37 for an example
Part 3--Body (a full 6-8 pages)- includes the introduction, body, and conclusion just like
an essay but longer and with documentation
Topic Paper (minus source reflection)
Source Paper (minus source reflection)
Original Solution (with 3 steps for implementation)
Last page --Works Cited- The words Works Cited centered at the top, again no bold and
in 12 pt Times New Roman font
Alphabetize the entries by author’s last name or first word in the entry
If the citation extends to a second line it should be indented (it’s the
opposite of a paragraph)
Remember periods at the end of each entry
Do NOT number the entries
Copy of interview per teacher request
46
Your Title Here
Your Name Here
Teacher
English IV
Date
47
With your computer still set on double-space, hit enter 6 times.
Center your title on the page, remember to capitalize important words.
Do not underline, bold, or change the type
Name______________________________________________________________________________ Senior Research Project Final Paper Evaluation
20% of the 2nd and 4th MQ GradeL e n g t h - 5 % = 5 p o i n t s
Minimum of 6 pages, but no more than 8F o r m a t - 1 0 % = 1 0 p o i n t s
Cover page in correct formatOutline page with thesis statement in correct formatStandard margins (no more than 1.25 on L and R sides), double spaced, 12 pt, Times New Roman fontCorrect Quote Format
M e c h a n i c s - 1 0 % = 1 0 p o i n t sCapitalization Spelling
Punctuation No Contractions
G r a m m a r - 1 0 % = 1 0 p o i n t sGrammar and Usage Sentence StructureParagraph Structure/Organization Sentence Variety
Documentation- 15%= 15 pointsQuality / Validity/Appropriateness of Sources
Parenthetical Documentation - correct format & used at all appropriate places
Works Cited page is in the correct format
Sources in Works Cited are referred to in paper and vice versa
Required Sources Book Personal InterviewOnline Journal Non-Text SourceWebsite
Body of Paper- 50%= 50 pointsSequential Structure of Paper (intro, body, conclusion)Adheres and supports valid thesis statement and focusCoherence/organized throughoutProvides evidence and warrant for claim (thesis)Includes at least two solutions that have been tried and explains why those solutions do not workAppropriate choice of quotationsAll material relates directly to the thesis statementReflects revision of earlier papers
S U B T O T A LSubmitted to www.turnitin.com on time & hard copy submitted to teacher on time
Days late -
T O T A L
COMMENTS:
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Turnitin.com User Information
My class ID is_____________________
My enrollment password is____________________
My user password is________________________
To create a user profile:1. Go to www.turnitin.com.2. Click create a user profile on the Turnitin homepage3. Follow the on-screen instructions. In order to create a profile you will need a class id and enrollment password. When you are done creating your profile, you will be logged in to your account. If you have created your own profile using the steps above, you can skip ahead to the section Submitting a Paper.
Logging In:To login to turnitin:1. Go to www.turnitin.com.2. At the top right, enter your email address and user password 3. Click Log In to open your Turnitin homepage.
Submitting a Paper:You will submit papers to your class from your class portfolio. To open your class portfolio, click a class name on your homepage. The class portfolio lists the assignments your instructor has created and your submissions to these assignments. If there are no assignments in your portfolio, your instructor has not yet created class assignments.Until your instructor creates an assignment, you will not be able to submit a paper.
You can submit a paper in two ways:• By file upload (used to submit a paper as a computer file; (submission are currently accepted in Microsoft Word, WordPerfect, RTF, PDF, PostScript, and HTML formats).• By cut and paste (used to submit a paper in a file format not accepted, by cutting and pasting the text into a text box)
To submit by file upload:1. Click the submit icon next to the desired assignment in your class portfolio 2. Select file upload from the submission pulldown menu.3. Enter a title for your submission and an ID (optional).4. Click the Browse button and locate the paper you want to submit.5. Click submit. On the following page you will be asked to confirm the text of your submission. If the text checks out, click yes, submit to finalize your submission. After submitting a paper, you will receive a digital receipt. From this screen you can proceed to your class portfolio to view the submission.
Viewing Your Submissions:After you submit a paper, it will appear in your class portfolio next to its assignment. Every paper you submit can be viewed online by clicking on its title in your portfolio. You can download a paper to your computer in file format by clicking on the file icon.
49
Senior Research Project Presentation
20% of 2nd or 4th Marking Quarter Grade
Your Senior Research Project is nearing an end. You have put in hours of
research and writing to form a complete paper that you will now present to your
classmates for review. This is your chance to show off what you believe is a true problem
in society and what you think should be done.
The presentation consists of three parts: oral, visual, and product. The oral section
(10%) is graded on how well you speak in front of your peers-- i.e. reading directly from
notes, not making eye contact, etc.
The visual (5%) is a PowerPoint presentation that must include your thesis
statement, the problem, solutions that have been tried and failed, and at least three steps
that should be taken to make your solution successful.
Finally, the product (5%) is a tangible reflection of your solution. This is
something you create and should demonstrate the time and creativity that you have put
into enacting your solution. If you choose to use a visual or audio product within your
presentation it should not be longer than one minute.
Possible of Products:
Play Newspaper Article
Song (rap or otherwise)
Letter to Congressman
TV/Radio Announcement
TV/Radio Advertisement
Print Advertisement
Billboard
Game
Brochure
Infomercial
Ad Campaign
Petition
Lesson Plan
Survey
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Commercial
Preface to a Book
Web Site
Outline for a new program
Your visuals will be due on _______. Everyone must turn in his or her visuals on this day. As with all other parts of the SRP, each day late is 10% off the final grade.
During your presentation, you are encouraged to use the non-text sources, like a video or audio clip, but keep in mind that you will not be allowed to go over one minute with the clip. You will be asked to stop after one minute, whether it adds to your presentation or not. Choose your clips carefully and wisely.
Any pictures and facts that are used in your presentation and product need to be documented just as your sources for text were. Often, just citing the web site or photographer is satisfactory. If you are not sure, check with the teacher.
YOUR FINAL PAPER MUST BE TURNED IN BEFORE YOU WILL BE ALLOWED TO PRESENT YOUR RESEARCH AND SOLUTIONS.YOU MUST PRESENT ON THE DAY YOU WERE GIVEN. THERE IS
NO TIME FOR MAKE-UPS. IF YOU ARE ABSENT FOR YOUR PRESENTATION, YOU FORFEIT THE TIME AND THE GRADE.
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Senior Research Project Presentation PowerPoint Guidelines
The final step of the SRP is to present your research. To help you do this you will use
Microsoft PowerPoint.
To begin, use your outline from your final paper to guide your presentation. There are
certain guidelines you will need to follow so that you will have a quality presentation.
You will need a minimum of 10 slides
Use at least 20 pt font
Slide 1- Title, including your name (do not use By: simply list your
name)
Slide 2- Thesis statement
The rest of your slides should follow the format of your paper which
logically would flow from problem to tried solutions to your solution
and include the product.
Use no more than 20 words per slide.
You may use transitions and sound effects but not to point that it
disrupts your audience. Professional is key.
You must dress professionally when you present this Powerpoint.
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These guidelines are an important part of your presentation because they will help you to
produces a quality demonstration of your work over the semester that everyone will be
able to see and understand. A part of your presentation grade is based on your ability to
follow these guidelines so make sure that you follow the directions. See your teacher to
observe the presentation rubrics.
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