CULMINATING SENIOR PROJECT MANUAL

Nooksack Valley High School 2005-2006

Table of Contents Principal’s Message Graduate Profile Culminating Senior Project Overview Culminating Senior Project Calendar Proposal and Project Fall Checklist Culminating Senior Project Introduction Project and Paper Topic Selection Parameters and Basic Expectations Sample Projects and Papers Proposal Yes Test Senior Project Proposal Senior Project Proposal – Bad Example Senior Project Proposal – Good Example Letter to Mentor, Template & Sample Culminating Senior Project Time Log Culminating Senior Project Time Log Example Choosing Your Mentor Important Dates Involving Mentors Community Mentor Verification Form Research Paper Sequential Checklist Research Requirements and Brainstorming for Ideas Research Paper Note Cards Your Research Paper Senior Project Research Paper Organization, Mechanics, Outline Citing and Documenting Sources Works Cited Page Senior Project Notebook Checklist Item #1 – Letter of Introduction Item #2 – Writing a Resume for Readers and Scanners Chronological Resume Example Skills-Based Resume Example Item #3 – Proposal Item #4 – Proof of Process Item #5 – Project Time Log Item #6 & 7 – Performance Evaluation and Letter of Recommendation Item #8 – Draft Research Paper Item #9 – Final Research Paper Senior Project Presentation Checklist Presentation Overview Presentation Details to Remember The Senior Project Presentation Structure Culminating Senior Project – Presentation Evaluation Acknowledgements

1 2 3 4-6 7 8 9 10-11 12 13 14-16 17-19 20-22 23-24 25 26 27 28 29 30 31 32 33 34-37 38-40 41-45 46 47-48 49-50 51 52 53 53 53 53, 54, 55 53 53 56 57 58 59-62 63-64 65

Senior Project

Principal’s Message Dear Senior: Welcome to your senior year! The Culminating Senior Project you choose has the potential to yield a number of benefits for you. Our project requirements are designed to: • give you the opportunity to explore a career pathway in depth • practice and reaffirm important skills of researching, writing, speaking, and creating • learn from people and resources in your community • encourage independent problem-solving and achievement • provide a focus and major goal for your senior year I hope you have chosen a topic about which you feel passionate. The Culminating Senior Project requires a lot of time and energy, and will be a better process when you care about what you are doing. Your Culminating Senior Project is based in your Civics and English classes. For NVHS students, project work will comprise a portion of the course grades. Running Start students will complete the project outside of class, receiving support through regular contact with NVHS staff. Sue Ann Heutink, Culminating Senior Project Coordinator, is available in the Nooksack Valley High School counseling office for direction, support, and any questions. She may also be reached at: phone, 360-988-2641; fax, 360-988-7058; or email, [email protected] . On the following pages you will find all of the information and requirements to complete your project. Please read it carefully to ensure that you completely understand all requirements. This project is tied to the Nooksack Valley School District Graduate Profile found on the following page. It describes the attributes we would like you to have as you leave NVHS. Completing this project will enable you to meet the attributes of a well educated high school graduate. Please give your project and paper serious thought and consideration. This will become a major portion of your life over the next eight months and the benefits can last a lifetime. The most common theme we hear from students who struggled with their projects is that they didn’t put enough thought into the topic or they chose what looked easy instead of a meaningful topic they really cared about. Although your project may seem overwhelming at some points, if you meet deadlines, give it your best effort, enjoy the process, and risk a little, you will GRADUATE FROM NOOKSACK VALLEY HIGH SCHOOL, knowing that you have accomplished something important. Sincerely, Robert W. Prosch, Principal

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Nooksack Valley School District Graduate Profile When students leave the Nooksack Valley School District they will be able to demonstrate the following attributes:

Graduates from Nooksack Valley schools are educated citizens. They can: • read with comprehension • write with skill • communicate freely and responsibly • use information technology skillfully and responsibly • demonstrate skills for learning and mastery of content in the arts, geography, mathematics, civics, and history (world awareness/diversity and civic duty), health and fitness, social sciences, physical and life sciences (environmental awareness), and vocational arts (know vocational strengths and weaknesses) • use research skills

Graduates from Nooksack Valley schools are productive citizens. They can: • think analytically and creatively • solve problems and make well-informed decisions in their personal, work, and community lives (life skills, time management, and organizational skills) • apply their knowledge and their learning skills to new situations • work in a team • continuously learn

Graduates from Nooksack Valley schools are responsible citizens. They: • understand their rights and responsibilities • are tolerant of others • are responsible • are respectful of others and self • persevere • have a positive self esteem • are confident • are adaptable • have a strong work ethic • self evaluate

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Senior Project

Culminating Senior Project Overview The Culminating Senior Project at Nooksack Valley High School seeks to build a bridge for students between educational skills and their relevancy in the real world. The three phases of Culminating Senior Project include a 20 hour investment in a project of choice, an eight to ten page research paper on a related topic, and a 10-15 minute presentation before a panel of staff and community judges to synthesize and summarize the experience. Students must pass all three phases of the project within the prescribed time line in order to graduate.

Project Students are required to spend a minimum of 20 hours outside of school on a project of their choice. It is expected that the projects will take students beyond their present skills and activities. To be accepted, students’ projects must incorporate two of the following criteria: • Academic – project involves formal instruction from a professional in the field outside of Nooksack Valley High School. • Community Service – project provides viable service to the community. • Career – project involves potential future employment. • Personal Growth – project represents a unique personal challenge. Each student needs to identify a person in the community who has expertise in his/her chosen project area. The student initiates and establishes a relationship in which the two work together closely. The community mentor is asked to: • Guide, encourage, and direct the student within the boundaries of the particular project and area of endeavor; • Verify the time the student spends on the project (minimum of 20 hours) by signing the Project Time Log; and • Write a letter of recommendation for the student based on the quality of work, interest, and involvement in the project.

Paper Each student is required to write an eight to ten page research paper. The student selects his/her own paper topic, but there must be a clear relationship between the paper and the project. Instruction for the writing process takes place in the English classroom. Evaluation of the papers involves the Nooksack Valley High School staff. The student is responsible for revising the paper as many times as necessary until he/she has successfully met all the requirements.

Presentation The final phase of Senior Project is the presentation. Each student is required to give a 10-15 minute speech before a panel of staff and community judges. The speech, using visual support, describes both the paper and project. At the conclusion of the speech, students respond to questions from the presentation panel. Each student is required to give a practice speech before he/she is eligible to present.

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Senior Project

Culminating Senior Project 2005-2006 Student Calendar (Updated as of June 2005. Please check back periodically for further updates.)

Date(s)

Experience

First week of school September 2004

Review of Culminating Senior Project – in English class Running Start student mtg. – Tentatively Sept. 9, time TBD.

September 15/16

Agreement to Participate (Off-Campus Forms) Due, if not already turned in

September 15/16

Revised Proposal due – in English class R. Start rev. proposals due to Mrs. Heutink by 3 pm, Sept. 16.

September 22/23

Signed Letter to mentors due – in English class R. Start letter to mentors due to Mrs. Heutink by 3 pm, Sept.23

September 29/30

Letter to mentor and all mentor forms must be delivered by students (if not done last spring) – applies to all students, including Running Start. Note: Students may request NVHS to mail letter and forms to mentors.

Week of Oct. 10-14

Fall mentor meeting – Mrs. Heutink will determine specific date.

October 13/14

Completed Mentor Forms due – and delivered to NVHS Applies to all students

Once proposal has been approved, all mentor forms and off-campus forms are completed and turned in, project may begin. Students not meeting these requirements will be contacted by Mrs. Heutink. Applies to all students. October 20/21

Contact by Mrs. Heutink with all students not meeting requirements to date. Running Start students included.

October 20/21

Review of project & notebook requirements – in Civics Running Start students should review project checklist

November 7/8

Research for research paper begins – in English class Running Start students begin on own time, using manual for reference. See Mrs. Heutink if you have questions.

December 1/2

Note cards due – in English class Running Start students have note card check–off by Mrs. Heutink by 3 pm, Dec. 2

December 8/9

Outline due – in English class Running Start students: Send outline to Mrs. Heutink by 3 pm, Dec. 9 Nooksack Valley High School

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Senior Project

Culminating Senior Project 2005-2006 Student Calendar (continued) December 8/9

Project progress check #1 – in Civics class Running Start students: Check #1 due to Mrs. Heutink by 3 pm Dec. 9th. Also, please email or call Mrs. Heutink between now and Jan.7th to review progress.

January 5/6

Paper draft #1 due – in English class Running Start students drop off, email, mail or fax first draft of research paper to Mrs. Heutink by 3 pm, January 6.

January 24-27

All seniors: If your mentor hasn’t been able to complete paperwork or have time to help you with your project, it’s time to find a new mentor. See Mrs. Heutink for assistance, if needed. Also: Running Start students that are behind are required to meet with Mrs. Heutink at NVHS to review progress.

February 9/10

Paper draft two due – in English class Running Start students: Second draft due to Mrs. Heutink by 3 pm, Feb.10th (or earlier).

February 9/10

Project progress check #2 – in Civics class Running Start students: Progress check #2 due to Mrs. Heutink by 3 pm. Feb. 10.

February 15

Staff review of research papers (draft #2)

March 13/14

Final draft of paper due – in English class Running Start students - final draft due to Mrs. Heutink by 3 pm, March 14 (or earlier).

March 13/14

Project progress check #3 – in Civics class Running Start students: progress check #3 due to Mrs. Heutink by 3 pm. March 14; also begin to put notebook together, using manual as reference

March 27-31

Prep for presentation begins – in Civics class AV equipment requests due to Mrs. Heutink by March 28. Running Start students begin on own. Contact Mrs. Heutink for assistance if desired.

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Culminating Senior Project 2005-2006 Student Calendar (continued) April 3-7

Practice presentations – in Civics class 1) Running Start students may schedule an appointment for practice presentation and notebook help during the week of April 3-7. Contact Mrs. Heutink for appt. Notebooks must be completed by 3 pm, April 21st. 2) First practice presentation session is optional but strongly encouraged.

April 20/21

1) Project must be completed by/before April 20. 2) Notebooks due (checklist completed) – in Civics class 3) Final equipment requests/changes for final presentations due to Mrs. Heutink by 3 pm, April 21. Running Start student projects completed, notebook due, and final equipment requests due to NVHS by 3 pm, April 21.

****Note to all Students: you will not be scheduled for presentations if your notebook, which verifies all parts of your Senior Project, does not meet quality standards and/or is not 100 % complete and turned in by this date. If late, you will be required to appear before the NVHS Appeals Board and may not be allowed to participate in graduation ceremonies. April 17-20

Mandatory Practice presentations – details to be announced. Running Start students must contact Mrs. Heutink to schedule a time for presentation practice. If a student doesn’t receive passing score, they will need to reschedule.

May 9-11

Senior presentations – All students will be assigned a date and time. Do not schedule any other obligations on these days/evenings. We are unable to schedule around your work schedule, etc.

May 15-19

YEA!!! Final Assignments: Thank you letters to mentor and panel members – in Civics class. Running Start students complete thank you letters by May 19.

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Senior Project

Proposal and Project Fall Checklist

Responsibility

Due Dates

Revised Proposal due (if needed) Thursday/Friday, September 15/16, 2005 Off-Campus forms due (if not already turned in)

Letter to Mentor – Due to English Thursday/Friday, September 22/23, 2005 teacher (if not already done)

Letter to Mentor – Delivery Deadline

Mentor Verification Form & Nooksack Valley School District Volunteer Forms

Friday, September 23, 2005

Thursday/Friday, October 13/14, 2005

completed & delivered to NV

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Senior Project

Culminating Senior Project Introduction CHOICE . . . PROJECT! Question Yourself! Your project must go beyond your present skills and activities and fulfill two of the four project selection criteria. Changed projects and/or papers must be approved by a panel of NVHS staff members. Your project needs to demonstrate self-initiative and active involvement.

CHOICE . . . COMMUNITY MENTOR! Introduce Yourself! Use your mentor for advice and assistance. They know things you don’t know! Your mentor may be able to help you save time, effort, and frustration. Your community mentor will verify the time you spend on you project (minimum of 20 hours) by signing your Project Time Log. However, you can’t do your project without their input and/or assistance and expect them to sign your time log. Your community mentor will complete an evaluation of your work.

CHOICE . . . RESEARCH PAPER! Challenge Yourself! Your paper must show a definite link to your project. You must clarify how the paper and the project are related in your proposal and in your presentation. Your second draft and final copy will become a part of your project notebook.

CHOICE . . . PRESENTATION! Express Yourself! Your presentation will allow you to summarize your paper and project in a 1015 minute speech. You must utilize a visual aid that enhances the presentation.

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Senior Project

Culminating Senior Project Topic Selection Your project and paper selection for Culminating Senior Project deserve a great deal of contemplation and discussion. It has been our experience that people who take great care in their decisions enjoy Culminating Senior Project immensely; on the other hand, those who make casual decisions and fail to challenge themselves tend to worry the most and reap fewer rewards. 1. Dare to Dream! Rather than making quick decisions regarding your topic, make a list of the exciting possibilities. Seek advice and input from your parents, family members, and friends. 2. Work within the Nooksack Valley School District Guidelines! Be aware of restrictions and basic expectations (see following pages). 3. Don’t get discouraged! Seek out faculty members and other interested adults to connect you with potential community mentors and resources. 4. After approval of your proposal, give careful thought to your choice of a mentor! Your mentor will be your most valuable resource and the quality of your project will be directly affected by the choice of your mentor. (See page 24 for information on choosing mentors.) 5. Above all, don’t give up on your dream! If you truly want to try something, there is a resource or organization willing to dream with you. Some students give up on ideas after a few rejections. Your Senior Project Coordinator will be glad to help you find the perfect project and community mentor!

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Senior Project

Project Parameters and Basic Expectations Appropriateness of projects: Parameters for the selection of project topics have been established with your safety, NVHS, and district policies in mind. All project topics, including those which may focus on controversial issues, must meet the standards of Nooksack Valley High School and the Nooksack Valley School District. All proposals will be reviewed for appropriateness. If you think your desired topic might be considered questionable, it needs to be submitted to Mrs. Heutink and Mr. Prosch before you proceed.

Projects That Are Not Allowed •

• • • • • •

No on-the-water or underwater projects (boating, sailing, water skiing, fishing, white water rafting, jet skiing, scuba diving, etc.) No above ground projects (flying, sky diving, bungee jumping, hang gliding, hot air balloons, etc.) No mountain climbing No rollerblading/skateboarding No skiing or snowboarding No motorized races or contests (auto racing, demolition contests, motorcycle and go-cart races, tractor pulls, stunting, etc.) No weapon or the making of weapons

Fund Raising: Any senior project which includes fundraising efforts must be approved by the principal.

Projects Involving Learning a New Skill: If you are considering doing a project which involves skill development -- eg., photography, learning a musical instrument, learning a sport, etc.--you must either take organized classes (classes at NVHS may not be used for projects) or learn from an expert on a regular basis. You also must have some sort of outcome/demonstration of your skills, which does not include your presentation. Examples might be a recital, a finished videotape demonstrating all skills learned and perfected, a videotaped test, a series of finished photographs that are framed (for photography), etc.

Starting a Club: If you are planning on starting a club, you must have an advisor from NVHS. The club may not be immediately approved by the ASB for funds.

Using Nooksack Valley School District Facilities & Supplies: If you are doing a project that involves the use of a Nooksack Valley School District building, including the PAC, fields, etc., you must have a Nooksack Valley staff person as a mentor who will commit to attending your event(s) to supervise. No school paper is to be used for the project and phone calls for senior project are expected to be made from your home phone.

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Senior Project

Partner Projects If you want to work with a partner, you must show a clear division of project duties in your proposal. Don’t say, “We will both work on it.” Research topics must be separate and presentations will be separate.

Project Hours and Time Log A minimum of 20 hours hands-on time must be spent on your project and verified by your parent/guardian and mentor. These hours are in addition to your research. Use the Project Time Log included in this manual to document your hours. Most students will spend more than 20 hours on their project. Don’t just do the minimum… spend whatever time it takes to do a quality project.

Examples of Project Evidence or Proof of Progress Acceptable evidence shows dated proof of sequential steps toward project completion. • A comprehensive series of pictures, slides, or video of you working on the project. Video as evidence could be raw footage and does not need to be edited but needs to be appropriate. • Audio tapes (for language learning or musical instrument practice) • Samples of materials or fabric • Drawings • Pictures • Plans/lesson plans • Designs • Rough drafts • Journal writings • Multiple receipts for materials • Other appropriate examples

Honesty Policy Honesty and integrity are important characteristics of an upstanding citizen. Dishonesty or plagiarism on any part of the Culminating Senior Project will result in not being allowed to take part in commencement exercises and possibly not graduate at all.

Outstanding Senior Project Awards At the conclusion of panel presentations, one or more individuals may be honored with Outstanding Senior Project awards at the end of the school year. In order to be considered for one of these awards, a student’s project must meet the following criteria: • Exceed the standards required for the project • Excellent depth of research • Challenging project for individual student • Meaningful application of research to project • Outstanding presentation • Top quality, relevant research paper • All assignments turned in on time Nooksack Valley High School

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Senior Project

Sample Projects and Papers Pathway

Topic

Research Paper Thesis Product

Arts/Communication

Foreign Language Interpreter

Police forces with interpreters on staff have better community relations

Arts/Communication

Literary Magazine

Business & Marketing

Advertising

Students’ skills improve when they write for publication, not just for a class Newspaper advertising must learn from TV to be effective

Business & Marketing

Business Plan

Undercapitalization is the biggest factor in most small business failures

Science, Agriculture & Environmental Resources Science, Agriculture & Environmental Resources

Greenhouse

Greenhouse production can extend season for Northwest market growers Habitat is the critical element in a salmon run’s survival

Industrial Technology and Engineering

Wood Splitting

Industrial Technology and Engineering Health/Education/ Human Services

Architecture

Health/Education/ Human Services

Aerobics

Stream Restoration

Early Childhood Education

Hydraulic technology is the most efficient method to split wood quickly and cleanly Innovative uses of recycled wood products Brain research indicates young children should not watch TV

Elderly people can live longer and improve their quality of life through regular aerobic exercise

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English/Spanish phrasebook for common law enforcement situations, designed in consultation with the Everson Police Department. Produce a high school literary magazine Series of advertisements designed for local businesses to reach a teen audience Business and financial plan for a business you intend to start after high school Design and build a selfventilating greenhouse Demonstrate your learning by improving the salmon habitat on a section of stream Design and build a hydraulic wood splitter Design for vacation cabin Create packet of lowcost family alternative to watching TV. Present to families at an elementary school parent night. Design and lead a lowimpact aerobics class at a senior center

Senior Project

Proposal Yes Test Formatting Requirements: ______ 1. ______ 2. ______ 3.

Format Used: Template from website Typed answers are in blocked, single-spaced paragraphs, double-spaced between paragraphs Font Type: Times New Roman – 12 point

Content Requirements: ______ 1. ______ 2.

______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______

3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Clear plan of accomplishment Project must incorporate two of the following criteria: • Academic • Community Service • Personal Growth • Career Clear end product Major steps in reaching goals are clear and attainable Cost estimate included Three specific and relevant research topic areas identified Career Pathway identified Relationship to student’s future identified Project represents a challenge for this student Three proofs of progress identified Three evaluation criteria for student’s project are listed Identifies assistance required from mentor Required signatures from parent/guardian and student are included

Note: No proposal will be accepted or reviewed until it meets all the Yes Test requirements.

Please attach this page to your proposal.

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Senior Project Proposal Student Name_____________________________Partner______________________________ Civics Teacher ________________________________________Period___________________ English Teacher_______________________________________Period___________________ Before you start, identify 2 of the 4 criteria below that will be fulfilled by your project. • Criterion #1: Academic – project involves formal instruction from a professional in the field outside of Nooksack Valley High School • Criterion #2: Service – project provides viable service to the community • Criterion #3: Personal Growth – project represents a unique personal challenge • Criterion #4: Career – project involves potential future employment 1. I am going to accomplish the following for my Senior Project: 2. My project will use the following two criteria from the list above: ___________________ and ___________________________. I intend to satisfy these two criteria by __________ ___________________________________________________________________________ ___________________________________________________________________________ 3. My end product for this project will be: • • 4. Major steps for reaching this goal are (list at least 5 major steps, in order): • • • • • Note: Each person in a partner project must be responsible for different steps taken to reach overall goal. 5. I estimate the cost of this project to be ________________________. 6. A minimum of three specific and relevant topic areas I will research for my project and/or paper are: • • • Note: partner projects must involve different research topics. 7. The Career Pathway that this project involves is: ________________________________ Nooksack Valley High School

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Senior Project 8. This project relates to my future in the following way(s): __________________________

9. Write a paragraph describing why you chose this project. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 10. This project will challenge me in at least the following three ways: • • • 11. Three types of evidence or proof of my progress, excluding my final product will be: • • • 12. My product will be evaluated in at least the following three ways: • • • 13. Two types of assistance I will require from my mentor are: • •

Parent/Student Informed Consent and Commitment Section:

As parent(s)/guardian(s) and student, we are aware the Nooksack Valley School District requires that all three phases of the project: research paper, project, and presentation must be passed in order to graduate from Nooksack Valley High School. We understand that if the project is a product, it must be physically present at school as a part of the presentation. If too large to physically take to school, the project will be subject to other methods of verification. If the project is a service or an activity, it must be documented by photos or a video which will be a part of the presentation, showing the student doing the activities. We fully understand that this project selection decision is made independently of the staff and administration of the high school, but is subject to school approval. This project selection and approval is student and parent centered. We therefore assume all responsibility for any risks and costs which might be inherent in the project chosen. _________________________________ (Student’s full name) has my/our consent and authorization to participate in ____________________________________________ as part of the student’s senior project. My/our student will participate in activities which include_______________________________ ____________________________________________________________________________________. Nooksack Valley High School

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Senior Project I/we realize that the Nooksack Valley School District will not have staff present during the time that our student is participating in senior project activities. I/we assume full responsibility of supervising our child for all activities involved in their senior project. I/we understand that the educational purpose of the senior project is to help students to organize and conduct a project, carry out and document research, and learn to present to a panel of adults in an organized and professional manner that is up to standards required in the business world. I/we understand that grades for any part of senior project may be connected to assignments in Civics and English. Students may receive credit for completion and submission of forms, written reports and presentations detailing their experiences. Students not enrolled in senior English or Civics classes will not receive any grades but are required to meet the same minimum standards of accomplishment for any and all parts of the senior project as students enrolled in NVHS English and Civics classes. The district is not sponsoring the activities and will not be responsible or liable for any activities the students choose for the senior project. Further, we as parent/guardian and student understand that faking or plagiarizing the paper or project will lead to failure of Culminating Senior Project, resulting in possible failure to graduate as well as loss of assignment grades in corresponding English and Civics classes. I/We are fully aware of the special dangers and risk inherent in the activities my student has chosen to participate in for this project, including any and all physical injuries, death, or other consequences that may arise or result directly or indirectly from the activities. Being fully informed and aware of the risks associated with these activities, I/we hereby give my/our consent for the above named student to participate in the activities described. Additionally, I/we assume all risk of injury or liability and waive any right of recovery from or to bring suit against the Nooksack Valley School District for any personal injury, death, or other consequences arising out of participation in the activities, except for the sole negligence of the District. Parent/Guardian Signature_____________________________________Date______________________ (Parent of legal guardian signature reflects their knowledge and approval of the activities described) Student Signature____________________________________________Date______________________

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Senior Project Proposal One - Bad Example Student Name_____________________________Partner______________________________ Civics Teacher ________________________________________Period___________________ English Teacher_______________________________________Period___________________ Before you start, identify 2 of the 4 criteria below that will be fulfilled by your project. • Criterion #1: Academic – project involves formal instruction from a professional in the field outside of Nooksack Valley High School • Criterion #2: Service – project provides viable service to the community • Criterion #3: Personal Growth – project represents a unique personal challenge • Criterion #4: Career – project involves potential future employment 1. I am going to accomplish the following for my Senior Project: For my senior project I’m going to fix up my car. It’s got a lot wrong with it and I’d like to sell it so I can get something better. Some people collect old Chevy Novas, so I have a chance at getting a good price. 2. My project will use the following two criteria from the list above: Academic and Career. I intend to satisfy these two criteria by learning new information about fixing cars and I may do this for a living. 3. My end product for this project will be: • The car, looking good. • I will take pictures and keep a diary of what I did. 4. Major steps for reaching this goal are (list at least 5 major steps, in order): • Make some money so I can afford to fix the car. • Figure out what I can afford to do with it. • Find a garage somewhere so I don’t have to work outside. • Figure out what tools I need. • Do the work in a timely manner. • Get everything done in time for presentations. Note: Each person in a partner project must be responsible for different steps taken to reach overall goal. 5. I estimate the cost of this project to be $500.00 because I can get some stuff free. 6. A minimum of three specific and relevant topic areas I will research for my project and/or paper are: • Prices for parts • Prices people pay for fixed up Novas • How to do a timing check • Body work Note: partner projects must involve different research topics. 7. The Career Pathway that this project involves is: Industry, Technology, and Engineering

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Senior Project

Senior Project Proposal One - Bad Example (Continued) 8. This project relates to my future in the following way(s): My senior project will help me graduate so I can have a good life. 9. Write a paragraph describing why you chose this project. I picked this project because if I have to do a culminating project I at least should have a chance to make some money off of it. I’m not that into working on cars, but it’s worth it if I can make some money off the deal. Also, it will be a great chance to work with my uncle; he’s someone I really admire a lot. 10. This project will challenge me in at least the following three ways: • Making enough money • Getting it done on time • Figuring out how to do the work 11. Three types of evidence or proof of my progress, excluding my final product will be: • Types of evidence or proof of progress • A list of what I did and what I bought • Pictures • The fixed up car 12. My product will be evaluated in at least the following three ways: • How good the car looks • How hard I worked • See how much I sell my car for 13. Two types of assistance I will require from my mentor are: • Keeping me on track • Answering my questions

Parent/Student Informed Consent and Commitment Section:

As parent(s)/guardian(s) and student, we are aware the Nooksack Valley School District requires that all three phases of the project: research paper, project, and presentation must be passed in order to graduate from Nooksack Valley High School. We understand that if the project is a product, it must be physically present at school as a part of the presentation. If too large to physically take to school, the project will be subject to other methods of verification. If the project is a service or an activity, it must be documented by photos or a video which will be a part of the presentation, showing the student doing the activities. We fully understand that this project selection decision is made independently of the staff and administration of the high school, but is subject to school approval. This project selection and approval is student and parent centered. We therefore assume all responsibility for any risks and costs which might be inherent in the project chosen. _________________________________ (Student’s full name) has my/our consent and authorization to participate in ____________________________________________ as part of the student’s senior project. My/our student will participate in activities which include_______________________________

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Senior Project ____________________________________________________________________________________. I/we realize that the Nooksack Valley School District will not have staff present during the time that our student is participating in senior project activities. I/we assume full responsibility of supervising our child for all activities involved in their senior project. I/we understand that the educational purpose of the senior project is to help students to organize and conduct a project, carry out and document research, and learn to present to a panel of adults in an organized and professional manner that is up to standards required in the business world. I/we understand that grades for any part of senior project may be connected to assignments in Civics and English. Students may receive credit for completion and submission of forms, written reports and presentations detailing their experiences. Students not enrolled in senior English or Civics classes will not receive any grades but are required to meet the same minimum standards of accomplishment for any and all parts of the senior project as students enrolled in NVHS English and Civics classes. The district is not sponsoring the activities and will not be responsible or liable for any activities the students choose for the senior project. Further, we as parent/guardian and student understand that faking or plagiarizing the paper or project will lead to failure of Culminating Senior Project, resulting in possible failure to graduate as well as loss of assignment grades in corresponding English and Civics classes. I/We are fully aware of the special dangers and risk inherent in the activities my student has chosen to participate in for this project, including any and all physical injuries, death, or other consequences that may arise or result directly or indirectly from the activities. Being fully informed and aware of the risks associated with these activities, I/we hereby give my/our consent for the above named student to participate in the activities described. Additionally, I/we assume all risk of injury or liability and waive any right of recovery from or to bring suit against the Nooksack Valley School District for any personal injury, death, or other consequences arising out of participation in the activities, except for the sole negligence of the District. Parent/Guardian Signature_____________________________________Date______________________ (Parent of legal guardian signature reflects their knowledge and approval of the activities described) Student Signature____________________________________________Date______________________

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Senior Project Proposal Two - Good Example Student Name_____________________________Partner______________________________ Civics Teacher ________________________________________Period___________________ English Teacher_______________________________________Period___________________ Before you start, identify 2 of the 4 criteria below that will be fulfilled by your project. • Criterion #1: Academic – project involves formal instruction from a professional in the field outside of Nooksack Valley High School • Criterion #2: Service – project provides viable service to the community • Criterion #3: Personal Growth – project represents a unique personal challenge • Criterion #4: Career – project involves potential future employment 1. I am going to accomplish the following for my Senior Project: I plan to restore the body, replace the upholstery, and install a CD player in my 1976 Chevy Nova. 2. My project will use the following two criteria from the list above: Personal Growth and Career. I intend to satisfy these two criteria by challenging myself to do an entirely new type of work on cars. I have worked on engines before, but never on body or upholstery. I am considering a career in auto restoration, which would combine my interests in cars and in art. 3. My end product for this project will be: • The car, restored to its original quality interior and exterior, • Sound technology that was not available at the time the car was produced. 4. Major steps for reaching this goal are (list at least 5 major steps, in order): • Learn techniques for body work, painting and upholstery • Do body work and painting • Order upholstery supplies • Do upholstery • Install radio/CD player Note: Each person in a partner project must be responsible for different steps taken to reach overall goal. 5. I estimate the cost of this project to be $1500.00. 6. A minimum of three specific and relevant topic areas I will research for my project and/or paper are: • Original colors and upholstery styles for Novas • Research do-it-yourself autobody and painting supplies and techniques • Learn more about Novas and the reasons they are no longer made Note: partner projects must involve different research topics. 7. The Career Pathway that this project involves is: Industry, Technology, and Engineering Nooksack Valley High School

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Senior Project Proposal Two - Good Example (Continued) 8. This project relates to my future in the following way(s): It will help me decide whether or not to pursue a career in auto restoration. 9. Write a paragraph describing why you chose this project. I’ve always liked working on cars, but I no longer think I want to be a mechanic as a career. I want something more creative, so I am thinking of going into auto restoration. I expect to learn as I do this project whether I want to make my living in the automotive field or whether I would rather work on cars for my own enjoyment. 10. This project will challenge me in at least the following three ways: • Budgeting time and money • Learning the techniques of upholstery. I feel confident I can do the patching and painting, but installing upholstery is bound to test my patience. • Learning the most cost-effective way to install a CD player in a car that was not originally designed for one. 11. Three types of evidence or proof of my progress, excluding my final product will be: • My research notebook documenting upholstery techniques • My materials lists and budget record • Photos of me working on the car 12. My product will be evaluated in at least the following three ways: • How close I came to meeting my original budget estimates. • The quality of the upholstery as evaluated by my mentor • The increase in value of the car as a result of my work 13. Two types of assistance I will require from my mentor are: • Demonstration of autobody bonding and filling • Advice on time management: how long will each step take?

Parent/Student Informed Consent and Commitment Section:

As parent(s)/guardian(s) and student, we are aware the Nooksack Valley School District requires that all three phases of the project: research paper, project, and presentation must be passed in order to graduate from Nooksack Valley High School. We understand that if the project is a product, it must be physically present at school as a part of the presentation. If too large to physically take to school, the project will be subject to other methods of verification. If the project is a service or an activity, it must be documented by photos or a video which will be a part of the presentation, showing the student doing the activities. We fully understand that this project selection decision is made independently of the staff and administration of the high school, but is subject to school approval. This project selection and approval is student and parent centered. We therefore assume all responsibility for any risks and costs which might be inherent in the project chosen. _________________________________ (Student’s full name) has my/our consent and authorization to participate in ____________________________________________ as part of the student’s senior project. My/our student will participate in activities which include_______________________________ ____________________________________________________________________________________.

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Senior Project I/we realize that the Nooksack Valley School District will not have staff present during the time that our student is participating in senior project activities. I/we assume full responsibility of supervising our child for all activities involved in their senior project. I/we understand that the educational purpose of the senior project is to help students to organize and conduct a project, carry out and document research, and learn to present to a panel of adults in an organized and professional manner that is up to standards required in the business world. I/we understand that grades for any part of senior project may be connected to assignments in Civics and English. Students may receive credit for completion and submission of forms, written reports and presentations detailing their experiences. Students not enrolled in senior English or Civics classes will not receive any grades but are required to meet the same minimum standards of accomplishment for any and all parts of the senior project as students enrolled in NVHS English and Civics classes. The district is not sponsoring the activities and will not be responsible or liable for any activities the students choose for the senior project. Further, we as parent/guardian and student understand that faking or plagiarizing the paper or project will lead to failure of Culminating Senior Project, resulting in possible failure to graduate as well as loss of assignment grades in corresponding English and Civics classes. I/We are fully aware of the special dangers and risk inherent in the activities my student has chosen to participate in for this project, including any and all physical injuries, death, or other consequences that may arise or result directly or indirectly from the activities. Being fully informed and aware of the risks associated with these activities, I/we hereby give my/our consent for the above named student to participate in the activities described. Additionally, I/we assume all risk of injury or liability and waive any right of recovery from or to bring suit against the Nooksack Valley School District for any personal injury, death, or other consequences arising out of participation in the activities, except for the sole negligence of the District. Parent/Guardian Signature_____________________________________Date______________________ (Parent of legal guardian signature reflects their knowledge and approval of the activities described) Student Signature____________________________________________Date______________________

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Senior Project

Template of Letter to Mentor

May 11, 2005 (Date)

Mr./Ms. Mentor’s Name 111 Street City, WA 98--Dear Mr./Ms. Last Name: Paragraph 1: Introduce yourself and your project briefly. (Enter twice) Paragraph 2: Request for them to be your mentor and describe what you need from a mentor. Paragraph 3: Explain volunteer forms that are attached, including copy of approved proposal Paragraph 4: Explain mentor responsibilities Paragraph 5: Honesty Statement Paragraph 6: Give deadlines and thank you Sincerely, (Enter 4 times for signature)

Your Name Nooksack Valley High School 3326 East Badger Road Everson, WA 98247

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Sample Letter to Mentor (use standard size 12 font) May 11, 2005

Mr. James McGill Humongous Industries 3345 Life Street Bellingham, WA 98225 Dear Mr. McGill: I am Joan Graduate from Nooksack Valley High School. First I would like to thank you for speaking to me on Tuesday, May 10, 2005. As you may remember, I am going to redecorate my brother’s room as part of my senior culminating project. This project will present me with challenges. In particular, I will need help with determining the sequence of tasks, budgeting my time and money, and choosing an effective color scheme. Your experience as an interior designer will be tremendously helpful to me. Therefore, I would appreciate your mentoring me in this project. Please find the attached mentoring forms, deadlines and requirements, and a copy of my approved project proposal. Briefly, we will need to meet at least twice and you will have to fill out a Mentor Verification form and Nooksack Valley volunteer application. These forms must be delivered in person to the high school. There will be a short meeting for all mentors on ______ (fill in date) at 7:00 p.m. in room 102 of the high school. You may bring your forms in at that time. If you are unable to attend the meeting, please drop the forms off at the high school or district office at your convenience between the hours of 7:30 a.m. to 4:00 p.m. Briefly, as we work together, I will need your advice on my project, we will need to meet at least twice for project verification, and you will need to sign off on the progress of my project. Upon completion of my project, I will need a letter of recommendation from you. I am committed to doing my best work on this project and appreciate your help. My family and I have signed the following contract, which is included for your information: I understand as a student that faking or plagiarizing the paper or project will lead to failure of Culminating Senior Project, resulting in possible failure to graduate as well as loss of assignment grades in corresponding Nooksack Valley High School English and Civics classes. In order for me to work on my project during the summer, the mentor forms are due before the last day of school on June 10, 2005. If you are unable to be a mentor at this time, please contact me at school (360) 988-2641 and leave a message for me or email (your teacher’s email address) as soon as possible. I look forward to meeting with you and planning our work together. Sincerely, Joan Graduate Nooksack Valley High School 3326 East Badger Road Everson, WA 98247

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Nooksack Valley High School Culminating Senior Project Time Log Name__________________________Civics Teacher________________________Period____ Project Description_____________________________________________________________ Mentor’s Name________________________________________________________________ Mentor’s Title____________________________________Phone________________________ Start Date

Month/Day/Year

Completion Date

Number of Hours

Total Hours

Description of Project Activity

(Additional information may be added to the back of this page, if needed.)

As a mentor, I assure that a minimum of twenty hours has been spent by the student on the project. Mentor Signature__________________________________________Date________________ Parent/Guardian Signature__________________________________Date________________

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Nooksack Valley High School Culminating Senior Project Time Log Example Name

Joe Dokes

Civics Teacher Mr. Tate

Period 4

Project Description Lobbying for improvements to Safeco Field Mentor’s Name Sally Tupper Mentor’s Title Political consultant Phone 360-555-0000 Start Date

Completion Date

Total Hours

11-1-05

4-1-06

21.0

Month/Day/Year

Number of Hours

11-1-05 12-8-05 1-22-06 2-12-06 2-23-06 4-1-06

4.0 3.5 4.5 3.0 3.0 3.0

Description of Project Activity

Attended Strategy Session/Hometown Fans Distributed Leaflets/Mariners Game Called Voting Constituents/King County Attended “Save the Mariners” Rally Met with King County Council Held an Informational Sign at Intersection

21 hours total (Additional information may be added to the back of this page, if needed.)

As a mentor, I assure that a minimum of twenty hours has been spent by the student on the project. Mentor Signature Sally Tupper

Date 4-1-05

Parent/Guardian Signature Mrs. Dokes

Date 4-1-05

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Choosing Your Mentor What is a Project Mentor?

A mentor is “a wise and trusted counselor or guide.” Your mentor will be your most valuable resource. He/she must be a practicing professional or someone well versed - a minimum of two years experience in the field. He/she will provide you with the advice and feedback necessary for you to complete your project successfully. The quality of your project will be directly affected by the choice of your mentor.

What is the Role of the Mentor? It includes the following: • • • • • • •

Clarify with the student what the student’s project will be, including scope, timeline, learning goals, level of hands-on experience, and expected outcomes; Communicate clearly to the student what the mentor’s role will be, when they can meet with the student, and what their time and skill limitations are; Meet at least twice with the student during his/her work on the project to provide input, to make suggestions, to see how the student is applying feedback and to judge whether or not the student understands feedback; Provide topic suggestions and resources to support the student’s research paper; At the conclusion of the student’s Senior Project discuss the experience to determine if and how well the student met his/her goals; Write a letter of recommendation for the student upon completion of the project; and Verify the time the student spends on the project (minimum of 20 hours) by signing the Project Time Log and complete the final evaluation form. Students must have all required documents turned in by Friday, April 21.

Before You Choose a Mentor: • • •

Clearly define your project. Be clear and specific about what you expect from your mentor, including the time commitment from mentor. Be able to show how entering into a mentorship will benefit the mentor.

How Do I Choose a Mentor? • • • •

Brainstorm for possible experts within your chosen field of interest Talk with parents, friends, and teachers for possibilities Look for someone who has expertise and interest to mentor you through your project When you approach a potential mentor, act as though you are doing a job interview. Dress nicely, give them the facts about your plans, and sell yourself! A personal discussion will be far more effective than a phone call.

Who is NOT a Mentor? • • • • •

A fellow student, at this or any other high school A recent graduate – within five years A parent or close family member (one of the purposes of a mentorship is to connect you to the larger community) Anyone with a criminal record Anyone your parents aren’t 100% comfortable with Nooksack Valley High School

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Important Dates Involving Mentors/Mentor Forms Responsibility

Date Due

Letter to Mentor Delivered

By September 30

(If not already completed in Spring 2005)

Completed Mentor Verification Form

By October 14 to NVHS

(Please bring to mentor meeting or drop off in the high school office. May also be delivered to NVHS via senior student.)

Nooksack Valley School District Volunteer Form (Mentor must bring to the mentor meeting, high school office, or district office with copy of driver’s license attached. Signature must be witnessed by designated NVHS personnel.)

Progress (of Project) Check #1

December 9

(Forms available in Nov. from Civics teacher)

Progress (of Project) Check #2

February 10

(Forms available in Jan. from Civics teacher)

Progress (of Project) Check #3

March 14

(Forms available in Feb. or March from Civics teacher)

Mentor’s Final Evaluation, signed Time Log and Recommendation Letter

April 21

(Forms in Sr. Project manual)

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Community Mentor Verification Form Culminating Senior Project at Nooksack Valley High School seeks to build a bridge for students between educational skills and their relevancy in the real world. The three phases of Culminating Senior Project include a 20 hour investment in a project of choice, an eight to ten page research paper on a related topic, and a 10-15 minute presentation before a panel of judges to synthesize and summarize the experience. You are being approached by a senior of Nooksack Valley High School because you possess expertise in an area of the student’s personal interest. Because the project must incorporate two of the following criteria - academic, community service, career, or personal growth - you will service as both a guide and mentor and should seek to become as involved with the project as is reasonably possible. Two mentor meetings are held each year to give mentors an overview of sr. project, discuss expectations (of both mentor and student) and take care of required paperwork. These meeting are in late May/early June for students wishing to work on their project during the summer prior to their senior year and in early-to-mid October. Your student should notify you of the exact date and time. You are welcome to attend either meeting!

The role of the Community Mentor includes the following: •

• • • • • •

Clarify with the student what the student’s project will be, including scope, timeline, learning goals, level of hands-on experience, and expected outcomes (ask for a copy of their proposal); Communicate clearly to the student what your role will be, when you can meet with the student, and what your time and skill limitations are; Meet at least twice with the student during his/her work on the project to provide input, to make suggestions, to see how the student is applying your feedback and to judge whether or not the student understands your feedback; Provide topic suggestions and resources to support the student’s research paper; At the conclusion of the student’s Culminating Senior Project discuss the experience to determine if and how well the student met his/her goals; Write a letter of recommendation for the student upon completion of the project; and Verify the time the student spends on the project (minimum of 20 hours) by signing the Project Time Log and complete the final evaluation form. Students must have both of these documents, plus the letter of recommendation turned in by Friday, April 21.

Recent graduates of our high school have made decisions about their futures, obtained scholarships, awards and jobs directly related to this program, thanks, in great part, to the many community mentors who have agreed to share their knowledge and wisdom with the students of our high school. Thanks in advance for your participation!

1. Please verify that you are willing to serve as a mentor for __________________________by signing below and providing contact information.

2. Please Print or Attach a Business Card Name: _____________________________________________ Title: ______________________________________________ Address (incl. City and zip): ____________________________ Day Phone:__________________________________________ Email (please!): ______________________________________ Signature: ___________________________________________ 3. Our school district also requires that any person volunteering to work with students complete the attached volunteer packet. (Mentor must bring this packet to the mentor meeting, high school office, or district office with copy of driver’s license attached. Signature on “Applicant Disclosure Form” must be witnessed by designated NVHS personnel.)

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Research Paper Sequential Checklist

Responsibility

Due Date

Note cards (75 minimum)

Thursday/Friday, December 1/2

Outline

Thursday/Friday, December 8/9

Draft One

Thursday/Friday, January 5/6

Draft Two

Thursday/Friday, February 9/10

Final Draft

Monday/Tuesday, March 13/14

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Senior Project

Research You will need to research in order to complete your final product and to write the required paper. The project and paper will be related, but they will not be identical. (See page 12 for some examples of the relationship between your product and your paper.)

Requirements for Research • •

• •

A minimum of 10 different, reliable sources At least three different types of resource; for example: books, newspaper or magazine articles, personal interviews, scholarly journals, video or audio tapes, pamphlets, classroom instruction, meetings, electronic databases, Internet websites, software programs, etc. Research supports both your final product and your paper You must have all the information for an MLA citation in order for a research source to count.

Brainstorming for Research Ideas Ask yourself these questions: • What do I need to know? • What materials do I already have? • What kinds of sources can I access at school? • What other places/libraries can I use? • What kinds of resources do I need in order to create the final product? • What do I need to know to choose my thesis and write my paper? • What video or audio broadcast or recording can I take notes from? • What people can give me information or lead me to other resources? • Can I watch a demonstration of a skill and take notes?

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Note Cards (75 minimum, 5 minimum from each documented source) Definition It is essential for a writer doing research to keep track of the information he/she is reviewing. A note card is the preferable method. By using note cards, the writer is able to arrange cards in a particular order, e.g. chronologically or by significance. In addition, the writer can remove cards that will not be used and cards that are not helpful. To make the most efficient use of note cards, the writer should be sure to put only one idea on each card. Place all verbatim (word for word) notes in quotation marks; otherwise, the information should be paraphrased. The idea should be recorded accurately and clearly, and it should be written mid-way down the card.

Directions The following four elements must be included for identification purposes: 1. Tag – short statement which summarizes what the information is about, place on upper middle of the card. 2. Source Number – number of working bibliography source from which the information is taken; place in top right corner of card. 3. Page Number – for purpose of documentation; place in bottom right corner of card. For example, give the book or magazine page that you took your information from. 4. Outline Reference Number - eventually, these cards will be organized and numbered according to the outline section in which the information will be used; place in upper top left corner of card.

Sample Working Bibliography Card and Corresponding Note Card Bibliography Card Behind Desk/Library Chambers, R. (1988, April 7). Place to lay their heads. The Church Herald, 2-7.

Note Card 2

2

Source Number

Tag

Homeless-Personal Closeup A man sitting on the Chicago sidewalk held this sign. “There’s no hope left-pity to us all.”

Page Number

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Senior Project

Your Research Paper Your research paper will be a response to the research you have done, with your own ideas and analysis. It is not a simple factual report about your topic. You are not going to simply tell what you did for your project, or write down quotes from other people. You will respond to the research you have done with your own ideas and analysis. Like a report, your paper will require you to collect, organize, and present information. It will also require that you develop and defend a position. Your position will be clear in the report title.

Title Examples 1. Not this: Maybe this: 2. Not this: Maybe this: 3. Not this: Maybe This:

The history of the Corvair The Corvair: An unappreciated landmark in automotive design Symptoms of Alzheimer’s disease Music helps alleviate depression in Alzheimer’s patients Types of hardwood floors Oak flooring is worth the extra time and money

You are not expected to know your final paper topic as soon as you pick your project. It may change and develop out of your research. Final topics will be approved by your English teacher, and your paper will be part of your English 12 grade as well as a required component of your project. Running Start students may clear their paper topics with an NVHS English teacher familiar with senior projects or with the Senior Project Coordinator.

General Rules 1. 2. 3. 4. 5. 6. 7.

Paper – white, 8.5” x 11” Length – eight to ten pages MLA format Type – 12 point font, word processed, black print, single-sided Margins – one inch from left, right, top, and bottom. Stapling – upper left corner of paper Double spacing – body should be double-spaced unless typing one of the following: A. Lists: Each list should be indented and single-spaced; double-spaced between items B. Long quotations: Direct quotations of forty words (four lines) or more should be singlespaced and indented one inch from the left margin. 8. Page numbers – start on page two of the text, number consecutively in upper right-hand corner, one-half inch from the top. Do not number the title page or outline. 9. Your paper will follow the following format: A. Title page B. Outline C. Introduction/statement of thesis D. Develop topic by reviewing information from different sources E. Position section F. Conclusion G. Works Cited H. Appendix (optional) Nooksack Valley High School

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Senior Project Research Paper Organization and Mechanics Title Page of Research Paper Definition The title page will identify the title of your paper, give your name, and contain information that will help organize and simplify the evaluation process. Remember, the title must be your own creation and represent ideas presented in the paper. Directions for the Title Page 1. Justification – Center all lines 2. Title – 2.5 inches from top of paper, size 14 bold font 3. Name – 5 inches from top of paper, size 12 font 4. English Teacher and Period – Single-space after name 5. School Name – Down to 8.25 inches from top of page 6. Date and Year – Single-space after school name

Outline of Research Paper Definition An outline is an orderly arrangement of related ideas, It is a sketch of what the final paper will look like; it is a guide which keeps the writer on the correct path; it is a blueprint which makes clear where the information belongs. An outline must be flexible in the planning stage so as to allow for needed changes; however, it must be rigid enough to keep the writer from wandering off the topic. In the planning stages, your outline should be a changing, working outline; in its final form, your outline should be a permanent guide to your completed paper. The details in an outline should be listed from general to specific. Each section begins with a general topic, followed by the major subtopics and the supporting details and examples. The most important element of the outline may be the thesis statement. The thesis statement of the Culminating Senior Project paper appears in three places: in the outline following the title, in the last sentence of the two-paragraph introduction, and paraphrased in the first sentence of the two-paragraph conclusion. Use bold print and italicize the two thesis statements in your paper! The thesis statement is not merely a fact; it is a position or interpretation based on the facts of your research. The thesis statement alerts your audience to what they will read and the nature of what to expect in the pages that follow in the paper. It most fit these three criteria: 1. It has a point of view. 2. The topic is researchable. 3. It can be supported through facts. Thesis Statement Example: Artificial insemination has greatly contributed to the survival of the dairy industry.

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Senior Project To create a thesis statement for your research paper, begin by evaluating your research topic and central idea. Ideas that may help: 1. Predict consequences. 2. Claim that a problem exists about which readers are unaware. 3. Offer a solution to a problem. 4. Claim to have discovered information about which readers know little. 5. Point out a cause-and-effect relationship. 6. Draw a historical (or other) parallel. 7. Assert a conclusion (which you will justify through the information in the paper). Another Thesis Statement Example: Advancement in the science of D.N.A. fingerprinting may lead to changes in the death penalty. Directions for the Outline 1. Title – One inch from top of paper 2. Thesis Statement – four lines below title; begin at left margin. Write out in sentence form. 3. Topic Outline – double-spaced from thesis statement to begin. A. The outline points out the main topics to be covered. (Don’t subdivide the introduction and conclusion.) B. Use standard outline form. C. Double-spaced before and after Roman numerals. D. Each main heading (I, II, etc.) is a division of your paper’s topic. E. Each subdivision must have at least two parts. F. Place a period after each label (ex. I., A., 1., a.). Outline Format

Topic Outline

Title

Energy Crisis of 1973

Thesis Statement: I. II.

III.

IV.

V.

Introduction

Thesis Statement: America’s supply of resources is vast, but not unlimited, as shown in the energy crisis of 1973. I.

Introduction

II.

Gasoline shortage A. Long lines B. Gas rationing 1. Station closings 2. General fear

A. B.

III.

Voluntary energy conservation A. Gasoline B. Electricity

A. B.

IV. Forced energy conservation A. Fuel allocation B. Speed limit

A. B.

1. 2.

Position Section

VI. Conclusion

V.

America’s limited resources

VI. Conclusion

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Text of Research Paper Definition The Culminating Senior Project research paper is highly structured; it contains a two-paragraph introduction, several developmental sections, a position section, and a two-paragraph conclusion. The easiest and most organized approach is systematic and involves note cards. The total process description will follow. Format Directions for the Paper 1. Indent - five spaces for each paragraph. 2. Double-space - all text except quotes for 40 words or longer 3. Section Headings – omit 4. Do not leave extra space between paragraphs. Directions for the First Page 1. Page Number – omit 2. Title – omit 3. Begin text – two inches down from top of page

Introduction of Research Paper The introduction will consist of two paragraphs. The first paragraph will be a general paragraph about your topic, and the second paragraph will be more specific, culminating in the thesis statement, which must be printed in bold print and italicized in drafts one and two. For the final draft, return to regular print. Format Directions for Subsequent Pages (Note: first developmental section will begin immediately after the introduction which will probably be on first page of text). 1. Page Number – upper right corner of page, one-half inch from top, starting with page two. 2. Margins –Remember one-inch margins from top, left, right, and bottom.

Developmental Sections of Research Paper This is the place for clear, focused, logical information. It is not the place for poetic creativity or a strong personal voice. Each section after the formal introduction should have its own introductory paragraph, supporting paragraphs, and a summarizing paragraph as a conclusion. Each paragraph needs a well-planned topic sentence to help you stay on track. Each section should be written by using note cards. Organize each card according to the topic identified by the tag on the note card and the place on the outline to which it relates. Once organized, add to the Outline Reference number. You may find out you need more notes to complete a section, you need to drop a section for lack of information, or you may need to add a section because of information you forgot you had. That’s all right. Your draft outline is a work in progress. Your developmental sections should balance each other and show a variety of ideas from your research. Nooksack Valley High School

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Position Section of Research Paper Until this section of the paper, the research has taken an objective look at the topic. Now the writer revisits the idea of the thesis and uses specific information to prove his/her position. It is important for the writer to use objective language. “It would appear that…” is an appropriate approach to a position, rather than “I believe…,” which is first person and not allowed. Remember to persuade the reader rather than knock him over; “It seems…” is always preferable to “It is obvious...”. Citations strengthen the position the thesis promotes. Stronger papers contain strategic evidence that supports the writer’s position while subtly leading the reader to the same conclusion.

Conclusion of Research Paper The conclusion will include two paragraphs. In the first paragraph, the writer should restate the thesis and summarize the points covered in the paper. The final paragraph should be more general and leave the reader with a clear understanding of the meaning and significance of the paper.

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Citing and Documenting Sources (10-citation minimum) Definition Citing sources, or documenting sources as it is also called, gives credit to the author whose original work you use. It also allows readers to locate a source if they want to check your accuracy or to read more about the topic. Citing sources helps your credibility; however, you must be careful to limit the use of sources so that you can focus on your own thinking. Too many quotations and lack of variety in sources detract from a writer’s ideas, making your paper read like a list of what other people think. Sources are used to support and clarify the writer’s ideas, not to take the place of the writer’s ideas.

Kinds of Sources In addition to citing books, magazines, and newspapers (quality print sources), a writer must also cite such sources as interviews, telephone conversations, television programs, computer programs/software/on-line services, song lyrics, personal letters, dialogue from plays, charts, diagrams, graphs, and pictures (alternative sources). Quality print sources accessed on line (for example, material from an online edition of the New York Times), still count as quality print even if you never actually held that newspaper in your hands.

“Do I Have to Cite Everything?” In general, you must cite a source every time you use a quotation, fact, statistic, or opinion. You must do this whether or not you quote it verbatim (word for word) or paraphrase (put it in your own words). Someone else’s idea in your own words is still someone else’s idea and must be cited. Here are the exceptions: your own ideas and opinions and well-known information that is available from a variety of sources. For, example it is a well-known fact that Bellingham is the biggest city in Whatcom County and a writer would not need to cite it. On the other hand, the writer who learns that Great White Sharks have been swimming up the Nooksack River toward Everson would need to cite this little-known piece of information. Citations serve two main purposes: 1. Readers who are interested in the information you have presented can go to the source and learn more for themselves. 2. You are protected against plagiarism because every time you use words or information that are not your own, you credit the source right there in the paper. In addition, those of you who are going on to an academic college or to a business that requires research presentations will be prepared for the kind of documentation that is needed. Your research paper will cite sources in two ways: 1. In the paper itself, you will cite all direct quotations and opinions and all unfamiliar facts and statistics. These are called parenthetical or in-text citations. 2. At the end, you will include a Works Cited page. This is a specific version of the familiar bibliography. Nooksack Valley High School

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Senior Project The Nooksack Valley School District uses the Modern Language Association (MLA) format for citations for both internal citations and Works Cited Lists in research papers. Many but not all university departments and professional journals also use MLA. MLA format follows the author-page method of citation within research pages. This means that the author’s last name and the page numbers from which the quotation is taken must appear in the text, and a complete reference including the title of the work should appear in your Works Cited list. The following guidelines are excerpted from Write for College: a student handbook, by Patrick Sebranek, Verne Miller, and Dave Kemper, copyright 1997 by Great Source Education Group, Inc., Wilmington, MA

Citations within the paper An author’s name may appear within the sentence itself. This is recommended if you are going to use the source for a lot of different information. Then you just put the page number after each separate fact. For example: In Great Cars of the Last Century, auto historian Samantha Gearhead * recommends a second look at the design of the 1976 Nova hatchback, calling it “years ahead of its time” (34). She says people who think hatchbacks are ugly are ignorant (36). * Note that the words “auto historian” tell us something about the author, so that the reader knows why we should pay attention to her opinion

Alternatively, the author’s name may appear in parentheses along with the page number. For example: The fact that only 450,000 Ford Edsels were ever sold (Gearhead 32) gives these cars a special place in the collector’s heart. Author/page citations will look the same in your paper whether the source is a book, a magazine, or a newspaper. The citations on the Works Cited page will be different.

For nonprint or electronic sources, such as films, TV series, websites and electronic databases, use the first words of the Works Cited page entry. That would be the author’s last name, if there is an author, or the title of the article, website, or program. If the title is very long you may use a shortened version. For example, if you watched “Eternal Sunshine of the Spotless Mind” as research, you might write: Jim Carrey doesn’t just do comedies such as “Dumb and Dumber.” His rubbery face can also show confusion, sadness, and genuine loving emotion (Eternal Sunshine…). For personal interviews, which obviously have no page number, use the name of the person interviewed, and the year of the interview. For example: Chester Fester, whose knowledge of autos is legendary in his community of Nooksack, Washington, still thinks his Corvair was the best car he ever had (2005). Or At least one person thinks his Corvair was the best car he ever had (Fester 2005).

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Senior Project Sometimes you may have to use an indirect quotation. Maybe a website you are reading has a quote from a book, and you want to use that quote. For example, a website called “Student Motivation” might have a quote from the Greek philosopher Plato’s book The Republic. You could do the citation like this: Teachers have always known that students have trouble learning if they don’t care about the subject. Writing nearly 3000 years ago, the Greek philosopher Plato noted that “knowledge gained under compulsion obtains no hold on the mind” (qtd. in Student Motivation). Sometimes more information is needed to identify the source from which a quotation is taken. If you cite more than one work by a particular author, include a shortened title for the particular work you are quoting so you can tell them apart. Let’s say you have two sources, both written by Floyd Schmoe: Schmoe says Corvairs were “true examples of American genius” (Collector Cars 23) and also that the failure of the model was “a great American tragedy” (Meaning of Motors 153). Short Quotations - If you are quoting up to four typed lines of prose or three lines of verse, enclose the quotation in regular quotation marks and put it in the regular text. For example: Schmoe loves Corvairs so much he wrote a poem about them, calling the car “the loveliest thing I ever saw/makes your car look sick.” (Meaning of Motors 157). Long Quotations - If you are quoting more than four typed lines of prose or three lines of verse, put them in their own block of typewritten lines and don’t use quotation marks. Start the quotation on a new line, indented one-inch from the left margin, and maintain single spacing; your citation should come after the closing punctuation mark. Night turns to day And I still have these questions. Bridges will break Should I go forwards or backwards? Night turns to day And I still get no answers. Just a whisper, whisper, whisper, whisper A whisper, whisper, whisper. (Coldplay)

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Works Cited Page All your citations in the paper have to connect to the Works Cited page. That is where readers can see all the information about your research. Listed below are examples of how to set up your Works Cited section.

Important points •

• • •

Double-space all your citations. They are single-spaced here to save paper, but proper form is double-spaced. The second and succeeding lines of each citation are indented one-half-inch under the first line. This is called a hanging indent. Citations are not numbered, they are alphabetized by the first word in the citation, not counting A, An, or The. All outside sources of information must be cited, including TV shows, films, emails, and personal conversations. See the information below and keep notes.

To Cite Books One Author Format: Author’s Last Name, First Name. Title. City where Published: Publisher, Date. Example: Kaku, Michio. Hyperspace: A Scientific Odyssey through Parallel Universes, Time Warps, and the Tenth Dimension. New York: Oxford UP, 1994. Two to Three Authors Format: Author’s Last Name, First Name, and First and Last Name of 2nd and/or 3rd Author. Title. City where Published: Publisher, Date. Examples: Ostrander, Sheila, and Lynn Schroeder. Superlearning. New York: Delacorte, 1979. Rabkin, Eric S., Matin H. Greenberg, and Joseph D. Olander, eds. No Place Else: Explorations in Utopian And Dystopian Fiction. Carbondale: Southern Illinois UP, 1983. More than Three Authors Format: Author’s Last Name, First Name, et al. Title. City where Published: Publisher, Date. Example: Quirk, Randolph, et al. A Comprehensive Grammar of the English Language. London: Longman, 1985.

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Senior Project An Anonymous Book Format: Title. City where Published: Publisher, Date. Example: New York Public Library Student’s Desk Reference. New York: Prentice, 1993. Pamphlets: Treat a pamphlet as you would a book. Format: Author’s Last Name, First Name (if known). Title of Pamphlet. City where Published: Publisher, Date. Example: Best Museums: New York City. New York: Trip Builder, 1993.

To Cite Periodicals Signed Article in a Magazine Format: Author’s Last Name, First Name. “Title of Article.” Title of Magazine Date: Pages. Example: Matthews, Tom. “What Can Be Done?” Newsweek 21 Mar. 1988: 57-58. Unsigned Article in a Magazine Format: “Title of Article.” Title of Magazine Date: Page(s). Example: “Then There’s Rent Control.” The New Republic 11 Apr. 1988: 22.

To Cite Newspaper Articles Signed Newspaper Article Format: Author’s Last Name, First name. “Title of Article.” Title of Newspaper Date: Pages. Example: Lee, Jessica. “Bush Plans ‘to build on’ Budget.” USA Today 10 Jan. 1989: 4A. Unsigned Newspaper Article Format: Begin citation with title of article in quotations and then continue as above.

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To Cite Other Print and Nonprint Sources Television and Radio Programs Format: “Title of Story, Episode or Segment.” Title of Program. Narrated by, if appropriate. Television or Radio Network. Local Station, City. Date. Example: “Yes…but is it Art?” Sixty Minutes. Narr. Morley Safer. CBS. WCBS, New York. 19 Sept. 1993. Recordings Format: Composer, Conductor or Performer (depending on the desired emphasis). Last Name, First Name. Title of Song. Other contributors, if appropriate. Production Co., Date. Examples: Holiday, Billie. The Essence of Billie Holiday. Columbia, 1991. Sondheim Stephen. Into the Woods. Orch. Jonathon Tunick. Perf. Bernadette Peters and Joanna Gleason. Cond. Paul Gemignani. RCA Victor, 1987. Films, Videocassettes, and Slide Programs Format: A film entry usually begins with the title, underlined, and includes the director, the distributor, and the year. You may include other data that seems pertinent - such as names of the writer, performers, and producer - between the title and the distributor. Cite a videocassette or slide program like a film, but include the original release date (if relevant) and the medium, before the name of the distributor. Film Examples: It’s a Wonderful Life. Dir. Frank Capra. Perf. James Stewart, Donna Reed, Lionel Barrymore, and Thomas Mitchell. RKO, 1946. Like Water for Chocolate (Como aqua para chocolate). Screenplay by Laura Esquivel. Dir. Alfonso Arau. Perf. Lumi Cavazos, Marco Lombardi, and Regina Tome. Miramax, 1993. Videocassette Example: It’s a Wonderful Life. Dir. Frank Capra. Perf. James Stewart, Donna Reed, Lionel Barrymore, and Thomas Mitchell. 1946. Videocassette, Republic, 1988. Slide Program Example: Alcohol Use and Its Medical Consequences: A Comprehensive Teaching Program for Biomedical Education. Prod. Project Cork; Dartmouth Medical School. Slide program. Milner-Fenwick, 1982. Performances Format: Title. Screenplay Writers’ Names. Director. Location of Performance, City. Date. Example: Les Miserables. By Alain Boublil and Claude-Michel Schonberg. Dir. Trevor Nunn and John Caird. Broadway Theatre, New York. 5 Apr. 1988. Nooksack Valley High School

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Senior Project Personal or Telephone Interview Format: Last Name of Person Interviewed, First Name. Personal or Telephone interview. Date. Example: Brooks, Sarah. Personal interview. 15 Oct. 1988. Lectures, Speeches, and Addresses Format: Speaker’s Last Name, First Name. “Title of Presentation.” (if known) OR Address OR Lecture. Name of Conference or Meeting. City. Date. Example: Angelou, Maya. Address. “Opening General Session.” NCTE Convention. St. Louis. 18 Nov. 1988.

To Cite From Electronic Sources The point of an electronic reference is to credit the author and to enable the reader to find the material. Format: Author’s name. “Title of article.” Name of specific database. Format. Date of publication. Example: Smith, Rita. “Malasian Art.” The New Grolier Multimedia Encyclopedia. CDROM. 1998. For Internet sources, include as much of the following information as available: author or editor, publication date, article title, periodical or Web site title, Web site producer, database name, online address (URL) and access date (the date you got the information). There are formats for all sorts of electronic information, including emails, mailing lists, and electronic bulletin boards. If you do not find what you need here, consult the MLA Handbook For Writers of Research Papers in your English classroom. Electric Library - all Electric Library citations will have the same URL (web address). Format: Name of Author (if known). “Title of Article.” Publication Name Date. Electric Library. http://www.elibrary.com/education Date of Access. Example: “Stomp as much fun the fourth time around.” Star Tribune 7 February 1997. Electric Library. http://www.elibrary.com/edfucation 10 September 2000. Proquest Format: use same format as Electric Library. Example: “Stomp as much fun the fourth time around.” Star Tribune 7 February 1997. Electric Library. http://www.elibrary.com/edfucation 10 September 2000. Nooksack Valley High School

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Senior Project World Wide Web Format: Author’s Last name, First Name (if known). “Title of Work.” Title of Complete Work (if applicable). Document date if different from access date. Protocol and address, access path or directories (Date of Access). Example: Hylton, Jeremy. “Shakespeare Quotations.” The Complete Works of William Shakespeare. 1996. http://the-tech.mit.edu/Shakespeare/works.html (19 October 1998). Email Messages Format: Author’s Last Name, First Name. The author’s email address, enclosed in brackets. The subject line from the posting in quotation marks. The date of publication. The kind of communication (i.e., personal email). The date of access in parentheses. Example: Franke, Norman. “SoundApp 2.0.2.” 29 April 1996. Personal email. (3 May 1996).

The Source for citing your sources…! The examples given for each of the resources are done in the correct format as defined in Writer’s Inc,Write for College: A Student Handbook or Writer’s Inc, School to Work: A Student Handbook by Sebranek, Kemper and Meyer. Copies of both of these books are located in Nooksack Valley High School English classrooms, the Career Center, and the NVHS Library. You may also use the internet for instructions about MLA Style. One website to try is: http://www.ccc.commnet.edu/mla

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Senior Project

Senior Project Notebook Checklist Completed

Responsibility

Due Dates

□

1. Letter of Introduction to panel– directions on pgs. 47-48

April 2006 (In English – exact due date determined by teacher)

□

2. Resume – directions on pages 49-50

April 2006 (In English – exact due date determined by teacher)

□

3. Proposal – directions on pg. 53

Completed in English – either in Spring 2005 or Sept. 2005

□

4. Proofs of Progress (3 minimum) – directions on pg. 53

April 20/21 (In Civics)

□

5. Project Time Log – directions on pg. 53

April 20/21 (In Civics)

□

6. Performance Evaluation (by mentor) – April 20/21 (In Civics) directions on pgs. 53-54

□

7. Mentor Recommendation – directions on pgs. 53-55

□

8. One draft of Research Paper (with Completed in English – evaluation/comments) - directions on pg. December 2005 - January 2006 53

□

9. Final Research Paper (with evaluation) – directions on pg. 53

Completed in English – March 2006

□

10. Practice Speech Certificate (received from staff/junior practice panel)

Completed by April 20

April 20/21 (In Civics)

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Senior Project

Item #1 - Letter of Introduction The purpose of the letter of introduction is to give the senior board judges a sense of you and your senior project. The letter should include four paragraphs on the topics listed below. Use the questions (below) that apply to you to help you write each paragraph. You do not have to answer all the questions. Just pick ones that relate to you.. Single space within each paragraph, and double space between paragraphs. Do not indent. The letter of introduction must be computer generated. Your letter should also include the following: Your Name Nooksack Valley High School 3326 East Badger Road Everson, WA 98247 Date

Judges, Senior Project Panel Nooksack Valley High School 3326 East Badger Road Everson, WA 98247 Dear Judges:

Paragraph Contents and Questions for Consideration Paragraph One: Project Selection 1. How did you go about selecting your project topic? 2. As an underclassman, did you entertain thoughts of a particular senior project? Did you stay with it? Why or why not? 3. What was your first idea? How did you come up with it? Why did you abandon it? (Repeat this question for other ideas that led up to your final choice.) 4. What role did the four senior project categories (academic, community service, career, and personal growth) play in driving your decision? 5. Was there an experience that led you to your senior project? Example: I saw a homeless woman with her child, sleeping on the sidewalk, and I decided I wanted to do something to help homeless families . Paragraph Two: Project Reflection 1. Looking back on your senior project experience, did it meet your expectations? Did it exceed them? Why or why not? 2. What did you learn from your project experience? 3. How has your senior project choice changed you? 4. What would you do differently if you had the opportunity to do it all again? Nooksack Valley High School

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Paragraph Three: Future Plans 1. What are your educational and career plans after high school? 2. Discuss who you have been, who you are now, and who you envision yourself to be in the future. For example, who were you five years ago as an eighth grader? What were your dreams at that point? Have those dreams changed? How? How would you describe yourself now? Where do you see yourself in ten years as a person/learner/etc.? Paragraph Four: Note of Thanks to Judges Things to consider: 1. The judges are people with families, jobs, and other responsibilities. 2. They take time out of their lives to express an interest in the projects of total strangers (like you). 3. Your presentation has the potential to teach the judges something about your topic. 4. The judges may teach you something about your topic and/or provide networking opportunities related to your future plans. Sincerely, (Signature) Your Name (typed)

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Senior Project

Item #2 - Writing a Resume for Readers and Scanners! Writing a top quality resume is not difficult, but it does take time and careful thought. Effective layout invites employers to read your resume thoroughly. Today, a resume needs to appeal to live readers and also be readable by computer scanners. Increasingly, employers are using scanners to read resumes, matching their needs with the skills listed on the resumes. The more skills you have the better your chances for an interview. So creating a single resume for both computer and people makes good sense. The following information should help you write a knockout, slam-dunk resume that can be read by humans and scanned by computers. Once you get started, remember that using standard headings is best, such as Objective, Experience, Education, and Interests and Activities.

Format: Make the resume easy-to-read, well organized, simple and personal. Grab their attention by putting the most important information at the top. Resume templates in Microsoft Word are available on the school computers.

Qualifications or Profile: A Qualifications or Profile section may be added to your resume right after the objective. The qualifications or profile section is designed to sell your most marketable abilities and experience. It summarizes your background as well as your strengths. Whether you list specific qualifications or describe yourself in a profile statement, either one should match the job you are seeking. If you include a qualifications or profile section, you may choose to eliminate the Objective, if desired. The bottom line for businesses is what you can do for them. If used, the profile statement should be short and powerful. Example of Profile Statement: Recent graduate with marketing course work, ability to work independently or on a team and hands-on experience with a variety of computer software. Example of Qualifications Statement: Experienced child-care provider with certification in First Aid, CPR, and STARS course-work; able to perform duties of mother’s helper for up to four children at one time; specialize in infant and toddler care.

Content: (Experience, Activities, Awards) Content is everything! Granted work experience is important, but even if you are an entry-level job seeker with little work experience, you can fill the resume with solid information. Focus on education, related courses, GPA (if it is above 3.0), academic and personal achievements, committees, volunteer work and leadership roles, transferable skills, organizations, and clubs.

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Content: Experience, Activities, Awards (Continued) These can compensate for lack of work experience. Always emphasize the positive! Participation in other activities can show that you have alternative relevant experiences. Be sure to list your most recent experiences first. Using action verbs is important for the live reader when writing the resume. Example: planned, designed, developed, implemented, assisted, prepared Avoid words in the form of “to be” such as was, is, am and NEVER use I.

Abilities and Skills -- OR -- Interests and Activities (choose one or the other, not both): Use lots of words (nouns especially) that describe your abilities and skills or interests and activities. Descriptive nouns are keywords picked up by scanners. This section gives additional information about you, providing the reader with a better picture of who you are. Example #1: Experience with Excel, Microsoft Word, and Publisher. Example #2: Enjoy outdoor sports and tasks that require working as a team member.

References: References are generally included if you lack experience but they can be eliminated on a resume as your experience, background, etc., grow. The phrase References available upon request can be placed at the bottom of the resume or left off entirely. If you use this phrase, have a second page with your list of references to give to a prospective employer should they ask for it. Don’t forget to contact references before actually giving or listing their name as a reference.

Last But Not Least! DO NOT use underlining, italics, boxes, columns or fancy typefaces as it may confuse the scanner. Limit use of bold lettering. Make it visually interesting for live readers but not confusing for scanners.

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Senior Project

3666 Telegraph Rd. Everson, WA 98247

360-966-3333 [email protected]

Chronological Resume

Deborah Greer Objective

A retail management position

Profile

Highly motivated and creative. Recognized for leadership abilities. Resourceful. Able to get along well with people of all ages.

Experience

March 2005–present Sales Clerk

Arbor Shoes

Bellingham, WA

• Operated the cash register, stocked shoes, and provided excellent customer service.

• Demonstrated ability to work both alone and as a team member. Summers 2003–2004 Farm Laborer

Rader Farms

Lynden, WA

• Worked on a berry picker during strawberry harvest. • Required to pay attention to detail and work long hours. • Achieved “blue hat” status; in charge of other workers on the machine. 2002-2004 Child Care Provider

• • • • Education

Smith and Brown families

Everson, WA

Babysat on regular basis for children, ages 1-5. Demonstrated ability to solve problems, be creative, and discipline children. Provided responsible and reliable service. Certified in infant/child CPR

2003-present

Nooksack Valley High School

Everson, WA

• Currently a senior with 3.3 GPA. • General education courses.

Interests & Activities

References

•

Swim team member – 2 years

•

Fast pitch team member – 4 years; received Captain’s award senior year.

•

Enjoy traveling, hiking, four-wheeling, and shopping.

Available upon request

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Senior Project

3666 Telegraph Rd. Everson, WA 98247

360-966-3333 [email protected]

Skills-based Resume

Deborah Greer Objective

A retail management position

Profile

Highly motivated and creative. Recognized for leadership abilities. Resourceful. Able to get along well with people of all ages.

Skills

Interpersonal & Thinking Skills Fall 2004, 2005 LHS Swim Team Lynden, WA • Participated as a relay team member and individual performer • Consistently decreased times Spring 2003, 2004 NVHS Fastpitch Team • Received Captain’s Award 2004 • Encouraged and supported team members

Everson, WA

2000-present Greer Family Everson, WA • Have had regular responsibility for care of younger brother since he was born • Able to make decisions and solve problems in child care situations • Responsible for making dinner one night per week for the last two years • Regularly carry out weekly housecleaning and yard work chores Technology Skills • Proficient at installing software and upgrading computers • Have taken Computer Applications I & II • Often help adults at school problem solve computer program questions

Interests & Activities

Enjoy traveling, hiking, four-wheeling, and shopping.

Education

2003-present

Nooksack Valley High School

• Currently a senior with 3.3 GPA. • General education courses.

Refer

Available upon request

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Everson, WA

Senior Project

Item #3 - Proposal A signed (by parent and student) copy of your final, approved proposal must be included as the third item in your senior project notebook.

Item #4 - Proof of Progress Three (minimum) proofs of progress are included as the fourth notebook requirement. Clearly label each proof of progress and put in chronological order from earliest to latest. More than 3 proofs of progress may be included if desired.

Item #5 - Project Time Log Your Time Log (from pg. 25 in the manual) must be typed and complete. It is the fifth requirement for your notebook. The total number of hours spent on your project needs to be shown on the bottom line. Don’t forget mentor and parent signatures. The Time Log is due on April 20/21, 2006.

Items # 6 & 7 - Performance Evaluation and Letter of Recommendation (both to be completed by mentor) A Performance Evaluation and a Letter of Recommendation are the sixth and seventh requirements for your Culminating Senior Project. Samples/directions are on the next two pages. Both of these items must be delivered to your mentor at least two weeks prior to April 21. DO NOT wait until the last minute to ask your mentor to complete these tasks. Both the Performance Evaluation and the Letter of Recommendation are due on April 20/21, 2006.

Item # 8 - Draft Research Paper The eighth item in your notebook is the first draft of your research paper, completed in English in January. Label it neatly.

Item # 9 - Final Research Paper Item number nine is a neat, final copy of your research paper, completed in your English class in March. Include the evaluation completed by your teacher.

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Senior Project Nooksack Valley High School Senior Project Mentor’s Final Performance Evaluation Form & Suggestions for Mentor’s Recommendation The mentor evaluation is a very important part of the Senior Project experience. We would greatly appreciate your honest appraisal of the student including any other specific information you feel may be helpful to this student. This evaluation will become part of the student’s senior project notebook. Thank you so much for your time and commitment to our student’s personal growth. Mentor Name: ________________________________ Signature: _______________________________ Student Name: ________________________________________________________________________ Description of student’s project: __________________________________________________________ Did the student spend 20 or more hours on his/her project?

Yes _______

No ________

Did the student meet with you at least twice during his/her project so that you could provide input, feedback, make suggestions and determine if the student was applying the feedback? Yes __________ No __________ What are the first words that come to your mind to describe the student? __________________________

Student Performance Evaluation (Please place a check mark in the appropriate column listed below) Unsatisfactory Satisfactory Exemplary Appearance Attendance Attitude Efficiency Effort Follow through Punctuality Shows initiative Overall Assessment (Please check only one box) … Failed to meet minimum requirements … Met requirements successfully … Exemplary

Comments (please include comments on how the student could have improved the student-mentor relationship, if applicable) If you would like to write on the back or attach an additional page, please feel free to do so. _________________________________________________________________________

I recommend this student: … With reservation … Confidently … Enthusiastically … Don’t Recommend Please return this form & recommendation letter to the student no later than April 20, 2006. The student must turn both in to the school on Friday, April 21st. Thank you for your participation in this program and in the lives of our young people. Nooksack Valley High School

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Mentor’s Letter of Recommendation Please write a letter of recommendation for your senior student. If possible, a typed letter in business-letter format is preferred. (See the sample letter below.) Suggested topics to include might be the student’s work ethic, problem solving skills, and interpersonal skills. Include other topics as you see fit but please address only those items that you can be positive about! (If your positive comments are limited and you can only write a short letter, that’s OK!) Thank you!

SAMPLE RECOMMENDATION LETTER:

Current Date

Ladies and Gentlemen: This year I had the pleasure of working with John Doe on his culminating senior project. John met with me about welding techniques to improve his skills in building a flatbed. John was rewarding to work with because he was respectful of my time by calling in advance and being punctual for our meetings. He was diligent in learning the procedures and techniques that I demonstrated to him. I am impressed by the flexibility John showed when dealing with complications in his project. Those problem solving skills will serve him well in the future. Sincerely,

Mr. James Mentor

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Senior Project

Senior Project Presentations Checklist Responsibility

Date Due

1st Practice Speeches

April 3-7 in Civics

Mandatory Evaluated Practice Speeches

April 17-20

Practice Speech Certificate – (Item #10 in notebook)

April 20

Senior Presentations

May 9-11

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Senior Project

Presentation Overview The final phase of Culminating Senior Project is the Presentation, the speech that each senior gives before a panel of judges. The panel of judges typically consists of 1-2 Nooksack Valley High School staff members and 2-3 community members. This presentation, using visual support, explains your research paper and project. Before the judges hear your presentation, they have read through your Senior Project notebook to become familiar with you and your project. The panel listens to the presentation, judges whether or not the presenter met the required expectations, and determines if the presentation passes or fails.

Item # 10 - Practice Speech Certificate 1. Each student will be required to give his practice speech to an assigned staff member and group of students before being allowed to give the speech to a panel. 2. Qualifications for the speech: A. Ten to fifteen minutes long. B. The presentation must incorporate a visual aid. If you have created a product, have the product with you at your presentation as well as photographs/video of the process involved in creating the product. C. Visual presentation - if a video, may only use two minutes. D. There must be a recognizable introduction and conclusion. E. Both the paper and the project should be discussed in the speech. You need to clearly explain the connection between your paper and project. 3. To receive this certificate, students must successfully meet the required expectations. Each student must have a signed Practice Speech Certificate before he/she may be allowed to do a Senior Project Presentation. 4. There will be a five minute question and answer period following each presentation.

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Senior Project

Presentation Details to Remember 1. Time

Presentations will take place on Tuesday, Wednesday, and Thursday, May 9 - 11, 2006.

2. Dress

Return to school on your assigned day dressed professionally, bringing your visuals, notes, and other materials to be used in your presentation.

3. Supplies

All final equipment requests must be turned in to the Career Center by April 2`. We will do everything we can to meet your request but in the end it is your responsibility to check and double-check that requested equipment is available and working properly prior to your presentation.

4. Preview

Your judges will have previewed the contents of your portfolio to become familiar with you and your project. This includes looking at your research paper and evaluations, your proposal, resume, and other required portfolio items.

5. Audience

Three to five volunteer community members will serve as both panel audience and judges of your presentation. Panelists will attend a training session prior to listening to presentations. They may or may not be experts in your topic area. If there are concerns about potential panel members, students should contact the sr. project coordinator in advance of presentations. Students may invite parent(s)/guardian(s) and their mentor to attend the presentation. Other spectators are not allowed.

6. Questions

Each speech will be followed by a five minute question and answer period. Panel members will ask you questions. Be at ease.

7. Evaluation

Each panel member will fill out an evaluation form of your presentation. Scores will be averaged. You won’t find out your status until the morning after your presentation. The minimum (averaged) score required for passing is 35.

8. Notebook

Your notebook will be returned to you. Nooksack Valley High School will retain a draft of your paper, your note cards, and your bibliography cards.

9. What happens if you don’t pass?

The mandatory practice presentations help students avoid this situation! However, a “make up” presentation night is always scheduled for students who either don’t pass the first presentation or have emergencies arise that make it necessary for them to reschedule. Students that don’t pass the first time will be expected to prepare and practice with one or more NVHS staff members to help them reach a passing level with their second presentation.

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The Senior Project Presentation Structure There are six major components of the Senior Project Presentation. They are: 1. The Introduction 2. The Body 3. The Delivery 4. The Visual Aid 5. The Conclusion 6. The Question and Answer Period

The Introduction The introduction is the most important part of any speech. Listeners often base their opinions about a speech on their first impressions. Therefore, the quality of the introduction may determine the effect of an entire speech. The introduction should also provide a road map of the speech. Tell your audience your purpose and what direction your speech will take. Examples of Introductions Topic: People who drive should not drink. Story:

Tell a story of a teenage couple who were killed instantly in a car crash because the driver of their car had been drinking heavily at a party.

Startling Statement:

Over two-thirds of all teenage car accidents are due to drinking.

Quotation:

“The road to the grave is paved with good intentions. A teenager’s good intention to remain alert behind the wheel may be destroyed by that last drink and drive.”

Question:

Have you ever seen the wreckage of a head-on collision? The scattered glass, broken bodies, twisted metal? If you have, you would never drink and drive.

Humor:

The only thing you get by giving coffee to a drunk is an alert drunk. Many people feel that drinking coffee when leaving a drinking party will insure they will be sober drivers. This is not the case.

Demonstration:

Show five pictures of the results of a head-on collision.

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Reference to Audience or Occasion:

Look at the people sitting on each side of you. There is a 75 percent chance that one of the three of you will be involved in a traffic accident with a drunken driver at some time in your life.

Personal Experience:

This is painful for me to talk about, but it is something I feel most strongly about. For the past eight months my best friend has been in the hospital because of a New Year’s Eve accident involving a drunken driver.

Statistics:

Eighty percent of all fatal accidents involve at least one drunken driver.

The Body Contained in the body is the detailed development of the information presented in the introduction. The information should: 1. Be organized as presented in the introduction; 2. Be supported by specific information; 3. Emphasize both the paper and project components of the Senior Project and how they relate to one another, and 4. Make clear that genuine learning has taken place, and how that learning will be applied later in life.

The Delivery The delivery contains verbal and non-verbal cues. Verbal cues include: 1. Use of voice A. Rate/speed – not too fast/not too slow – an even pace is maintained B. Volume – can be easily heard in the back of the room C. Pronunciation – words are expressed clearly and correctly Non-verbal cues include: 1. Poise and professionalism 2. Appropriate dress and appearance 3. Eye contact 4. Incorporation of visual aid

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The Senior Project Presentation (Continued) The Visual Aid Each presentation must incorporate a visual aid. When used effectively, visual aids can be an excellent means of reinforcing or clarifying your ideas. If, however, the visual aid is used incorrectly, it can detract from rather than improving your speech. Consider the following guidelines for using visual aids. 1. It is expected that your visual aid demonstrates thought and preparation. 2. The visual needs to be incorporated in the speech. You should point out the visual aid as the information is discussed. 3. During your presentation, the judges want to see what you have learned through your project experience. If you have created a product, have the product with you at your presentation as well as photographs/video of the process involved in creating the product. 4. A visual aid must be large enough to be seen by the entire audience. If you are using a poster or chart, make sure that your lettering or drawings are dark or vivid enough so that those farthest away will get the information. Unless each member of your audience can see your visual aid clearly, don’t use it. 5. Avoid visual aids that are overly complex. A complicated drawing or too many words or statistics will defeat your purpose. A listener must be able to grasp the meaning of your visual instantly. 6. Your visual aid should clarify or reinforce your point. Displaying a picture of yourself holding a string of bass during a demonstration on how to fillet fish might do something for your ego but will add nothing to your audience’s understanding. 7. Make sure that you maintain good eye contact when referring to your visual aid. It is for the audience, not you to look at. Besides, looking out at your audience will help you determine if you are displaying your visual aid in a way that can easily be seen by all. 8. If possible, keep your visual aid out of sight except when you are using it. Attention is intermittent. A person pays attention to something for a while, stops for a moment or so, and goes back to paying attention again. If you leave an interesting visual aid out to look at, chances are that some in your audience might find themselves paying attention to it rather than your speech. 9. Organize your visual aid(s) in the order you will be using them and use your visual aid when practicing your speech. Become so familiar with each visual aid that you can refer to any part of it with little loss of eye contact. Know where it will be when you want it and where you will put the aid when it is not being used. 10. Make sure that your visual aid does not take up too much time. Remember, you are using a visual aid to support a point you are making in your speech, not as a section of the speech itself. 11. Never pass a visual aid through the audience. If you do, you will lose the attention of at least three listeners – the one looking at the aid, the one who has just passed it on, and the one who will be getting it next. An exception would be if you were passing out an aid or handout to each member of your audience. There is less chance that this activity will be distracting if you pass the items out near the end of your speech, perhaps even at the conclusion. Nooksack Valley High School

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The Conclusion Speech conclusions are usually brief and account for only five percent of the total speech. However, if you are going to work at getting the audience’s attention at the beginning of the speech, you should also put considerable effort into the conclusion. Examples of Conclusions Topic: Colorization of Movies Summary:

Therefore, the adding of color to movies originally black and white is an attempt to make them more appealing to today’s audience that have grown used to color films.

Emotional Appeal:

Changing the historic value of black and white movies destroys the legacy of the original from which today’s movies have been created.

Request for Action:

Don’t rent colorized movies at your local video store. Tell them you oppose colorization.

Quotation:

As one scholar of film studies has stated, “Black and white films have an important place in the history of the movie industry.” We must preserve films in their original state.

Tying Conclusion and Introduction:

Whether it is “The Great Train Robbery” or any other film I mentioned in this introduction, I hope you will take the time to see the films.

The Question and Answer Period At the conclusion of your speech, you will respond to questions from the panel of judges. The question and answer period will provide you with two basic opportunities: 1. It challenges you to think on your feet by forming answers without preparation. However, a prepared speaker will anticipate questions that an audience will raise. 2. It demonstrates how familiar you are with your topic. Once the question and answer period has begun the speaker should keep several points in mind: 1. Be impartial in recognizing listeners who have questions. 2. Be concise and complete in your responses. 3. Don’t be afraid to ask for a question to be restated or answer “I don’t know but that’s a good question and I will find out the answer” when appropriate.

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Senior Project SENIOR PROJECT PANEL PRESENTATION EVALUATION Senior’s Name: __________________________ Speech Start Time: _______ Speech Finish Time: _______ Total Speech Time: _______ Panelist’s Name: _________________________ Please score for each standard on front and back of this sheet. To pass, a student is expected to earn a minimum of 35 points. The objective is for a student to earn a majority of “Meets Standard 3 Points”. Please complete the tally at the bottom of the back sheet and write comments. The student appreciates your constructive comments. Thanks! Criteria for Below Approaching Meets Exceeds Panelist Panelist Comments Speech Standard Standard Standard Standard Score 1 point 2 points 3 points 4 points No eye contact Needs to work on better eye Looks at the audience most Looks directly at the audience Eye Contact Quality of Voice Attitude/ Enthusiasm/ Poise Attire

Opening/ Introduction Speech Body

Visuals

contact Projects voice well most of the time; speaks clearly with good volume.

of the time. Clear articulation; appropriate volume and inflection; uses proper grammar

Some enthusiasm

Enthusiastic and has positive attitude

Too casual, informal attire; inappropriate or sloppy for presentation

Neatly dressed but lacking appropriate formality.

Non-existent

Has introduction; lacks spark; needs improvement

For men: button shirt with or without tie; dress slacks. For women: skirts, dresses, or slacks; appropriate shirt; Dress shoes for all Interesting; appropriate; sets tone

Disorganized; lacks transitions; ideas choppy; talks too fast; frequently uses “ummmm” or other fillers Lacks visuals or very poor quality

Ideas clear, transitions inconsistent or missing; talks at a somewhat inconsistent pace (too fast or too slow)

Organized; smooth transitions; ideas clear and shows in depth understanding; talks at an even and consistent pace

Uniquely insightful; makes a strong statement or impact on audience; talks at an even and consistent pace

Has visuals but inappropriate overall size or content or may have a few spelling errors; lacks neatness; may not be used effectively

Visuals are clear, good size, correctly spelled; polished appearance; used effectively

Very professional look and use of visual

Lacks voice inflection; difficult to hear; speaks too fast; errors in grammar. No enthusiasm

with interest. Skillfully uses voice inflection and volume; projects voice well; uses proper grammar; expressive voice Positive attitude and enthusiastic plus demonstrates pride and passion towards project. Not applicable

Draws attention in unique way

Questions for student:________________________________ ___________________________________________________

Sub-total front page______

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Criteria for Speech

Below Standard 1 point

Approaching Standard 2 points

Meets Standard 3 points

Depth of Knowledge

Research not evident or unrelated to project

Lacks depth of knowledge as it is applied to project; research lacks depth

Applied research to quality project; shows depth of knowledge

Research was extremely meaningful and project is of superior quality; shows indepth knowledge of topic

Answers Audience Questions Conclusion

Inconsistent, unclear statements; cannot answer multiple questions

Answers questions but without real depth; struggles with some questions

Answers questions honestly, thoughtfully, and with substance

Answers questions with assurance and with in-depth knowledge

Lacks conclusion

Clear and consistent with topic; sense of completion

Letter of Introduction (in notebook)

Less than 1 typed page; disorganized; lacks depth; multitude of errors

Included but somewhat irrelevant or inconsistent with speech body; abrupt 1 page typed; focus of project is weakly presented; lacks clarity; some errors in spelling and grammar

Uniquely insightful; makes a strong statement or impact on the audience 1 page typed; correct grammar and spelling; outstanding summation of project with in-depth thinking

Under 8 minutes or over 15 minutes

Between 8-10 minutes or over 15-17 minutes

Not applicable

Not applicable

Speech length is between 10 and 15 minutes (The Standard) Prepared with materials ready to present

(if none available, give 0 points)

Speech Length Arrival Time

Exceeds Standard 4 points

1 page typed; correct grammar and spelling; focus of project is logical and clear

Panelist Score

Panelist Comments

Not applicable Not applicable

s

Sub-total back page

______

Sub-total front page

______

Total points (35 points required to pass) Check one

______ ______ Meets Standard ______ Does not meet Standard

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Senior Project Acknowledgements Many thanks to Governor John R. Rogers High School and Sumner High School for sharing their ideas and senior project manuals with us. They provided excellent models as reference throughout the process of re-vamping this Culminating Sr. Project Handbook. Special thanks is due the NVHS Sr. Project Task Force of Sandy Austin, Bobbin Wilson, Adam Craig, Aaron Bagwell, Ingrid Grant, Mickey Schuster, Kellie Edwards, Dan Wood, Lane Morgan, Carol Lagasse, Dave Olson, Patti Wells, Brad Stephan, Joni Heutink, Sharon Reese, Diana Quinn, Rob Prosch, Sue Ann Heutink, and 2002 graduates Lennon Bronsema, Susan Meixner, and Abbie Holt. Their vision and desire for educational excellence is part of the foundation for change at Nooksack Valley High School. Some information printed with the permission of Far West Edge, Inc., Medford, Oregon. Typing and proofreading by Susan Everett. Resume examples from Microsoft Word Templates, Windows XP. Research References: Sebranek, P., Meyer, V., & Kemper, D. (1996). Writers INC. Lexington, Massachusetts: D.C. Heath and Company. Culminating Senior Project Staff 2002-2005 Toni Dahlquist, Special Education Sue Ann Heutink, Coordinator Lane Morgan, AP Lit and English 12 Robb Myhre, Civics Rob Prosch, Principal Sue Robinson, Business English Brad Stephan, Civics Nooksack Valley High School 3326 E. Badger Everson, WA 98247 (360) 988-2641 Fax (360) 988-7058

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