Mr. McLeod
English 12: Senior Exit Project
Unit Packet Includes Step-by-Step Instructions for the Entire Project Process
• researching,
• creating an annotated bibliography,
• project ideas and construction requirements,
• final exam process.
Contents/Overview
Step 1: Assignment: Topic approval form (pages 2-3)
• Choose a topic that is of great interest to you that can be described as a “cause.” Identify a problem in your community or beyond and generate a topic idea. You will be more specific than these categories. You will be choosing a topic proposal from one of the following general categories:
• Public Health & Safety
• The Environment
• Human Rights
• Poverty/Homelessness
• Bullying & Violence
• Discrimination
• Education
• National Defense and Foreign Affairs
• Physical & Mental Health
*alternates may be approved by teacher
Step 2: Determine Personal Action (page 4)
• How can you impact this issue?
Step 3: Research & Annotated bibliography (pages 5-9)
• Research your cause using the web.
• Save sources to Word, highlight and annotate electronically
• Evaluate and write about your sources in four areas: article summaries; author qualifications; author bias; comparison of source content and value
Step 4: Exam Part 1: Synthesis essay (pages 10-19)
• Synthesize your research and write an essay based on your research
• Tips for MLA writing (samples, in-text citations, works cited page)
Step 5: Mass Media (pages 20-26)
• Create a website, documentary, or digital narrative advocating for your issue.
Step 6: Presentation (pages 26; 28-29)
• Your persuasive presentation to the class advocating for your cause. This will be completed the week before exams.
Step 7: Exam Part 2: Peer Assessment (page 27)
• Keep a set of notes from your classmates’ presentations to use in writing your exam essay.
Step 8: Exam Part 3: Reflective Essay (pages 30-32)
• You will write a narrative reflecting upon the process you went through researching and creating your project. You will do this over two days during exam week.
STEP 1
What Do You Care About?
Find a Cause You Can Promote
The first step in the process of creating your Senior Project is to determine a cause or issue worthy of your time and efforts. Even though you may already have an idea of the cause you wish to promote, the sites below may be able to give your ideas direction with concrete ways to proceed with promoting awareness and taking action.
Start by browsing the sites below looking both for causes as well as ways to bring those causes to the public so that you can make a difference.
is one of the largest organizations in the U.S. that helps young people address causes they care about. By leveraging the web, television, mobile, and pop culture, inspires, empowers and celebrates a generation of doers: teenagers who recognize the need to do something, believe in their ability to get it done, and then take action.
•
• Act Now: The Matrix: This section of the site lets you choose a cause, and then gives you ideas about how to make it your own.
o
CAUSES: We’ll help you change the world.
We’re focused on ambitious projects and believe that each day we come to work we’re making the world a better place. We proudly go one step further than not doing evil; we’re doing good. Causes is the world’s largest platform for activism and philanthropy. We empower individuals to create grassroots communities called “causes” that take action on behalf of a specific issue or nonprofit organization.
o
• Causes on Facebook: This page gives you information on projects that are currently being pursued by category. You could adapt one of these to make it your project. The problem: This is a Facebook link and must be viewed from home or from a mobile device.
o
• Also, check out McLeod’s website (Dakotamcleod.) for other specific causes students have succeeded with in the past. Note: Not all topics have earned high marks. This project is what you make of it!
Request for Approval
Senior Project Topic/Cause
1. What is the specific cause/issue you want to research? Be specific in your wording. (What conflict?)
2. Why is this cause/issue important to YOU? Explain in a paragraph of at least 5 sentences why this issue is important to you personally.
3. List 5 things you already know about this issue.
a.
b.
c.
d.
e.
4. List 5 things you want or need to learn about your topic.
a.
b.
c.
d.
e.
5. How does this topic affect the world? Who is your audience (Not: “my English 12 teacher”)?
STEP 2
Personal Action Demonstrating Leadership
MUST BE AT LEAST COMPLETED TWO WEEKS PRIOR TO FINAL EXAM DAY. Taking personal action outside of the main project is worth 10% of the project grade. Your action must be related to your cause.
• Before taking action, make an action proposal to your teacher to get prior approval
• Your service must be documented on a form provided by the teacher and turned in with the final rubric
• Decide early and start early – this element should be one of the first things you plan in your project
Things you could do to take action might include, but are not limited to, the following.
1. Create a letter-writing campaign
• Write a total of 5 letters to five different sources (one to a legislator (local and/or national), to a cause/website, organization, company, newspaper letter to the editor etc.).
• The letters must be customized and specific to the recipient.
• Formal, business letter format and voice are required.
• Put letters in envelopes, address and put stamps on them, but DO NOT seal. Bring them to the teacher to check and mail.
2. Participate in a rally, walk or fundraiser
• You must document your participation. Include pictures/artifacts on your website or emailed to the teacher.
3. Volunteering
• You must document your participation. At least 4 hours spent volunteering. Include pictures/artifacts on your website or emailed to the teacher. Volunteer hours should be specific to this project and not used for NHS/Key Club.
4. Social Networking Campaign
• Create an active account gaining at least 50 followers with at least 50 posts of relevant info which is linked to your project. Postings cover at least two weeks. Cite all information posted.
5. Alternative Option
• Submit your own proposal to your teacher which highlights your strengths and unique perspective.
STEP 3
Research and the Annotated Bibliography
Research Requirements
1. 8 different sources HIGHLIGHTED AND ANNOTATED with the following labels
1. Only one article may be used from each source (for example, only one article from the New York Times; only one article from the ASPCA, etc.)
o Four sources dealing with the PROBLEMS/CAUSES OF THE PROBLEMS
o Two sources dealing with the SOLUTIONS
o Two sources dealing with CURRENT PROGRAMS THAT SUCCESSFULLY ARE RESOLVING THE PROBLEM
2. Wikipedia or any wiki site may not be used as a source, but if there is credible information found on one, follow the links and use that source.
3. Sources must be credible and should vary: interviews, films, websites, articles and books.
4. Save EACH SOURCE as a separate word document for annotation (copy and paste article from website).
2. Turn in for score (use rubric for annotated bib)
1. ONLY ELECTRONIC COPIES OF SOURCES WILL BE ACCEPTED. THEY MUST BE SUBMITTED VIA BlackBoard @ bb91.
o Each source submitted must have the Source Evaluation Worksheet completed and the highlighted and annotated article in ONE ELECTRONIC DOCUMENT
2. Annotated copy of each article used (for books, scan pages to be used as a source; for interviews or films turn in an extensive set of notes). Use the “comment” function on Word to add your thoughts, questions, etc.
3. Complete the Source Evaluation Worksheet for each source and attach to articles
Remember your PURPOSE:
• Finding background proving there is a problem and its causes,
• Learning about possible solutions to solve the problem,
• Finding out what is currently being done to solve the problem (programs that are successfully dealing with the problem).
• Creating other solutions with reasoning why they would be viable.
Resources
Dakota’s Media Center:
Gale Virtual Reference Library: (Access from home PW: cougars)
MEL Databases: Visit . Click on eResources at the top. The following databases may be helpful for your research:
• Britannia School High:
• Education Source:
• Explora for High School
• Health Source – Consumer Education:
• Newspaper Source Plus
• Opposing Viewpoints in Context
• Points of View Research Center
• Masterfile Complete
Google Scholar:
McLeod’s Website: Listing of interesting, and mostly current, articles in various areas of society.
Source Evaluation Worksheet
• This worksheet must be completed for each of the 8 required sources and submitted as part of the file, then posted to Black Board (bb91.).
• Copy and paste this page into your document to accompany your annotated bibliographies and articles
Topic/stance/subject:
Part 1 – MLA 8 Citation (use , knightcite, ). Do not use the autocite feature! Use manual cite.
Example:
Public Affairs. “What Is the U.S. Opioid Epidemic?” , HHS, 2019, opioids/about-the-epidemic/index.html.
For additional information on citations, visit the OWL Purdue:
Part 2: Intext/Parenthetical Citation:
Example: (Public Affairs)
Part 2 – Source Focus
• This source dealt primarily with (mark 1 only):
_____Problems/Causes of the problem
_____Solutions
_____Current programs
Part 3 – Source Information
• The nature of this source is:
_____ from an organization associated with my topic (like the Michigan Humane
Society)
_____ from a News-Oriented source (such as Time, Newsweek, CNN, etc.)
_____ from a Government Publication (such as .gov sources)
_____ University or College study or report (such as .edu sources)
_____ other (explain)
Step 3: Annotated Bibliography
Example
Format
• Hanging indent for citation
• Summary and assessment paragraphs indented to match hanging indent
• Single space bib citations and within each individual paragraph; double space between sections and paragraphs (it should look like the following example)
Answer these questions for each article/source and include them in this order in separate sections on your AB:
• Summarize (2-3 sentences): What are the main arguments? What is the point of this book or article? What topics are covered?
• Assess Source (1-2 sentences): What are the qualifications of the author? If no individual author is listed, provide the name of the organization or website as the author. Discuss the credibility of the source (author, magazine, organization, or web site).
• Assess Bias (1-2 sentences): Is this source biased or objective? How do you know? Why is this a valuable source (if can’t answer this question, find a new source!)?
• Reflect: (1-2 sentences): What does this source offer to my research? How will I use this information to inform my position?
Ehrenreich, Barbara. Nickel and Dimed: On (not) getting by in America. New York: Henry Holt and Company, 2001. Print.
In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Wal-Mart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation. Ehrenreich’s project is timely, descriptive, and well-researched.
An experienced journalist, Barbara Ehrenreich is also the author of 14 books and has been a contributor to magazines such as Harpers, The New York Times, Time and The Nation. She went “undercover” as a minimum wage worker and described her experiences in this book.
There is some bias in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. As she experiences the trials of being a member of the working poor, she comments on how difficult life is for low-wage workers.
Ehrenreich writes a testimonial of what it is like living in poverty. She effectively uses pathos to draw empathy from the reader. Her anecdotes would beneficial for personal testimonials as part of the research mass media assignment.
Source Annotations and Evaluation
1. Research (40 points total; 5 points per source)
• 8 different authoritative/credible sources each extensively annotated
o Highlighting and margin notes BOTH required
▪ 4 problems with causes for each
▪ 4 possible solutions/current programs
o Source Evaluation worksheet completed for each
Annotated Bibliography
Rubric
2. Annotated Bibliography (24)
• Proper citations using MLA style
o Citation style _____/24
▪ Full source info provided
▪ Double spaced
▪ Hanging indents
▪ Alphabetical order
• Article analysis (48) _____/48
o Four separate paragraphs for each article in this order
▪ Complete summary of article content
▪ Discussion of source credibility
▪ Discussion of source bias
✓ Does the article put forth a single point of view or present all sides of the issue? How do you know?
▪ Reflection of source usage in research
Total _____
72
Step 4: Synthesis Essay
Using the information from your research, create a well-organized and thorough SYNTHESIS ESSAY that pulls together information from your multiple sources to define, explain, and comment on your topic.
Prompt: Using the focus of your senior project research, synthesize information from multiple sources to communicate the problems, existing solutions, and further actions needed in a well-crafted essay.
The synthesis essay is a researched conversation. You will be entering a persuasive discussion about a topic that has already been written about discussing the problems created by the issue and what should be done to solve the problem.
There are specific characteristics of a synthesis essay:
1. It uses sources to support thesis with a clear, organized position.
2. It considers purpose, audience, and point of view.
Your job as the writer is to pull together your sources and make a claim about your topic.
How to Write It
Synthesis means pulling together two or more sources and making a CONNECTION or describing a RELATIONSHIP between them. Your body paragraphs should explore the different topics related to your issue and show how different sources cover/explain/describe it.
Your body paragraphs should have two primary points of content:
1. A COMPARISON of what two or more sources have said about the topic
2. YOUR COMMENTARY- your thoughts, analysis, and explanation
Sample Body Paragraph – paragraph 2 of an essay on food allergies
One problem that is posed by students with food allergies is that school staff and fellow students are not as educated or aware of the dangers of food allergies as they need to be. In the article “Study: Food allergies more common, more severe among children,” Landau interviews Dr. Ruchi Gupta, associate professor of pediatrics at Northwestern University Feinburg Medical School, who mentions that most people only think of food allergies as a “rash or stomach ache” and not a severe medical condition that could lead to going to “the hospital and even [death].” Mullan goes even further to suggest, from her research, that even if staff in schools are knowledgeable in how to deal with food allergies, they often are not confident in actually doing what they know is best, like calling an ambulance and not administering an EpiPen as required. Unfortunately, ignorance is not bliss in this situation. When someone is having a severe allergic reaction, people need to quickly react. Sometimes, a person in anaphylaxis cannot help themselves, especially if they are only young students. School staff and other students realizing the seriousness of a reaction and the procedures to help someone is a matter of life and death. Someone with anaphylaxis could die in minutes, so time wasted by trying to decipher how to handle the situation could be deadly. Schools’ lack of knowledge could lead to the death of a student by means of an allergic reaction.
Essay Outline
Introduction
• Grab the reader’s attention
• Frame the discussion regarding your topic
• Begin with a broad perspective (maybe even global) of your topic and narrow
• Include a clear and concise thesis statement
SECTION 1: THE PROBLEMS
• Begin each paragraph with a main assertion/point in the topic sentence (ex. Chemical pesticides should not be used on foods because these chemicals are altering the DNA of human beings).
• Support: support your assertion using your research
• Explain: discuss how the evidence supports your assertion (problem) based upon the overall knowledge of the topic; put emphasis on showing the extent of the problem and why action is needed
SECTION 2: CURRENT SOLUTIONS
• Assert what programs already exist concerning your topic
• Support your assertion using the research to identify the existing programs
• Explain how/why your program or other programs are needed and what they will add to the programs that already exist or how they will contribute to the topic overall based upon your overall knowledge of the topic from all research
• Evaluate current programs, is there enough being done? What is missing, theorize why people are not aware of the problem, explain how/why programs are needed and what they will add to programs that already exist, or how they will contribute to the topic overall
SECTION 3: ACTION PLAN
• Assert what the audience needs to do (specific action)
• Support your assertion with research proving it’s possible or that it would work
• Explain how/why their contributions would make an impact
Conclusion
• Start specific with a reworded thesis
• Bring the topic out to a broad perspective
• Signify what the reader can do to contribute positively to your topic
• Conclude with a positive, hopeful tone
Thesis Writing
There are 3 general ways to develop a thesis statement. Use one of these methods:
1. Direct Statement: Eating too much sugar is dangerous, but step can be taken to change our consumer culture to prevent problems.
2. Use a Subordinate Clause
a. Begin with a Subordinating Clause (Use Since, When, Because, Although, etc.) Because of the multiple health risks sugar can cause, eating too much is dangerous, but step can be taken to change our consumer culture to prevent problems.
b. End with a Subordinating Clause. Eating too much sugar is dangerous because of the multiple health risks it causes, but step can be taken to change our consumer culture to prevent problems.
3. State a three-part series: Eating too much sugar can cause weight gain, diabetes, and tooth decay, but step can be taken to change our consumer culture to prevent problems.
Synthesis Essay
Thesis Development Worksheet
Purpose: To develop a strong thesis statement for the synthesis essay.
There are 3 general ways to develop a thesis statement. Use one of these methods:
1. Direct Statement: Eating too much sugar is dangerous, but step can be taken to change our consumer culture to prevent problems.
2. Use a Subordinate Clause
a. Begin with a Subordinating Clause (Use Since, When, Because, Although, etc.) Because of the multiple health risks sugar can cause, eating too much is dangerous, but step can be taken to change our consumer culture to prevent problems.
b. End with a Subordinating Clause. Eating too much sugar is dangerous because of the multiple health risks it causes, but step can be taken to change our consumer culture to prevent problems.
3. State a three-part series: Eating too much sugar can cause weight gain, diabetes, and tooth decay, but step can be taken to change our consumer culture to prevent problems.
Now try drafting a thesis using EACH of the methods listed above:
1. ________________________________________________________________________________
________________________________________________________________________________
2.
a. __________________________________________________________________________
__________________________________________________________________________
b. __________________________________________________________________________
__________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
Write the thesis statement you like best on your Planning Sheet (in Project Packet), then review this worksheet with your teacher.
Synthesis Essay: The Opener and Conclusion
First, there are SEVERAL methods, or HOOKS (openers), to get your reader’s attention. These are the types that will earn credit if done correctly and effectively.
|Method |Explanation |Example |
|Quotation |Simply repeat the EXACT words of someone else. You | “The Senior Exit Project is to develop leadership by creating |
| |MUST state the source’s name and punctuate correctly.|awareness and requiring action on a cause students feel is |
| |Then add a tie-in to your topic (this would be at |important,” according to the Michigan Department of Education’s |
| |least one sentence that connects the quote to your |website states, (2011). |
| |topic. | |
|Anecdote |An interesting story or amusing incident, usually |Resident Warren St. John first noticed the shadows when he took his |
| |about an individual. It must clearly be related to |daughter to a playground near Central Park's southern border on a |
| |your topic, so you may need to include a sentence |sunny, blue-skied fall day. All of a sudden, though, it became |
| |that explains how the anecdote is relevant to the |chilly. He remembers the parents zipped up their kid's jackets and |
| |topic. |hurried off. He looked up, "and that's when I realized the sun was |
| | |behind this new building I'd never paid any attention to," St. John |
| | |says. "But what really got me was that about six months later, I was |
| | |at a playground a mile north of here and the exact same thing |
| | |happened. I looked up, and it was the same building." Although |
| | |developers love them, in New York — the city of skyscrapers — |
| | |residents have been upset at the shadows these buildings cast over |
| | |public spaces like Central Park (Adler). |
|Dramatic Statistic |The number must be shocking or thought provoking in |Eight-eight percent of social media-using teens say they have seen |
| |some way. Also, it MUST be REAL and CITED! |someone be mean or cruel to another person on a social network site. |
| | |Twelve percent of these say they witness this kind of behavior |
| | |“frequently,” (Gilkerson). |
For the SYNTHESIS ESSAY you will select one of these methods. Then your will FRAME the discussion regarding your topic. That is to provide the information NECESSARY for the reader to understand your topic. It could be a brief history or explanation of the topic’s background. This paragraph will END with your THESIS STATEMENT!
For the CONCLUSION PARAGRAPH, you will BEGIN by restating your THESIS STATEMENT in a NEW WAY. After restating the thesis, you must do more than summarize by selecting one of the methods in the chart below. Remember NEVER add new source information!
|Method |Explanation |
|State a Logical Conclusion |Explain that the evidence provided in the essay leads to a specific result or outcome. |
|Call for Action |Tell or remind readers what they can do now that they are informed. |
|State a Personal Impression |What has the writer learned through the research process? This can be challenging to write and still |
| |maintain the THIRD PERSON VOICE. |
Examples
Should we test products on animals?
Therefore, testing new products on animals protects the safety and well-being of people in society. But society needs to make sure that animals that are used for testing new products have the minimum of suffering. However, animal testing is necessary, and it will continue to benefit humans in new and wonderful ways.
Who are the better parents – men or women?
In summary, parents share equally in the responsibility of raising children. This is not an either/or question. Both men and women have strengths and skills that are important for children’s psychological growth. Both parents must play an important role in the family in order to give children a good start in life.
Who learns quicker – adults or children?
In conclusion, neither the child nor the adult can be said to be the better learner. It is not appropriate to generalize about children or adults being better learners. It depends on the situation and the motivation of the person, and the level of enthusiasm he or she has for learning.
Should dangerous sports be banned?
In summary, it is not necessary to ban so-called dangerous sports. Society would be healthier if more people took part in sports of all kinds. Organizations should continue to try to prevent accidents and injuries. However, we should also ensure that sports are challenging, exciting, and, above all, fun.
The Synthesis Essay: Pre-Write/Planning Worksheet
Topic:
1. Intro
a. Attention-getting opener (quote or anecdote):
b. Background/context/setting:
c. Thesis: (A solid thesis must indicate the topic, that problems stem from the topic, and that there are solutions to solve the problems. These do not need to be stated directly. They can be implied. Write as a complete sentence.)
2. Section One - Problem One:
a. Proof from source A:
b. Credibility of source A:
c. Relationship word(s):
d. Proof from source B:
e. Credibility of source B:
f. Your discussion of problem and why it needs a solution:
3. Section One - Problem Two:
a. Proof from source C:
b. Credibility of source C:
c. Relationship word(s):
d. Proof from source D:
e. Credibility of source D:
f. Your discussion of problem and why it needs a solution:
4. Section Two - Solution One:
a. Proof from source:
b. Credibility of source:
c. Relationship word(s):
d. Proof from source:
e. Credibility of source:
f. Your discussion of solution and why it will work:
5. Section Two - Solution Two:
a. Proof from source:
b. Credibility of source:
c. Relationship word(s):
d. Proof from source:
e. Credibility of source:
f. Your discussion of solution and why it will work:
6. Section Three: Current Programs: What’s already being done about it? What is succeeding? What is failing?
a. Topic Sentence
b. Proof from source
c. Proof from another source
d. Explanation
7. Section Three: Audience Action
a. The belief(s) you want the audience to hold on this subject:
i. What research says about this/these belief/s:
b. The physical action(s) you want the audience to take:
i. What research says about this/these action/s:
8. How will you do more than summarize in the second part of your conclusion? How will you bring out the relevancy and importance or consequences of following through or not following through?
(Example Works Cited)
Works Cited
Dean, Cornelia. "Executive on a Mission: Saving the Planet." The New York Times, 22 May 2007, 2007/05/22/science/earth/22ander.html?_r=0. Accessed 12 May 2016.
Ebert, Roger. Review of An Inconvenient Truth, directed by Davis Guggenheim. , 1 June 2006, reviews/an-inconvenient-truth-2006. Accessed 15 June 2016.
Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of Sustainability." International Journal of Sustainable Development and World Ecology, vol. 14, no. 1, 2007, pp. 27-36.
An Inconvenient Truth. Directed by Davis Guggenheim, performances by Al Gore and Billy West, Paramount, 2006.
Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology. Springer, 2005.
Milken, Michael, et al. "On Global Warming and Financial Imbalances." New Perspectives Quarterly, vol. 23, no. 4, 2006, p. 63.
Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global Warming." American Economic Review, vol. 96, no. 2, 2006, pp. 31-34.
---. "Global Warming Economics." Science, vol. 294, no. 5545, 9 Nov. 2001, pp. 1283-84, DOI: 10.1126/science.1065007.
Regas, Diane. “Three Key Energy Policies That Can Help Us Turn the Corner on Climate.” Environmental Defense Fund, 1 June 2016, blog/2016/06/01/3-key-energy-policies-can-help-us-turn-corner-climate. Accessed 19 July 2016.
Revkin, Andrew C. “Clinton on Climate Change.” The New York Times, 17 May 2007, video/world/americas/1194817109438/clinton-on-climate-change.html. Accessed 29 July 2016.
Shulte, Bret. "Putting a Price on Pollution." US News & World Report, vol. 142, no. 17, 14 May 2007, p. 37. Ebsco, Access no: 24984616.
Uzawa, Hirofumi. Economic Theory and Global Warming. Cambridge UP, 2003.
From Purdue’s Online Writing Lab:
Synthesis Essay: Rubric
1. Synthesis/Structure
• Essay effectively synthesizes the information from six or more sources in assembling a purposefully persuasive essay
o Correctly compares two or more different established and credible sources in each body paragraph using relationship words
o Develops clear and convincing arguments using sources
o Essay aptly refers to at least six different sources
o Transitions between paragraphs
• Essay demonstrates understanding of the complex ideas presented in each of the sources chosen
o Half of each body paragraph comprised of student’s own analysis
□ Introduction (10 pts.) _____ /10
✓ Grab the reader’s attention
✓ Introduce the topic
✓ Include a clear and concise thesis statement suggesting problems and solutions
□ Body (50 pts.)
▪ Paragraph 2: Problem #1 _____ /50
✓ Assert the problem using a clear topic sentence
✓ Show a relationship between two sources
✓ Provide analysis
▪ Paragraph 3: Problem #2
✓ Same as problem #1
▪ Paragraph 4: Solution #1
✓ Assert the solution using a clear topic sentence
✓ Show a relationship between two sources
✓ Provide analysis
▪ Paragraph 5: Solution #2
✓ Same as solution #1
▪ Paragraph 6: What’s already being done
✓ Describe what programs already exist concerning your topic
✓ Suggested Discussion: Evaluate currents programs. Is there enough being done? What is missing? Theorize why people are not aware of the problem, explain how/why programs are needed and what they will add to programs that already exist, or how they will contribute to the topic overall
▪ Paragraph 7: Audience Action
✓ Assert the action using a clear topic sentence
✓ Show a relationship between two sources
✓ Provide personal analysis
□ Conclusion (05 pts.) _____ / 5
✓ Start specific with a restated thesis/summary
✓ Do more than summarize
✓ Conclude with a positive, hopeful statement
2. Writing Conventions
• MLA format
o MLA 8 essay format (5 pts.) _____ / 5
o Internal citations/Works Cited used and formatted correctly (20 pts.) _____ / 20
▪ At least six different sources listed
▪ Alphabetical Order
▪ Citations formatted using MLA 8 style
▪ In-text citations match works cited entries
• Demonstrates control over language (10 pts.) _____/ 10
o Punctuation, sentence clarity, vocabulary/word choice, transitional words/phrases
o Appropriate balance of quote, paraphrase and summary
Total _____ 100
STEP 5
Mass Media
Ideas and Criteria
The purpose is to demonstrate leadership by creating awareness and requesting action on a cause you feel is important.
Plagiarism/Academic Dishonesty
• When creating mass media, the rules about using material from outside sources in essays also apply to web sites, blogs and documentary productions
• It is never acceptable to use information in your work from an outside source without giving credit to that source
• It is rarely appropriate to use information verbatim (word-for-word) on your web site or in your documentary.
o Most information should be paraphrased and summarized
▪ Save the occasional quotation for highly dramatic statements that would lose their impact if not quoted verbatim
o Information that is used as a quotation must include a parenthetical citation (MLA format) immediately following the quote
• You must provide a Works Cited page that includes all sources, images, videos, etc. used. This list should be in MLA format. Refer to the Purdue OWL Other Common Sources website for more information on citing images, videos, etc.
Main Components
• At least 1 mass media/social media element detailing the issue
o Web site, blog, documentary posted online, digital story posted online, audio story posted online, PSA posted online and broadcast locally
▪ Free web hosting sites
✓
✓
▪ Free video posting
✓
o Video projects must be posted to You Tube and then linked to a social media site such as a one-page web site or a public Facebook page dedicated to your topic
• Personal Action Demonstrating Leadership
o Completed separate from mass media (Page 4)
o Volunteering, community service or other activism related to the cause
o 10 percent of project grade
o Make this known (with proof) in your final project
Sections of Mass Media – each option must include these sections (These could be pages in a website)
• Introduction/Overview
o This section should explain the purpose and why your audience should care about the topic.
• Problem/Causes
o Explain the problems related to your issue and what causes the problems
• Solutions
o Discuss solutions that will work to solve the problems – this section must clearly state how the solutions discussed will solve the problems noted previously
• Testimonials
o First-hand accounts of people that have dealt with this problem, or are creating solutions
• Take Action
o What have you done (Share your personal action)?
o What can the audience do to help solve the problems?
▪ What specific steps does the audience need to follow? – be very specific here
▪ How will these steps affect the problems?
• More Information
o Live links to resources the audience can visit to learn more about the topic
▪ Each live link must also include the name of the organization to which the audience is being linked and what the organization is about
• For example,
o World Wildlife Fund: WWF’s mission is to conserve nature and reduce the most pressing threats to the diversity of life on Earth.
o Live link to other students’ projects, with descriptions as to what they entail
• About the author
o Who you are and why you created the site (part of your senior English class experience to show leadership in a cause important to you); why the cause is important to you (from Project Proposal). Don’t focus on this in the presentation. Do not give too personal of information.
• Sources
o A list of ALL resources used to create this project (your Works Cited page)
▪ MLA 8 style citations
▪ Include images and graphics
Mass Media Options
Option 1 – Create a website showcasing an issue. (Social Media accounts are not options)
• Powerful images and/or video clips/interviews that demonstrate problems related to an issue
• A thought provoking, memorable title for the site
• Powerful images or linked video related to topic
• ALL 7 sections must be included
o Home page introductory section (overview and purpose of site)
o Problem/Causes
o Solutions
o Testimonials
o Take Action
o More Information with live links
o About the author
o Sources
Option 2 – Create a documentary showcasing an issue and suggesting solutions or next steps.
• Video clips, first-hand interviews, photos, graphic images and narration that demonstrate a problem and its solutions
o The student film maker will interview individuals relevant to the cause and incorporate these along with narration about the topic
• Posted with a live link to a mass/social media site
o Site must include an Overview, More Information, About the Author, and Sources
• At least 5 minutes in length
• Must include the following information/sections
o Attention-Getting Title
o Introduction to Topic
o Problems/Causes
o Solutions
o Testimonials
o Take Action
Option 3 – Create a digital story showcasing a cause and individuals who have exhibited social responsibility.
• Videos, photographs, background music, interviews and narration that tells the story of the cause presented
• At least 5 minutes in length
• Posted with a live link to a mass/social media site
o Site must include an Overview, More Information, About the Author, and Sources
• Must include the following information/sections
o Attention-Getting Title
o Introduction to Topic
o Problems/Causes
o Solutions
o Testimonials
o Take Action
Mass Media Checklist
Use this as a checklist to make sure your mass media is comprehensive and clear. These requirements will appear as categories to be scored on the rubric.
Content Requirements – ideas and information used to create mass media
□ Advocacy Message
o All materials created must effectively enhance the advocacy message related to the issue chosen.
▪ Text
▪ Images
□ Problem
o Clear statement of at least 2 problems
▪ Who problems affect
▪ Why problem exists
▪ When problem began
▪ Where problem exists
□ Solutions
o Clear statement of the solutions being requested
o How will solution solve problem/issue?
o Why is this solution the best?
□ Testimonials
o Who is this problem affecting?
o Who is working on solutions?
o What proof is there of their involvement?
□ Action
o Clear statement of the action being requested
▪ How will the action solve problem/issue?
▪ Who should take action?
▪ When should the action begin?
▪ What is the timeline for the action to work?
o Action requested must have two aspects
▪ Physical action–request for audience to do something: donate, write letter, volunteer, etc.)
▪ Change in attitude – the way you want people to think differently
o Clear declaration and proof of how you took action
□ Learn More
o List of at least 3 resources for people to learn more about the issue
□ Sources
o Complete bib information in MLA format listing ALL sources used (including video & images)
▪ Must be a separate tab/section for web page or blog or at the end of a video production
□ About the Author
o Information about you and why you created the project
o Who you are (your name and school)
o Why you created the work and the research behind it
o Why the issue is important to you
o What you hope to accomplish through your work
□ Powerful Images
o Video or still images that vividly capture the issue
o Images must clearly advocate for the issue/problem. Additional images could relate to solutions
□ Audience
o A clearly identified target audience (audience must be named within project)
o Audience must be the group MOST able to affect the issue
□ Testimonials
o People who are known – or well known – are useful in promoting a cause
▪ Noteworthy people who have supported your cause
▪ Those affected by the issue who have an emotional appeal to the audience
▪ Must include two
□ Appeals to pathos, logos and ethos
o Must include materials that appeal to all three areas
o Pathos (Emotion): moving images/audio; use of emotionally charge language; vivid, concrete language; emotionally loaded language; connotative meanings; emotional examples; vivid descriptions; narratives of emotional events; emotional tone; figurative language
o Logos (Logic): charts/graphs; statistics; literal and historical analogies; definitions; factual data; quotations; citations from experts and authorities; informed opinions
o Ethos (Ethics): language appropriate to audience and subject; restrained, sincere, fair minded, balanced presentation; appropriate level of vocabulary; correct grammar, clear indication you care about the issue (mostly part of the “About the Author” section)
Format Requirements – the manner in which the mass media is constructed
□ Title
o Attention-getting
o Clearly indicates an issue
o Smoothly integrated into project format
□ Effective Packaging/Project Format
o Info presented in a package that is attractive and effective in conveying required information
o Chosen format is most effective to reach intended audience.
▪ Are multiple formats needed to effectively reach audience? For example, if you make a video and it is too large to upload to a website, you will need to post it on You Tube and link it to your site.
□ Clearly and Effectively Organized
o Web site uses tabbed pages to organize content
o Blog pages have clearly identified posts relating to required content
o Video has chapters clearly identifying the required content
□ Clear communication of ideas
o Includes correct grammar, appropriate word choice and clearly written sentences.
Senior Mass Media Rubric (website, documentary, or digital story)
Part 1: The Issue (40 points) _____/40
➢ Overview
o Minimum paragraph summary of the issue and why it is important to the audience
o Audience clearly indicated
➢ Problem/Causes
o Clear, thorough presentation of at least two problems and their causes
▪ Information is powerfully persuasive and cited (uncited information will not count!)
➢ Solutions
o Several solutions that clearly affect the problems
▪ Explanations of how cited solutions resolve the problems
• Awareness is not a solution or explanation
➢ Testimonials (at least two)
o People who are known – or well known – or who are victims of the problem
▪ Described or quoted with details and explanations and cited
➢ Sources
o MLA 8 formatted source information for ALL research used (in-text and works cited)
➢ Learn More
o List of three resources (formatted as live links) for audience to learn more about the issue
o Each link is described with explanation as to what it offers
➢ About the Author
o Who; why; personal importance of issue; hopes
Part 2: Audience (30 points) _____ /30
➢ Audience Identified
o A clearly identified target audience must be identified
o Audience must be the group MOST able to affect the issue
➢ Audience Action
□ Clear statement of action requested: both physical action AND change in attitude
➢ Appeals to ethos, pathos, and logos
□ Must include materials that appeal to all three areas
Part 3: Technical Aspects (20 points) _____ /20
➢ Powerful Images that Advocate for the Cause
□ Video or still images that vividly capture and advocate for the issue
➢ Clear communication of ideas
□ Includes correct grammar, appropriate word choice and clearly written sentences.
➢ Effective Packaging/Project Format
• Information presented in a package that is attractive and effective in conveying required information
Part 4: Personal Action (10 points) _____ /10
o Clearly shown in project
o Action you have taken personally to make a difference with the issue/cause chosen
o Must provide clear, timely documentation of work completed
o Live links are provided for any social media accounts
Total _____/ 100
Submitting Your Final Mass Media
Instructions
It is your responsibility to make sure you turn in your project in the format described below. Double check your document to make sure it meets the criteria listed.
1. Turn in an electronic copy of your project on a Word document
a. Submit to Blackboard: bb91.
b. Username: chp + school id #
c. Password: Last four digits of home phone, or 1234 (see McLeod with issues)
2. Include the following information:
a. A LIVE LINK to your project (it will turn blue and be underlined)
i. You must test your link before you turn it in – a dead link may result in a project that cannot be viewed
b. Any documentation of personal action not already included in project (See volunteer sheet later in the packet)
STEPS 6-8: Presentations and Reflections
Step 6 – Your Presentation (approximately 5-10 minutes)
Suggested Presentation Plan
Introduction
• Introduce yourself and your topic
o Provide your name and the creative title for your project
o Clearly summarize the problem, and suggest that there are solutions that work (thesis)
Body
• Your Awareness Project – show what you have done to create awareness of the issue
• Present an advocacy message to the class
• Every piece must include powerful images that advocate for your issue
• Should be completed in bulleted format
• EXPLAIN each of the following
o Main problems
o Solutions for each problem
o Action the audience should take
o Testimonials that emphasize problems or solutions or both
Conclusion
• Summarize what the viewer can do to contribute, and conclude with a positive, hopeful tone
Presentation Tips and Tricks Use this list to help you rehearse before you present
□ Use professional language.
□ Be aware of your tendencies: question inflections, “like” or “um”, etc.
□ Don’t go through your “about the author.”
□ Rehearse: get in front of an audience and run through the presentation multiple time. Get feedback!
□ Don’t end with “And that’s it.” End with your conclusion and “positive, hopeful tone.”
□ Don’t admit any possible faults in your presentation (that’s tattling on yourself!).
□ Time your presentation in advance.
Step 7 – Project Peer-Assessment
You will be required to assess the projects done by fellow students so that you have information to use in writing the essay on exam day. Use the questions/statements below in taking notes. You will use these notes on your final exam.
Presentation Viewing Notes
While students present their individual projects, you should take notes on the information listed below. This information will be used to write one portion of your final exam. Use specific examples in your notes so it will be help you in writing your exam.
1. Student name, topic and the central problem requiring action.
2. Project format
3. Evaluation Elements:
a. How thorough was the project in terms of the written components? Did the student do a good job of explaining the problems/causes, solutions, current programs and audience action?
b. How well was the project organized? Did the student have clear sections? Did the sections use headings and subheadings to help organize? Did the student keep paragraphs short or use bulleted summaries? Were audio narratives clearly organized using headings on the screen or verbal introductions?
c. Was the project visually/graphically effective? Did the project include powerful images in every section? Did the project include text wrapping around images?
d. What do you think was the most effective/best element of the project presented? Why?
e. What do you think was the least effective/worst element of the project presented? Why?
f. Did they use professional language?
Step 8 – Written Essay
On exam day you will write a Reflective Essay in which you will be asked to evaluate what you have done while creating the project, and to compare what you have done to what others in class have done. The essay will be worth 10 points of your exam grade.
Senior Project Presentation Rubric
Introduction (6 points) _____ /6
• Introduce yourself and your topic before having us look at your project
o Provide your name and the creative title for your project
o Clearly summarize the problem, and suggest that there are solutions that work (thesis)
o Define any jargon associated with your project
Your Awareness Plan (20 points) _____ /20
• Present an advocacy message to the class
• EXPLAIN each of the following:
o Main problems
o Solutions for each problem
o Action the audience should take
o Testimonials that emphasize problems or solutions or both
o Personal Action Taken by author
o Do not present “about the author page”
Conclusion (4 points) _____ /4
• Summarize what the viewer can do to contribute, and conclude with a positive, hopeful tone and message as to how this can be helped (do not discuss works cited page)
Clear communication of ideas (20 points) _____ /20
• Presentation engages audience and is an effective visual aid: Clear organization and structure. Font size and color is appropriate
• Speaking is clear and informed and not read from the screen: Eye contact with audience is important
• Presentation is free from grammatical errors
• You present with authority, command, and confidence: no distracting behavior
• Professional Dress
• Pace is appropriate for content (between 7-10 minutes)
• No videos shown (unless student created it)
• Do not show “source page”
➢ You will be docked points for any disrespectful behavior while others present.
Total _____ 50
Final Day Reflective Essay
For your senior project you have chosen an issue or cause which is important to you for some reason. For your final exam, you are being asked to produce a reflective essay that will describe and analyze your experience in producing this project. A reflective essay is a form of personal narrative providing a thoughtful analysis of the work you have completed and comparing that work to what others have done. This is a flashback process where you will explore a problem and think over what you have learned from it.
Prompt:
Reflect upon and describe the process you used to develop your senior project and compare what you have done to what your classmates have produced.
At first it may seem extremely difficult to collect your thoughts on a subject you care about in a way that would be clear to others. A reflective essay really tends to be one of the most complicated essays to write because there is no set structure. So here are some useful tips on how to cope with the task of writing.
Brainstorm
Before writing your reflective essay, collect all the materials you have used while studying the problem. Look through them carefully; write out the most prominent ideas. Look back at the difficulties you have been faced with, outline the ways of solving them. Make notes about the weak and the strong aspects of your work. Review the peer-evaluation worksheets and compare your work to what others have done on both similar and different topics.
Pre-write and Organize
The next stage is describing your work. Try to be as specific as possible. If you generalize, you will be graded down. Explain why the problem attracted your attention, and how it influenced your development. Evaluate the quality of your project. What can be done to improve it? Analyze your mistakes. Specify the results of your work. Say how you achieved your goals. Emphasize the influence your project will have on the world around you. What did others do that you wish you had done? What did you do that was better than what others have done?
Points to Consider:
• Stick to the point
• Be concrete – make examples specific. Describe specific moments in time in detail. What were your thoughts and actions at that time?
• Give bright explanations that are highly descriptive and detailed
• Write in a clear style – organize before you begin. First person is appropriate.
• Note that there’s no exact length limit for your reflective essay, but it must be thorough and specific. A five-paragraph essay is appropriate.
Here is a probable scheme of a reflective essay:
• The aim of the opening paragraph is to get the reader involved in the author’s story so use an attention-getter. Then introduce your topic and conclude the first paragraph with a thesis.
• The body reveals a good variety of the author’s ideas on the topic and makes comparisons to what others have done. The essay should be EVALUATIVE in nature.
• The concluding sentences summarize the main ideas and experiences of the essay. The author makes a reflection of his general perception of the given topic.
Reflective Essay Rubric
| |Unsatisfactory |Needs Improvement |Good |Excellent |
| |0.5 |1.0 |1.5 |2 |
|Content |The writer simply restates facts |Contains some interesting |Essay shows thoughtful |Demonstrates fresh, original |
| |rather than reflecting on his or her|ideas, but the writer does not |reflection. Writer’s point of |thought and ideas. Point of |
| |own experience. The writer’s point |explore them thoroughly. Lacks |view is apparent. |view is thoroughly explored and|
| |of view is not evident. |detailed explanation or | |clearly expressed. |
| | |supporting examples. | | |
|Organization |No clear direction. Main ideas are |Includes an organizational |Organization is generally |Organization enhances the main |
| |vague and connections are confusing |skeleton (intro, body, |good, but there may be some |ideas. Supporting information |
| |or incomplete. |conclusion), but often strays |unclear transitions. |is presented logically. |
| | |from the main idea. Lacks | |Transitions are smooth. |
| | |transitions. | | |
|Sentence Fluency and Word|Contains frequent grammar errors. |Some errors in grammar and word|Generally applies standard |The writing flows and shows a |
|Choice |Sentences are choppy, awkward, and |choice. Sentences may be |English usage and appropriate |high level of sophistication. |
| |hard to follow. Vocabulary is |incomplete or rambling. |word choices. Sentences are |Strong and specific words are |
| |limited and words are used | |grammatical, but sometimes |used to convey meaning. |
| |incorrectly. | |stiff or choppy. | |
|Mechanics |Frequent spelling, punctuation, and |Some distracting errors. Needs |Contains occasional spelling, |Proofreading is thorough. |
| |typographical errors. No evidence of|more thorough proofreading. |punctuation, and typographical|Correct spelling and |
| |proofreading. | |errors, but the errors are not|punctuation throughout. |
| | | |overly distracting. | |
|Concrete/ Relevant |No peer examples used. |One or two peer examples are |Two or three peer examples are|At least three peer examples |
|Examples | |mentioned but are not explained|mentioned. Explanations are |are discussed. Explanations are|
| | |clearly. |present, though not full or |clear and relevant. |
| | | |completely relevant. | |
Total _______ / 10
Reflective Essay Tips and Hints
1. A reflective essay is a form of a narrative. As such, it should be
a. written in chronological (time) order, and
b. written in first person.
2. Discuss the process of completing the project from start to finish choosing the most important moments in the process to narrate.
3. Discuss what you think you did well and what you think you could have improved upon.
4. The most important parts of this essay are
a. detailing the moments on which you choose to write, and
b. being both critical and complimentary about what you have done.
5. Plan out the essay in advance and come to class with an outline or map of what you plan to write and the order in which you will present the narrative.
6. Possible topics for discussion in the body of the essay could include
a. Choosing a topic
b. Researching
c. Your choice of project format
d. Choice you made during the construction of the project regarding how the project was put together
e. Time management during the process
f. What you think you did very well or better than others
g. What you think you could have done better and that others did better than you
Service/Volunteer Activity
Documentation Form
English 12 Senior Project
| | |
|Student Name | |
| | |
|Date(s) service performed | |
| | |
| | |
|Describe activity/service performed in detail| |
| | |
|Amount of time spent performing activity – | |
|include arrival and end times as well as | |
|total time spent | |
| | |
|Complete address of activity location | |
| | |
|Name and title of adult supervising activity | |
| | |
|Supervisor contact information (phone and/or | |
|email address) | |
I verify that the information above is accurate.
Supervisor Signature, Position, and Date ___________________________________________________
Student Signature and Date ______________________________________________________________
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Clear topic sentence states problem
Comparison of two different sources; in this case the sources agree with one another. Note the use of word that characterizes the comparison: goes even further.
Student’s own analysis adds further information. Note that the student included information gathered during the research to support her position and connects it to the articles cited.
DAKOTA HIGH SCHOOL
“Focused on Learning”
21051 Twenty-One Mile Road
Macomb, MI 48044
Telephone 586-723-2700
Fax 586-723-2701
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