Senior Cumulative Project - parker.k12.sd.us



Cumulative Senior Project

Table of Contents

Senior Cumulative Project Timeline 3 & 4

Senior Cumulative Project Overview 5

Letter of Intent 7

Sample Letter of Intent 8

Senior Project Approval Form 9

DISCLAIMER 10

Guidelines to Research 11

Plagiarism Policy 12

Evaluating Internet Sources 13

PROJECT/PRODUCT 14

Product/Project Mentor Role and Responsibilities 15

Mentor Evaluation 16

Product/Project Log 17

Considerations 18

INITIAL MEETING NOTES 19

The Presentation 20

Guidelines for the Presentation 21

Rehearsal and Delivery 22

Delivery Checklist………………………………………………………………………………………….23

PORTFOLIO 24

Letter to the Judges 25

Resume Writing 26

Suggestions for Sections on your Resume 27

Suggestions for Reference List

Resume and References Checklist 28

The Cover Letter …………………………………………………………………………………………...29

RUBRICS Distributed Fall 2016

TENTATIVE Project/Product Timeline 2016 - 2017

|Required Activities: |Tentative Due Dates: |

| |Dates correspond with quarter and |

|25% Research Paper 25% Portfolio |mid-term grading – into Senior Project Section of Senior English Grade |

|25% Product 25% Presentation | |

|Project Explanation and Manuals distributed |May 16, 2016 |

|Letter of Intent written |September 14 & 15 |

|Senior Project Approval Form signed |(Two dates indicate Advisor and Ms. Froiland grading) |

|Mentor Form signed | |

|Plagiarism policy Form signed | |

|All of the completed documents placed in Portfolio | |

|Resume & Cover Letter Final Drafts in Portfolio |September 22 |

|Research Paper Topic Refined and Approved |September 22 |

|Appointment with Ms. Froiland | |

|Research Paper Computer Files Created | |

|Graphic Organizer | |

|Notes | |

|Topic Outline | |

|Works Cited | |

|Rough Draft | |

|Final Draft | |

|Researching/Note taking |September 26 – October 5 |

|Research Paper Graphic Organizer due! |October 5 & 6 |

|Research Paper Rough Draft Topic Outline due! | |

|Research Paper Notes due |October 13 |

|Research Paper Rough Draft Works Cited | |

|Research Paper Rough Draft Introduction | |

|Research Paper Rough Draft – all parts 1 document |October 25 |

|Research Paper Copy to Advisor & Appointment to discuss project/product plan |(Two dates indicate Advisor and Ms. Froiland grading) |

|and/or process – Product/Project Checkpoint 1 | |

|Research Paper Copy to Pre-selected Peer | |

|Research Paper Peer Edit |November 1 |

|Review Advisor and Teacher comments/edits | |

|Begin working on final draft | |

|Research Paper Final Draft all parts! 1 document |November 4 |

|Research Paper Final Outline – separate document | |

| | |

|Research Paper in Portfolio |November 9 |

|Graded Rough Drafts (Teacher & Advisor) | |

|Peer Edited Drafts | |

|Graded Final Drafts | |

|Product/Project Checkpoint 2 |November 29 & 30 |

| |(Two dates indicate Advisor and Ms. Froiland grading) |

|Product/Project Checkpoint 3 |January 10 & 11 |

| |(Two dates indicate Advisor and Ms. Froiland grading) |

|Product/Project Checkpoint 4 |February 14 & 15 |

| |(Two dates indicate Advisor and Ms. Froiland grading) |

|Product/Project Checkpoint 5 |March 1 & 2 |

| |(Two dates indicate Advisor and Ms. Froiland grading) |

|Product/Project Checkpoint 6 |March 21 & 22 |

| |(Two dates indicate Advisor and Ms. Froiland grading) |

|Product/Project Checkpoint 7 |April 4 & 5 |

| |(Two dates indicate Advisor and Ms. Froiland grading) |

|Presentation Preparation & Practice |April 11 - 24 |

|Finalizing Portfolio |April 18 & 19 |

|Portfolio Grading |(Two dates indicate Advisor and Ms. Froiland grading) |

|Include Product/Project Log/Checkpoint Form | |

|Presentation Open House |TBA – Tuesday, April 25, 2017 |

|Presentation Judging |TBA – Wednesday, April 26, 2017 |

Senior Cumulative Project Fall 2016

Phases of the Project

Introduce idea

Letters of intent

Parent acknowledgement form

Personal mentors

Research Paper component

Product component

Presentation practice

Presentation

Project/Paper compilation in Portfolio

Follow up – thank you/reflection

Rationale: Each senior student at Parker High School will complete a Cumulative Senior Experience Project as a graduation requirement. The purpose of the project is to allow the student to demonstrate the knowledge and maturity that he/she has gained during the course of his/her education. The project must be a “learning stretch,” meaning that it must go beyond what one already knows or has experienced. The Cumulative Senior Experience Project is a four-part process involving a Research Paper (as accepted and assigned by the senior English teacher), a Project/Portfolio (approved by parents and administration), a Portfolio (running representation of yearly progress and compilation of the experience), and Open House and Judged Presentation.

Selection of the Research Paper Topic

• The Research Paper topic should relate as closely as possible to the product/project.

• The Research Paper topic and format will be determined by the English teacher as he/she sees fit in accordance with the educational norms/necessities for their standard senior year in high school as well as being fundamentally purposeful for post-secondary writing expectations.

• The below source is a magnificent reference for Research Paper writing.

Complete Research Paper

Project/Product

• This Project/Product should be a real-world accomplishment that can make an impact upon the student by providing a stretch in abilities in order that he/she can experience something new and that through research, guidance, organization, and perseverance success can be realized.

• The Project/Product should be project-friendly, meaning it should easily lend itself as a project or product but be a definite “stretch” for the student to experience growth.

Mentors

You should seek a mentor for this project/product, a subject specialist preferably not a family member.

• Your director & advisor will check that you are maintaining the timeline and provide academic assistance.

• Specialist mentors provide an interview, guidance, suggestions, and possibly sources.

• At least three mentor meetings need to be scheduled with your mentor.

• Remember that your mentor’s time is valuable. Be respectful of this fact and schedule your meetings in advance and within the convenience of the mentor. When you schedule a meeting – BE THERE!

Presentation

• 10-20 minutes (not including questions).

• Introduction should explain why you selected the project/product and a little about yourself.

• The body of the presentation will explain and demonstrate how your project/product was an extension of your research paper topic. Be sure to show evidence and explain your product and/or shadowing hours.

• If applicable, describe the role your mentors played during the course of your project.

• In conclusion, explain how the senior project has affected or influenced your personal development, and/or your intended area of study or employment.

• Your presentation must include visual aids and must incorporate technology.

LETTER OF INTENT

The letter of intent is a document you write before you are allowed to do any “hands-on” work on your project/product. It will explain what your plans are for your project/product, including how you plan to go about finishing it and what the finished project/product will be.

Your letter of intent must be typed in block-style, personal business letter format (see next page) with one-inch margins on the left, right, and bottom; the top margin should be 2 – 2 ½ inches. Block style means all parts of the letter begin at the left margin. Your letter must provide all of the information requested and reflect your best writing, spelling, and grammar. Make certain to sign your letter! You should quadruple space after the date and before your typed signature line to allow room for your handwritten signature. Your letter of intent must be approved by your parents and school administration before you begin your project.

Sample Letter of Intent

Your name

123 Main Street (your home address)

Parker, South Dakota 57053

August 25, 2007 (current date)

Addressee’s name

Parker High School

P.O. Box 517

330 W. 2nd. St.

Parker, SD 57053

Dear School Administrator:

In the beginning of this paragraph, explain your general area of interest, such as art, communications, social problems, physical fitness, automotive, etc. Explain what you already know or have accomplished in this area. Then transition into your project/product idea - give very specific details-what it will be, what you will actually do, who and what will be involved, and what you will need to consider completing your project. You should also list possible mentors to help you, estimated cost, and estimated time required to complete the project. Explain clearly how this project/product will be a learning stretch for you by writing how it will take you beyond current knowledge and/or current skills. This is not an opportunity to do again something which you already have done using current knowledge. It is here that you transition into the connection between the research paper and the product portion of the Cumulative Senior Project.

In the second paragraph, be specific about what you will be researching for your research paper. Tell what you hope to gain from your investigation, and any sources you plan to use. Include names of people/authorities you plan to interview as primary sources for information and identify their expertise/background.

In the third paragraph you should explain what plagiarism is and the consequences of plagiarizing or falsifying any information, including the fact that this would result in failing the Senior Project and possibly English 12.

Conclude with a clear statement affirming that you will not plagiarize or falsify any information in your research, your research narrative, or your project itself.

Sincerely yours, (or other appropriate complimentary close)

Your Typed Signature

This letter will be submitted with a Senior Project Approval Form. When the approved documents are returned to you, you must keep them to add to your Senior Project Portfolio.

SENIOR PROJECT APPROVAL FORM

PARKER HIGH SCHOOL

Research Paper Topic

Project/Product Idea

Student Signature Date

Parent Signature Date

Review Committee

Research Paper Topic Approved __________________(Sr. English Teacher or Sr. Experience Director)

Product Approved_________________(High School Principal)

Topic Not Approved*_____________ Product Not Approved*_____________ (Director/Principal respectively)

Reason Not Approved:

• There is no apparent "learning stretch" for you in this project.

• This project closely resembles one that is already part of the PHS curriculum and is a project that is already completed by many students.

• The proposal has elements that violate school policies.

• The project has potentially dangerous elements.

• o Other_________________________________________________________

Comments

*You must resubmit unapproved components.

DISCLAIMER

1. It is not the responsibility of a new administration/new director/new advisor/school personnel or a new mentor to approve an ongoing project that was begun prior to his/her role with the student. In this case, a new approval form needs to be submitted in order for continued work to occur with the Research Paper, Senior Experience Project/Product, Cumulative Portfolio, and/or Open House/Judged Presentation.

2. It is not the responsibility of the school personnel/school board/and/or mentor to provide supplies and services beyond its onsite supplies and this is only if the director initially communicates and receives approval of use from the individual(s) responsible for the supplies prior to their use.

3. It is not the responsibility of the school personnel or school board to provide transportation of the student to his/her project/product site in order for it to be realized.

4. It is not the responsibility of the school personnel/school board/and/or mentor for any injuries or damage that may occur during the process, presentation, or transportation of the project/product.

5. It is not the responsibility of the school personnel/school board/and/or mentor for the final judged presentation score.

GUIDELINES TO RESEARCH

1. The research paper is more meaningful than a "term paper." It is likely to cross disciplines and will require interviews, as well as written material.

2. The first step involves researching. Research may take a variety of forms, primary and secondary, traditional and non-traditional. Primary sources of information may include interviews and surveys, an expert's actual notes, an autobiography, letter, or on-line databases. You may use more than one primary source, but one must be an interview. Secondary sources are textbooks, reference books, periodical articles, literary criticism, and/or written material discussing any primary information.

3. Each research paper must cite a minimum of six different sources. Students should seek a variety and balance in their selections, utilizing no less than three different types of sources. Sources should include at least one primary source (interview source) because primary sources add immediacy and relevance to the research.

4. Students must carefully document all research information cited in their papers. This should include parenthetical documentation within the paper and a list of works cited at the end of the paper. Likewise, the student should be thoroughly informed of research ethics and the serious consequences of plagiarism. Refer to your copy of the current MLA/APA Writing Stylus.

PARKER HIGH SCHOOL PLAGIARISM POLICY

Parker High School regards plagiarism as a very serious offense. Plagiarism is a form of cheating, and cheating will not be tolerated.

Plagiarism is defined as:

The use of another's words without acknowledging the source, whether found in printed material or in electronic media, including submitting the work of another, either published or unpublished, in full or in part, free or purchased.

It is the teacher's responsibility to provide instruction concerning documentation procedures. Ultimately, however, academic honesty is the student's responsibility. If plagiarism is not discovered during the writing process but appears in the final paper, the penalties listed below will apply.

Student research will be evaluated throughout the writing process. A paper containing blatant plagiarism will be returned. After having a period of time to conference with the teacher and make any necessary corrections, the student may resubmit the paper for a final grade no higher than 50% of the possible points. If the resubmitted paper still contains a pattern of plagiarism, it will receive a zero.

I understand that if the first final copy of my research paper contains plagiarism, it must be rewritten correctly in order for me to continue with my Senior Project. I also understand that when the paper is redone, it will receive no grade higher than a 50%.

Student's Signature_______________________________________________

Date___________________________________________________________

Parent's Signature________________________________________________

Date___________________________________________________________

EVALUATING INTERNET SOURCES

1. Authorship

• Who wrote the site?

• What are the author's credentials?

• Is the web information within the author's specialty?

2. Publishing Body

• Is this an official organizational site or a personal web page?

• Is the sponsoring organization credible?

3. Content

• What is the purpose of the web page?

• Is there evidence of bias?

• What is the source and date of the information?

4. Context of the work

• Does the site include a bibliography?

5. Accuracy or credibility

• What are some of the links listed at the site?

6. Source

• · What is the full URL address?

7. Scope

• What is the depth of the context (i.e. number of pages)?

THE PRODUCT/PROJECT

The product/project will be an extension of your research paper, which will allow you to use your creativity and personal interests to learn more about the passion/career you have researched for your paper. For this reason, the product will take on many different forms. It will be important for you to consider the product you would like to create while you are determining the topic for your research paper.

Remember that the Senior Experience Project/Product should be a stretch and stimulate intellectual growth. This is true for the project/product you will be developing. When considering the project/product, think about the resources that you currently have available to you, the resources that are available through your mentor, and contacts you may make in the process.

The possibilities are endless!!

Senior Experience Project/Product Review

Parents must sign research paper topic and project/product plans prior to review by the Review Committee/Administration. These plans should be attached to your letter of intent. The signature will be an indication of parental knowledge and support of the research topic and project/product. The approved plans will be kept in the portfolio. The Review Committee/Administration must review detailed plans before you begin work on the research paper portion.

Product/Project Log

The Project/Product log will be used to document the time you spend working on your Product/Project. You are required to spend a minimum of fifteen hours working on your Product/Project. All the time you spend working on your Product/Project should be documented on a Product/Project log (you can create your own or use the one provided in this packet). The log needs to specify the hours you worked alone, with your mentor, as well as the meeting times with your teacher (director) and school adviser. Signatures of the mentor, advisor, and director are required on this log. The log should provide an area to describe the activity accomplished and the next planned steps. You will find the next step column especially helpful when you have lapses of time between your work sessions. The Project/Product log requires appropriate signatures.

**The research paper must directly relate to the product/project thus any refining to the product/project plan must be finalized prior to starting the research paper. The research paper is completed in the fall of the senior year, by that time the project/product should be confirmed by the student, and approved by the parents and school administration.

**If major changes are made to the product/project plan following the research paper completion, a new letter of intent, a new approval form and possibly another research paper will be assigned. Changing the project/product is not recommended as the senior experience project/product at Parker High School is a year-long culmination of many parts and thus the learning stretch and organizational experience will not be positive and could result in a final score that is not typical of the student or even passing. If the student does not pass this project/product parts, he/she may not pass Senior English and may be asked to repeat some or all parts of the project/product.

PRODUCT/PROJECT MENTOR ROLE AND RESPONSIBILITIES

SENIOR EXPERIENCE PROJECT/PROJECT OBJECTIVE:

The PHS Senior Experience Cumulative Project/Product, consisting of four equally important parts, must be successfully completed. The four parts include a paper, a product/project, a portfolio, and a presentation. The Senior Cumulative Project/Product is a culmination of skills learned throughout high school. Each senior is required to produce a Product/Project that relates to his/her research area. The Product/Project requires the student to work a minimum of fifteen hours. Students are to use real-world materials and resources. The Project/Product must be a "stretch" for the student.

MENTOR ROLE:

A career professional has much to offer students working on a Senior Experience Cumulative Project. The professional has the expertise and resources to offer a more realistic perspective on the overall Product. The students are required to work with a mentor who has the following responsibilities: · Meet with student a minimum of three times · Offer Product suggestions and improvements · Verify student work times · Evaluate student task performance. You are asked to guide the senior. The mentor role is up to you as to how much or how little you wish to help the senior get the full benefit from your expertise.

MENTOR AGREEMENT:

I agree to offer my guidance to _______________________________, a PHS senior. I understand that the production of the Product is the student's responsibility, but I will fulfill the defined role of a mentor.

Mentor's Signature _________________________________

Date___________________________

Please print the following:

Mentor's Name _______________________________________________________________________

Name of Business _____________________________________________________________________

Address _____________________________________________________________________________

E-mail Address _______________________________________________________________________

Phone Number(s) _____________________________________________________________________

STUDENT AGREEMENT:

I agree to work on my Senior Cumulative Product a minimum of ten hours. I understand that the production of my Product/Project is my responsibility and not my mentor's. I will utilize my mentor as a resource.

Student's Signature ________________________________ Date_____________________________

Parker School District

Mentor Evaluation

The community mentor evaluation is a very important part of the Culminating 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 a part of the student’s final portfolio for graduation. Thank you so much for your time and commitment to our student’s personal growth.

Mentor Name

Student Name

Did the student spend ten or more hours on his/her experience? Yes ________ No ________

Did you meet with the student at least three times during his/her experience to 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?

Briefly describe the project/product goals and benefits to your organization:

Student Performance Evaluation

(Please place a check mark in the appropriate column listed below.)

| |Unsatisfactory |Satisfactory |Exemplary |

|Attendance | | | |

|Promptness | | | |

|Attitude | | | |

|Effort | | | |

|Efficiency | | | |

|Follow Through | | | |

|Appearance – appropriate for job | | | |

|Respectful and courteous | | | |

|Communication Skills | | | |

|Shows Initiative | | | |

|Overall Performance | | | |

Additional Comments (include description of jobs performed.) If you would like to attach an additional page, please feel free to do so.

I recommend this student: ____With Reservation ____Fairly ____Strongly ____Strongly ____Enthusiastically

Mentor Signature __________________________________ Date __________________

Product/Project Log

|Date |Activity Accomplished |Amt. of Time |Next Step/Plans |Mentor Signature |Advisor Initials |Director |

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Senior Experience Project/Product Considerations

PERFORMANCE CRITERIA

Evidence of Goals and Organization in Learning

• The Product demonstrates an application of knowledge acquired while writing the paper.

• The Product has evidence of orderly work guided by planned steps.

• There is evidence of 15 hours or more of work outside the class invested in completing this Product/Project.

Application of Knowledge Acquired from the Senior Experience Project/Product

• The Product/Project is directly related to the topic of the research paper.

• The Product/Project is evidence of the student’s growth in knowledge and ability to solve problems.

Quality of the Product/Project

• The Product/Project is complete and creative.

• The student demonstrates care for his/her work and attention to detail through the Product/Project.

• The Product/Project reflects effort and his/her personal growth through completion of the Product/Project.

Comments:

Meeting notes: (keep notes of meetings from the initial junior year meeting with administration, teacher, advisor, mentor, etc. – it’s a good place for next steps, reminders, policy notations, etc..

THE PRESENTATION

At the end of the senior year, seniors will present the culmination of their work at an open house and a panel of judges. The student will speak about the research paper, the product application, the lessons learned, and the problems encountered while doing the project. When the 10 – 20 minute formal speech is over, the student must be prepared to answer questions about the different phases of the project/product/process from the panel of judges. In essence, the presentation is an oral self-evaluation that enables the student to reflect on what he/she has accomplished.

The members of the judging panel will review the portfolio prior to the presentation to obtain an understanding of what has been accomplished. The portfolio will contain the research paper, verification of the project, and additional materials that will support the presentation.

The presentation requires the following:

• The student will practice his presentation at least twice prior to the Open House and Judging presentations.

• The student will give the presentation at the scheduled time determined by the director.

• The student will present orally, using any resources for support.

• The student will speak for ten-twenty minutes.

• The student will dress appropriately.

• The student will be prepared for a question/answer session with the judges.

GUIDELINES FOR THE PRESENTATION

Speech Outline

Your speech outline should show five distinctive parts:

1. Capture their attention (hook)

2. Introduction of you and your Product/Project

3. Research Paper topic/knowledge & Relation to Product/Project

4. Product/Project Purpose & Process (choice?/successes/failures/mentor info./hours spent)

5. Questions

You may begin your speech with any of the following points:

· Background or historical material · Special point of view and purpose · Preliminary definitions · An explanation of how the speech is to be developed.

In other words, get the attention of the audience; state your central ideas or purpose; briefly identify your main points; make your audience interested in what you have to say.

Be sure to cover…

What are three interesting things you found out about your subject during the research for your paper and your product/project?

What is your product?

How does it relate to your subject of research?

What research was involved in preparing your project/product?

What process was involved? (How did you do it?)

What problems did you encounter (skills, finances, etc.)?

The conclusion completes the argument or thesis while it also helps the judges understand what they have heard and why this information is important. A good conclusion will consist of the following types of material:

Again, what was your primary objective in pursuing this topic?

How does your product/project relate to your research?

What successes and failures were encountered during your paper and project/product work?

What did you learn from this project/product? Anything about yourself?

The speech outline is designed to give you a complete sequence of ideas, arranged in the order in which they are to be presented in the speech.

Good speakers understand that preparing the script for delivery, revising it as necessary, and rehearsing repeatedly are necessary steps in the speaking process. It is the path the speaker pursues from beginning to end. Accordingly, you should use it in rehearsal.

REHEARSAL AND DELIVERY

During your rehearsals, make your presentation follow the path of the speech outline. Do not try to memorize items. Through practice and repetition, become thoroughly familiar with your ideas so that the material finds its own language. Don't forget that even though you may rehearse only once in class and one other time with your advisor, you should rehearse at least four times outside of class. Rehearse in front of your family and friends. If you can present your speech in front of them, you can present to anyone.

*****Once you set up your props on the day of your presentation, don't forget to introduce yourself to the judges. Look directly at each of them, introduce yourself, and offer a firm handshake. When making a first impression, nothing is a bigger turn-off than a limp, fish-like or a bone-crushing handshake.

Get "set" before speaking. Face your audience and look at them for a few seconds until they are paying attention to you. Continue to breathe regularly, address your audience, and begin your presentation.

Employ a salutation such as "Mr. Chairman" or "Ladies and Gentlemen." A salutation is not only good manners, but it also makes you become aware of your listeners and vice versa.

Be confident. Let your body language demonstrate your assurance.

State clearly and precisely why your audience should be interested in what you are going to say. Focus on why your material is important to your audience.

Keep your eyes on the audience. Make consistent eye contact with all the judges.

Use direct address. Use the pronouns "we" and "you" in your presentation. This helps to give you and the listeners a sense of being one group.

Use an occasional question, especially in introducing a new point. Particularly helpful are those questions that you think your audience would like to ask if they saw fit to interrupt you as you go along. Anticipate them, state them, and answer them.

DELIVERY CHECKLIST

Verbal Elements of Speaking

Volume. Speak loudly enough to be heard without shouting.

Pitch. When you speak, vary your pitch.

Pace. Do not speak too slowly or too quickly.

Stress. Emphasize important ideas by saying them with force.

Tone. Match the emotion in your voice to the message you wish to convey to your audience.

Enunciation. Pronounce each word clearly. Do not drop the ends of words or sentences.

Variety. Vary your volume, pitch, pace, stress, and tone to suit parts of your message.

Nonverbal Elements of Speaking

Eye Contact. Look at your audience as you speak. DO NOT READ FROM YOUR POWERPOINT.

Facial Expressions. Display emotions that match your message.

Body Language. Use good posture.

Gestures. Use hand gestures sparingly to emphasize points that you make.

Proximity. Stay at a comfortable distance from your audience, neither too far nor too close.

Clothing. Dress for success. Your attire should be appropriate for a job interview. Since dress/appearance is one of the items that judges mark on the evaluation form, it would benefit you to give the judges a favorable impression by dressing in a manner that demonstrates maturity and professionalism. No jeans, T-shirts, bare midriffs, tennis shoes, or excessive jewelry should be worn. Keep the school dress code in mind.

THE PORTFOLIO

This is a culmination of any documents that you have done or accumulated throughout the Senior Experience Project/Product process.

Certain requirements:

Letter of Intent and Approval Form

Mentor Approval Form

Mentor Evaluation

Research Paper – rough drafts (peer, adviser, teacher) and final draft

Mock Cover Letter

Mock Resume

Product Log

Letters: thank yous, judges, etc.

Miscellaneous: receipts/invoices, pictures, sample materials, etc.

LETTER TO THE JUDGES

The first page following the table of contents in your portfolio will be a reflective letter to the judges. This letter will serve as your first contact with the judges who will be evaluating you on your senior project presentation of your experiences. Use this letter to make the best first impression you can. You will use the following format in preparing this letter.

Your name

Your street address

Your city, state and zip code

Date

Senior Project Judges

330 W. 2nd St.

P.O. Box 517

Parker, SD 57053

Dear Judges:

Use the first paragraph to tell the judges more about yourself and your school life.

In the second paragraph, explain to the judges what your project/product was and what your research paper topic was.

Briefly, in the third paragraph, write what you learned while completing this project.

In the fourth paragraph, touch on the easiest and most difficult areas of the project/product, and the ways you

predict this experience will benefit you later in life.

In the last paragraph, thank them for their time.

Sincerely,

Your name (typed)

RESUME WRITING

…An Overview

A good resume is one of the most important tools in your job search. Its purpose is to entice the employer to want to know more about you and call you for an interview. It is usually the first impression you make! Make it fabulous!

A good resume presents

Who you are.

What position you want.

What skills you possess.

What accomplishments you have made.

What jobs you have held previously.

Remember

A resume is not an autobiography; it is a sales brochure.

Only two out of one hundred resumes result in an interview.

Keep it short; make it sizzle!

A resume needs to be one page to pass the ten-second test.

While writing DO

Be concise.

List in reverse chronological order.

Stress skills and accomplishments.

Use job-related key words.

Use one-inch margins all around.

Use good white, ivory or gray bond paper.

Make your resume attractive and neat.

Proofread, proofread, proofread, and then have someone else proofread!

Always include a cover letter.

Include references. If this needs to be on a second page use an identical

heading and style as used on the resume.

While writing DON'T

Lie or exaggerate.

Include salary history.

Use pronouns or abbreviations.

Overdo use of bold or italics or fancy fonts.

Use more than one font.

Use small type or overcrowd.

SUGGESTIONS FOR SECTIONS ON YOUR RESUME

1. HEADING: Include name; complete address with street address, city, state, and zip code; phone number; and email address.

2. OBJECTIVE: List the position you are seeking or hope to obtain, level of job your are seeking, and the skills you possess / bring to the business.

3. EDUCATION: List school’s complete name, address, phone number of last high school you attended, and the years you attended each school.

4. EMPLOYMENT HISTORY: List dates worked, job title, complete name, address, and phone number of places of employment as well as supervisor’s name and title.

5. EXPERIENCE AND SKILLS: List academic, technical, performing, and community service experiences and any special skills.

6. HONORS AND AWARDS: Indicate years in clubs, offices held, scholarships earned, etc.

SUGGESTIONS FOR REFERENCE LIST

1. Can be a separate sheet of paper from resume

2. Same heading including your name, address, phone number, and e-mail centered as on resume

3. List of references including

• Name

• Occupation

• Complete Address

• Phone Number

• Years known

4. Same style as resume

**Always have extra copies of your resume when going to a job interview. You may be interviewed by more than one person and wish to present a copy to each interviewer. You also may be asked to complete a job application and will need a copy for yourself to use while filling it out.**

SENIOR PROJECT

RESUME AND REFERENCES CHECKLIST

STUDENT NAME:_________________________________________________________

|Category | |

|Overall appearance | |

|Resume is neatly and accurately types with no errors in grammar, spelling. | |

|Adequate white spce and margins are used. | |

|Most important “selling” points follow the job objective. | |

|Resume is brief and relevant. | |

|Resume is printed on quality paper. | |

|Resume looks professional. | |

|Objective | |

|Clear, short statement is geared to the employer’s needs. | |

|Education | |

|All relevant honors, awards, training, education, and special skills are included. | |

|Experience and skills | |

|Work history is listed in reverse chronological order with dates included. | |

|Company name, city, state, job title are included. | |

|Skills and accomplishments are clustered. | |

|Skills and accomplishments are written in short, clear phrases. | |

|Accomplishments from paid and volunteer work are included. | |

|Summary | |

|The resume sells the writer. | |

|References (may be on separate page) | |

|Reference list looks professional | |

|Information presented is relevant | |

|Information provided is complete | |

|Information is accurate | |

THE COVER LETTER

A cover letter is used to accompany any resume mailed to a prospective employer. Its purpose is to summarize briefly what you can offer to the employer. This letter should be carefully planned, written, and possibly rewritten until you are satisfied that it is as effective as possible. The following guidelines will be helpful in writing your cover letter.

The Heading

Your return address and date

The Inside Address

The name of the person to whom you are writing The name of the company and its correct mailing address

Salutation or Greeting

If possible, address the letter to a specific person by name. Try to avoid "Dear Sir/Madam" or "To Whom It May Concern."

The Body of the Letter

The body of the letter should include three paragraphs. These paragraphs may take several forms depending on your level of experience or the type of position you are seeking.

Opening Paragraph

State why you are writing to this employer. Give the position or type of work for which you are applying. Tell how you heard about the position or the company.

Middle Paragraph

Include a brief description of your education and work experience. Indicate how these relate to the position. Be positive and confident; sell yourself.

Closing Paragraph

Tell the employer that you are available for a personal interview. Always close by thanking the employer for the company's time and consideration.

The Signature

Sign your name, and then type your name beneath your signature.

-----------------------

Parker High School

2016-2017

Senior Experience Cumulative Project

You may wish to develop your own product/project log separate from this. Be sure mentor hours are logged.

Initials are required. If you create separate logs, be sure necessary columns are provided.

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