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
• Natural Disasters
• Poverty/Homelessness
• Animals
• Bullying & Violence
• Discrimination
• Education
• Our Troops
• Physical & Mental Health
*alternates may be approved by teacher
Step 2: Determine Personal Action (pages 27; 38)
• How can you impact this issue?
Step 3a: Assignment: Research, save to Word, highlight and annotate electronically (pages 4-9)
• Research your cause using the invisible web.
Step 3b: Assignment: Annotated bibliography (pages 10-11)
• Evaluate and write about your sources in four areas: article summaries; author qualifications; author bias; comparison of source content and value
Step 4: Assignment: Exam Part 1: Synthesis essay (pages 12-23)
• Synthesize your research and write an essay based on your research
• Tips for MLA writing (samples, internal vs. parenthetical citation, works cited page)
Step 5: Assignment: Main Project: proposal; social media project (pages 24-33)
• Write a proposal explaining your project choice; create an Action and Awareness Project showcasing the issue
Step 6: Assignment: Topic Presentation (pages 33; 35)
• Your persuasive presentation to the class advocating for your cause. This will be completed the week before exams.
Step 7: Assignment: Exam Part 2: Peer Assessment (pages 34)
• Keep a set of notes from your classmates’ presentations to use in writing your exam essay.
Step 8: Assignment: Exam Part 3: Reflective Essay (pages 36-38)
• 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.
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 to learn about your topic.
a.
b.
c.
d.
e.
5. At what level is this cause/issue affecting people? (Circle one) This will be your main audience.
• Local/Dakota
• Local/Macomb Twp.
• Local/Macomb County
• Local/Metro Area
• Statewide
• National
• International
STEP 2
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 only be used as ONE of your sources
3. Sources must be credible and should vary: interviews, films, websites, articles and books.
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 actually 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.
The Process
Read Closely, Then Analyze
• First, you must read the sources carefully. Gather as much information on your topic as possible. The more you read, the more you know and understand.
• Second, you must analyze the argument each source is making: What assertion is the source making about the issue? What support, data or evidence does the source offer in support of that claim?
After Analysis: Find and Establish a Position
• Third, you need to generalize about your own potential stand on the issue. The writer should ask, "What are two or three (or more) possible positions on this issue that I could take? Which of those positions do I really want to take? Why? What other awareness programs and action plans have been implemented concerning this topic?" The answers to these questions will lead you to your awareness and action sections of your project.
The Perils of Internet Research: Primary and Secondary Sources
The Internet can be a good research resource if used well. If not used well, it becomes a repository of sloppy information. Web sites full of links to other web sites are most likely secondary sources.
• A blog is an example of a secondary source if it's nothing more than links to other sources.
• Another example of a secondary source is a writer referring to First Amendment issues. Example: Why First Amendment Still Matters to Students. A primary source is the First Amendment itself.
A primary source is the exact place in which the original information is created and stored.
• An example of primary sources would include research studies (the actual reports by the researchers, and not interpretations of the reports by other people).
• For example, the Intergovernmental Panel Report on Climate Change is a primary source.
• However, a writer writing "about" the report and making interpretations from it would be a secondary source. Example: Scientists: IPCC Report Should Serve as 'Wake-Up Call
• Primary sources are more credible than secondary sources. Best to use primary sources. Secondary sources get information second- and sometimes third-hand, and often manipulate the primary info.
Wikipedia is the biggest indirect source of them all. You may use it for one source.
• Here's the reason why it's suspect: Author of false Wikipedia biography apologizes; Nashville man sends letter to journalist, says entries were intended as 'a joke’ (Proquest article).
• Wikipedia can be a good place to browse for general information, but consider it more a search engine than a source. Its entries provide links to more direct, credible sources. Use Wikipedia as a beginning research point to lead you to more direct, credible information.
• At the bottom of most entries there are often links. Follow the sources to more direct sources.
• Anyone can post to Wikipedia, which is fun and freeing, but also dangerously unreliable.
Blogs: Personal and Agenda Web Sites
• Here's a source from a blog:
Marinello, Sal. "Americans are lazy, fat AND stupid!." Online posting. 26 April 2005. . Accessed 29 Sep 2005.
Is this a credible source? We have clear bibliographic information on the author. He seems well-connected to the issue on which he writes. However, his tone is a concern. How many personal attacks (“fat AND stupid”) does he unleash? Also, how much data does he use to support his claims? Is this a case where an article was written more for entertainment purposes rather than information purposes?
• In most cases, blogs are agenda-sites. They are created by individuals to advance their own ideas, which are legal and good and acceptable, but the chance for bias is astronomical.
• Some publications and sites clearly indicate their own ideological bias. Others, however, don't speak their ideological agenda, so it's your job to uncover it through careful, critical reading and research.
• Here's a "reputable" publication. Any bias?
Mayell, Hillary. "As Consumerism Spreads, Earth Suffers, Study Says." National Geographic. 12 Jan 2004.
The article has a great amount of numbers and statistics to support its main point. But you still need to answer a number of questions about the information used by the author: From where are these numbers gathered? Does the author tell us? Is this article based on scholarly research or is it an opinion-piece created with the purpose of forwarding an agenda rather than critically examining an issue?
Finding the Truth
• Determining quality sources goes back to making the questions of source evaluation and analysis habit.
• You can be assured the sources you find through the research databases, such as those listed on the Invisible Web handout, tap into books, magazines, and newspapers that are deemed credible by the academic community. But you still need to question each article for bias and credibility.
• Finally: Never take it for granted that any source you read is telling the truth. Ask questions. Be persnickety. Analyze and examine all sources with careful, cynical scrutiny.
Identifying Bias
It's important to understand bias when you are researching because it helps you see the purpose of a text, whether it's a piece of writing, a painting, a photograph - anything.
Many sources are biased in that people who write have personal feelings about the world, and thus about many issues. Most writers write about issues precisely because they are passionate about those issues, but sometimes, passion for an issue can kill objectivity and fairness. Rush Limbaugh is a good example of a biased source. Not to rip on Rush, but in reading his work or listening to his program, it is clear on what side of most issues he will fall. His material would act as support for most issues that favor a conservative approach. However, the opposing view is rarely given much serious attention. To be fair, there is bias also from the other side of the ideological fence: ultra-liberal democrats such as Michael Moore and Bill Maher.
Bias is a one-sided, usually emotion-driven, approach to an issue that lacks respectful regard to opposing views. This is the antithesis of critical thinking. Any time personal feelings overtake critical thought – the ability to analyze information in a logical, unemotional manner – there is a possibility of bias.
You need to be able to identify bias in every source you use. The following questions will help you work out how reliable and accurate information is. As you discuss bias in the Annotated Bibliography, make sure you use some of the questions listed below in your analysis.
1. Where to begin… First, read it, and then:
• Determine the writer’s main point (thesis).
• Identify the premises (reasons) the author provides to support his/her main point. Are they connected to the main point? Do they sound plausible?
• Examine the evidence the author uses to support his/her premises. It is factual information? Is it relevant to the issue? If not, it’s not good.
• Is the author's evidence from reliable sources? Does the author attribute and cite sources? Even the experts need to play by the same rules we do.
2. Who created the resource?
• Whether it's a book, journal article, website or photograph, sources are influenced by the ideas of the person who created them.
• Think about the creator's age, religion, race and occupation. For example:
o If you and your teacher both had to write an essay about the importance of homework, you would probably give very different answers...
o If an article is written by David Duke on how America should treat its minority populations in the wake of terrorism, one might be cautioned if they learn that Duke was once a leader in the Ku Klux Klan. There might be some bias here.
o Rush Limbaugh is a good example of a biased source. In reading his work or listening to his program, it is clear on what side of most issues he will fall. And there you go. His material would act as support for most issues that favor a conservative approach. However, the opposing view is rarely given much serious attention. To be fair, there is bias from the other side of the ideological fence: ultra-liberal democrats such as Michael Moore or Bill Maher.
whether the creator is presenting the whole story – you'll need to read widely to get all perspectives whether the creator is an expert on the topic.
• Answer the question: How does the background of the person who wrote the material influence his or her opinion about the subject?
3. Where was the information published?
• A publisher is the agency that prints the material writers submit, and therefore a publisher isn’t just an agency that prints books or magazines. You can consider web sites and news agencies as publishers, too.
• Answer the question: was the site created to advocate for the topic, or is the site a balanced, objective source providing all sides to the issue?
4. When was the resource created?
• Any type of resource you look at will reflect the society and time in which it was created.
• So it's useful to think about the events, people and ideas – or historical context – that surround it.
• Keep in mind that:
o the less time between the event and the time of writing, the more likely certain details – such as dates, names and locations – will be accurate
o older documents show us what life was like in the past, and can also reveal attitudes that may be uncommon or unacceptable today
o particular formats – such as diaries, emails, video, sms, etc – reflect the era in which they were created, so think about what the format reveals about the resource
o even if the resource is only a few years old, it may not be the most up-to-date information, especially if it is part of an ongoing study or changing theories.
• Answer the questions: What about the time period in which the material was written might influence the kind of information presented?
5. Why was the resource created?
• Writers, artists, historians, photographers and other creators will sometimes use their work to persuade people about a particular viewpoint or interpretation of an idea or event. So, it's important to work out why the resource was created.
• Remember:
o the creator's purpose is, more often than not, the message you remember long after you've finished reading or looking at it
o in printed material, look for a range of opinions that are supported by different sources – this helps you make up your own mind about the information being presented
o information found in data bases, such as those on the list of invisible web resources, are often more reliable than those found on the web
o in secondary sources a bibliography is often a good sign of a reputable resource, but you'll need to check whether the references listed are reliable and credible.
• Answer the questions: Where was the material found? Is the material one sided, or does it present a variety of opinions from various side of the issue? Does the author write in the first person? Does the author suggest that one idea is better than all others?
6. What is the title of the work?
• Does the title or subtitle indicate the text's bias? Watch for loaded words.
o Example: Al Franken, Senator from Wisconsin and writer on Saturday Night Live in the 1970s, wrote a book called Rush Limbaugh is a Big Fat Idiot. The title itself is a fairly good tip-off that Al Franken may disagree with Limbaugh’s politics.
• However, titles may not be so blatant.
o Example of an article title: “US Foreign Policy: The Same Old Stuff” It’s evident just from the tone that this title is making a point about the ineffectiveness of foreign policy.
o So what should you look for? Objectivity.
✓ Example: "US Foreign Policy: Effective or Not?” In this case, the title is neutral, and shows that the essay will probably explore both sides of the issue if US foreign policy.
• Answer the question: how does the wording of the title suggest the opinion of the writer? What is the author’s opinion based upon the title?
Resources
Dakota’s Media Center:
• Gale Virtual Reference Library: (Access from home PW: cougars)
MEL Databases: (access from home with library card or driver’s license #)
• Academic OneFile:
• eLibrary:
• InfoTrac Student Edition:
• New York Times:
• Opposing Viewpoints in Context
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 – Bibliographic Information
• Author(s) /organization:
• Credentials (what makes them an authority or expert?):
• Title:
• Publication (Magazine title or name of website):
• Date of Publication:
• Date of Access:
• URL: http://
Part 2 – Source Focus
• This source dealt primarily with (mark 1 only):
_____Problems/Causes of the problem
_____Solutions
_____Current programs
Part 3 – Types of Information
• I highlighted (write in a number)
______ Number of facts
______ Number of expert opinions
______ Number of anecdotes
Part 4 – 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 blog post (or other social media post)
_____ other (explain)
Step 3b: 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)
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.
Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues 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. There is some bias in the text. 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’s book is a valuable source for information on the struggles of the working poor in America. Compared to the article by Smith, Ehrenreich’s work is done in the first person which provides insights not available from a traditional news article. Ehrenreich is able to put a face on each person’s struggle which helps the reader better relate to the struggles of the working poor.
In the sample annotation above, the writer includes four sections: a summary and three assessments of the text: author qualification, objectivity of source and comparison to other sources.
Answer these questions for each section and include them in this order in 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 Author (1-2 sentences): What are the qualifications of the author? If no author is listed, discuss the authority of the source (magazine or web site)
• Assess Objectivity (2-3 sentences): Is this source biased or objective? How do you know? Respond to specific questions on the bias handout.
• Assess Source Comparison (3-4 sentences): How does it compare to at least one other source in your research? Be specific and name articles by title or author. Why was (or why wasn’t) this source helpful to you?
Research and Annotated Bibliography
Rubric
1. Research (25 points) _____
• 8 different authoritative/credible sources each extensively annotated
o Highlighting and margin notes BOTH required
▪ 4 problems with causes for each
▪ 2 solutions
▪ 2 current successful programs
o Source Evaluation worksheet completed for each
2. Annotated Bibliography (25)
• Proper citations using MLA style
o Citation style _____
▪ Full source info provided
▪ Double spaced
▪ Hanging indents
▪ Alphabetical order
• Article analysis (50) _____
o Four separate paragraphs for each article in this order
▪ Complete summary of article content
▪ Discussion of author’s qualifications
▪ Discussion of author’s bias
✓ Does the article put forth a single point of view or present all sides of the issue? How do you know?
▪ Comparison to one or more of the remaining 7 sources
✓ Each of the 8 articles must be discussed at least once in this comparison section
✓ Comparison must reference articles by author or title
Total _____
100
STEP 4
The Synthesis Essay
What it is and what it is not
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:
• Use sources cited in your essay to support thesis with a clear, organized position
• Consider purpose, audience, and point of view
Basic Synthesis
What It Is…
DEFINITION: Synthesis occurs when two or more different sources are used as evidence or support for an argumentative point or counterargument.
How to create the synthesis within each paragraph:
• Each paragraph of this essay should have, in the first half of the paragraph, a comparison of what credible sources have written about the topic. This might deal with problems, solutions and actions that need to be taken to solve the problem depending on which paragraph you are writing.
o A formula for comparing ideas: “Source A writes, ‘X’; Source B agrees (disagrees, elaborates upon, etc.) and writes, ‘Y.’”
o Showing a Relationship between Ideas
▪ When comparing these ideas in your writing you must use certain words that show the relationship – do experts agree or disagree about these ideas?
▪ Words or phrases that can be used to show the relationships between source: “agrees,” “disagrees,” “concurs,” “expounds upon,” “goes even further,” “contradicts,” “confirms,” “clarifies,” etc.
▪ These linking words must correctly characterize the relationship between the ideas you have researched.
• The second half of each paragraph should be YOUR OWN analysis and explanation of the topic based upon all of the research you have conducted.
o After presenting the research, you will explain in further detail what you know about problems, solutions and actions that need to be taken.
o This could include, but is not limited to…
▪ educated opinion on the information presented – this should not simply be a statement that indicates agreement or disagreement, but it should include explanations about why and how these conclusions exist.
▪ further explanation about the topic being discussed that incorporates your vast understanding of the topic and expands upon information presented in the research.
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.
What It Is Not – a description of what NOT to do.
What It Is Not: Two or more sources in a paragraph—period.
There is a popular idea that synthesis just means that a paragraph contains two or more sources. Having more than one source in a paragraph is an excellent first step toward synthesis; however, true synthesis isn’t happening unless a relationship between the sources is apparent. It is hard to pull off synthesis without a connective word, and so look for these signals. Here’s an example:
Chocolate comes to us from South America, where it was once consumed
as a bitter, hot beverage, according to Joe Schmoe, author of “Ahh!
Chocolate” (12). The beverage quickly gained favor in Europe. Ima
Goodbar points out that Queen Isabella had an elaborate hot chocolate
set that she used on important state occasions (276).
Simply placing source material side-by-side does not make for synthesis. The link between the ideas is clear, BUT a synthesis word or phrase is not used. A paper that included only this sort of stacked information would not be judged successful in terms of synthesis.
What It Is Not: One source related only to itself.
Sometimes students will offer a quote early in a paragraph, and later in the paragraph, the same source will be shown in relationship to itself (hopefully by agreement, as a source disagreeing with itself would be off-putting, to say the least). A more sophisticated way of attempting synthesis within a single source occurs when voices quoted within that source are related to one another. Here’s another example:
In Karen Craigo’s article “Milton Hershey Should be Canonized,” Lisa
Simpson states, “I love chocolate” (14). Wayland Smithers agrees with this
sentiment, stating, “Chocolate is the greatest discovery humankind can
claim” (qtd. in Craigo 17).
Note that both quotes come from the same source. It’s not synthesis; note how the definition requires two or more different sources to be used.
What It Is Not: Random synthesis words thrown in for good measure.
Often students will use the sort of signal words appropriate for this essay—agrees, disagrees, etc.—but the words are not being used to link sources; rather, they are used merely to introduce a source, and seemingly the agreement or disagreement indicated is with the author’s own ideas. Here’s a sample:
One reason chocolate should be on every elementary school lunch menu
is that it makes students feel so good. Rita Dove, president of the Dove
Chocolate Corporation, agrees, stating, “Chocolate is the perfect end to a
satisfying luncheon” (qtd. in Craigo 18).
Students should use words very deliberately. A word like “agrees” should probably be reserved for those occasions when a real relationship is being explored. Students may be tempted to pile synthesis words into an essay, even when synthesis is not present.
What It Is Not: False relationships between sources.
Some students try hard to attain synthesis (the compositional equivalent of nirvana), but they struggle in figuring out exactly what the relationship is between sources. The result of their confusion can be strange indeed; often, it is false synthesis—a made-up relationship between sources. It might look something like this:
Perhaps the biggest reason taxpayers should be given a standard chocolate deduction is the importance that this commodity has to our entire economic system. Nicole Kidman, author of “If I Ate Anything, It Would Be Chocolate,” writes, “So much in our society is dependent upon our ability to attain chocolate, whether this is through cocoa powder, mocha lattes, or a Cadbury Cream Egg” (42). But in his article “Chocolate Tastes As Good As Halle Berry’s Tonsils,” Adrien Brody disagrees. He states, “Chocolate is important to American life, but I like vanilla, too” (67).
There is a relationship to be drawn between the two quotes offered here, but a student who chose to state that the articles “disagree” would be missing the mark.
What It Is Not: Too much of a good thing.
Lots of synthesis may not be as effective in an essay as some well-placed, select instances. Get into the habit of locating your own voice within a synthesized passage—perhaps by physically highlighting the parts of a paragraph that contain your own words. Are you interpreting quotes and furthering your own ideas, or are you just piling quotes one on top of the other? The highlighting method may allow you to ascertain on your own if it is being overshadowed by source material.
What It Is Not: Too much of one source.
Make sure that one source isn’t driving the essay. If every paragraph contains material from a particular source on the Works Cited page, or if whole paragraphs aren’t synthesized, but rather offer this single, particular source alone, it could be a signal that it is using copied structure—relying too heavily upon a source’s argumentative structure, rather than coming up with your own.
The Synthesis Essay Outline
1. Introduction: the first paragraph should do the following.
• 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
2. Body: the body paragraphs should develop your topic persuasively establishing for the reader why this topic warrants awareness and action, explain what programs already exist, and specifically explain your awareness/action plan. Whenever you use a source for the first time. Establish that source’s credibility.
Section 1: Warranting Awareness/Action – THE PROBLEMS – should be two or more paragraphs. Each problem should be developed in separate paragraph.
A. 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).
B. Support: support your assertion using your research
C. 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: Establishing Status Quo Programs/Solutions – CURRENT SOLUTIONS – should be two or more paragraphs. Each current solution should be developed in a separate paragraph.
A. Assert what programs already exist concerning your topic
B. Support your assertion using the research to identify the existing programs
C. 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
Section 3: Describe what programs already exist concerning your topic
A. 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
Section 4: Action Plan – WHAT THE AUDIENCE NEEDS TO DO – this should be one paragraph.
A. Assert what the audience needs to do (specific action)
B. Support your assertion with research proving it’s possible or that it would work
C. Explain how/why their contributions would make an impact
3. Conclusion: the final paragraph should do the following.
• 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
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. 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. 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. 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. 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. Current Programs: What’s already being done about it?
a. Topic Sentence
b. Proof from source
c. Proof from another source
d. Explanation
7. 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
Choose a Project and Complete a Proposal
This proposal should be formatted using a bulleted summary format: use headings, subheadings, bulleted lists and short sentences/phrases rather than full sentences and paragraphs. It should look like what is presented below. All information listed below must be included in the proposal. This will be scored as credit/no credit as a check-in. Submit to BlackBoard.
Project Title
• Create a short, descriptive title for your project.
o Make it appropriate and attention-getting – like a slogan for your cause
• Do not make this a section in this proposal – just make a good title and put it at the top with “Project Proposal” underneath your title
1. Project Description
• What is your project format choice? (Website, documentary, etc.)
• What downloadable artifacts you will create.
2. Main Project Tasks
• Describe the main tasks your project will require you to do.
o Review the project description and list steps you will go through to complete this project.
• Include how you will organize your project and the sections you will include.
• Include what you will do for your Personal Action
3. Materials and Challenges
• What materials and equipment will you need and where will you get them?
• Describe the risks and challenges you believe you might encounter while doing your project.
o Money constraints, technical problems you foresee, time management issues, etc.
4. New Learning
• What new learning will you need to acquire?
• What you will need to learn how to do to complete the project?
5. Personal Goals
• Describe the likely results or other outcomes of your project.
o What you hope to accomplish by creating awareness of your cause?
6. Reasons for Selecting Topic
• Explain the reasons you selected your project topic.
o Why is this topic important to you? (This section will be used later in your project, so be thoughtful and thorough here)
Project Ideas and Criteria
English 12 Senior Project – from Michigan Merit Curriculum Course/Credit Requirements (84-85)
The purpose of this project is to demonstrate leadership by creating awareness and requesting action on a cause you feel is important.
Plagiarism/Academic Dishonesty
• When creating mass media projects, 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 list of sources and include this list in your project (normally the final page of your web site or the end of your video production). This list should be in MLA format.
• Include any pictures, graphics, or other visual aids
Main Project 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 blog hosting sites
✓
✓ (warning: doesn’t work consistently at school)
▪ 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
• At least 2 downloadable artifacts which are informational and/or action oriented to be uploaded to the mass/social media element. (Page 31)
• Personal Action Demonstrating Leadership
o Completed separate from the project (Page 33)
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 Project – each project must include these sections (These could be pages in a website)
• Introduction/Overview
o This section should explain the purpose of your project 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
Main Project Formats
Format 1 – 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 2 downloadable PDF artifacts, 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
Format 2 – 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 2 downloadable PDF artifacts, 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
Format 3 – Create a “Story Corp” audio story showcasing a cause and how individuals have demonstrated leadership in an issue or cause. Listen to the Story Corp project found at the National Public Radio website. The focus of most Story Corp projects is someone who has made a difference in a cause.
• See examples on NPR’s web site:
• Posted with a live link to a mass/social media site
o Site must include 2 downloadable PDF artifacts, Powerful Images, an Overview, More Information, About the Author, and Sources
• A three-minute audio story that highlights a cause and tells an individual’s personal story
o Interview segments
o Narrated segments
o Background music appropriate to tone of story
• Must include the following information/sections
o Attention-Getting Title
o Introduction to Topic
o Problems/Causes
o Solutions
o Testimonials
o Take Action
Format 4 – Create a website showcasing an issue. (Facebook is not an option)
• Powerful images and/or video clips/interviews that demonstrate problems related to an issue
• A thought provoking, memorable title for the site
• 2 downloadable PDF artifacts
• 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
Downloadable Artifacts
An artifact is a document that can be downloaded and printed from the project web site. It is intended to further showcase the cause, provide further information and/or help the audience take action.
• Artifacts must be original documents created by the student and NOT copied from an outside source
• Created in Word or Publisher, saved and uploaded as PDFs
• Original artwork (no clip art or stock photos)
• Artifacts must use color effectively
• Artifacts may include, but are not limited to the following.
o Visually dynamic flyers/posters asking for action or identifying the problems
o Instructional material related to how to find and write to legislators, how to write letters to the editor (a form letter)
o Book mark cut-outs or Wrist band cut-outs (cannot do both)
o Yearly Calendar with thought provoking images and facts
o Clear and concise survey with results and interpretation of findings
o Business cards with contact information, facts, or other useful information
o Power Point presentation used as part of personal action
Personal Action Demonstrating Leadership
MUST BE AT LEAST COMPLETED TWO WEEKS PRIOR TO FINAL EXAM. 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
• Get a group of at least 10 people to write letters to appropriate people who can make a difference to your cause.
• Put letters in envelopes, address and put stamps on them, but DO NOT seal. Bring them to the teacher to check and mail.
2. Complete a presentation to an appropriate audience
• You must have your presentation approved before presenting and document that you have completed the presentation.
• You must use a visual aid (PowerPoint?) for your presentation and have it approved before.
• Presentations can’t occur during the school day, but could be to clubs or comm. orgs.
3. Participate in a rally, walk or fundraiser
• You must document your participation.
4. Volunteering (worth ten percent extra credit)
• You must document your participation. At least 4 hours spent volunteering.
5. Host a viewing of the video you created
• Invite 10 people, 5 of whom are adults. Document the event took place.
6. Create and distribute t-shirts highlighting your cause
• Document that at least ten shirts were created and at least 10 people must be documented wearing them in a public place like school. Neatness and visual appeal are important. You must prove that all shirts exist (not just one worn by many).
7. 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.
Senior Project Checklist
Use this as a checklist to make sure your project is comprehensive and clear. These requirements will appear as categories to be scored on the project rubric.
Content Requirements – ideas and information used to create project
□ 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
▪ 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
□ Downloadable Artifacts
o At least two PDF-formatted documents uploaded to your project site that provide materials that your audience can open and print (see project packet for examples)
□ 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 project 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.
Peer Review
1. Post your project link to Blackboard (discussion board)
2. Look through at least three peers’ projects thoroughly and thoughtfully
3. Go through the check list for the senior project (previous two pages)
4. List all the pieces that you see missing or needing improvement, and explain to your peer what needs to be done to succeed according to the rubric (found on the next page)
5. End with positive statements about the project. Make sure they understand what is working well for them.
Name _________________________________________
Senior Project Rubric
Part 1: Presentation of Issue (40 points) _____
➢ 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 Eight 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) _____
➢ 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 emotion, logic, ethics
□ Must include materials that appeal to all three areas
➢ Downloadable Artifacts
□ Two original PDF files audience can print and take with them
▪ Must have information pertinent to problems or solutions
▪ Visually effective
Part 3: Technical Aspects (20 points) _____
➢ 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) _____
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 Project
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: 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!)
Step 7 – Project Peer-Assessment
You will be required 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 in the course of creating the project, and to compare what you have done to what others in class have done. The essay will be worth 65 percent of your exam grade.
Senior Project Presentation Rubric
Introduction (5 points) _____
• 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 (10 points) _____
• Present an advocacy message to the class
• Every slide/page must include powerful images that advocate for your issue
• EXPLAIN each of the following on slides
o Main problems
o Solutions for each problem
o Action the audience should take
o Testimonials that emphasize problems or solutions or both
o Artifacts
o More information
o Personal Action Taken by author
o Do not present “about the author page”
Conclusion (2 points) _____
• Summarize what the viewer can do to contribute, and conclude with a positive, hopeful tone and message as to how this can be helped
Clear communication of ideas (8 points) _____
• Presentation engages audience and is an effective visual aid: Clear organization and structure
• Speaking is clear and informed and not read from the screen: Eye contact with audience 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)
➢ You will be docked points for any disrespectful behavior while others present.
Total _____ 25
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 |mentioned. Explanations are |are discussed. Explanations are|
| | |explained 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 ______________________________________________________________
-----------------------
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
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.