Senior Project: Senior Project: Elements of the PaperElements of the Paper

FeracoFeraco

SDAIE and Search for Human PotentialSDAIE and Search for Human Potential

22 April 201422 April 2014

Remember, the following are Remember, the following are suggestedsuggested expectations. A writer expectations. A writer who simply goes through and who simply goes through and competently addresses these competently addresses these elements has done an average job. A elements has done an average job. A writer who addresses each one writer who addresses each one creatively and skillfully has done an creatively and skillfully has done an above-average job. A writer who above-average job. A writer who transcendstranscends this list has done an this list has done an exceptional job. exceptional job.

General TipsGeneral Tips• Avoid exclamation points.Avoid exclamation points.• Avoid rhetorical questions like the plague.Avoid rhetorical questions like the plague.• Avoid “according to the Avoid “according to the

dictionary/encyclopedia” statements like the dictionary/encyclopedia” statements like the Ebola virus.Ebola virus.

• Every sentence needs to serve a purpose. If Every sentence needs to serve a purpose. If it’s not revealing a point, elaborating on a it’s not revealing a point, elaborating on a point, or driving your paper, cut it. You have point, or driving your paper, cut it. You have twelve weeks; that’s enough time to ensure twelve weeks; that’s enough time to ensure everything you write matters.everything you write matters.

• While you don’t have to avoid it at all costs, While you don’t have to avoid it at all costs, it’s usually a bad idea to begin or end it’s usually a bad idea to begin or end paragraphs with quotes. At times, doing so paragraphs with quotes. At times, doing so feels perfect, but if you’re not serving a feels perfect, but if you’re not serving a strong narrative need, write your own strong narrative need, write your own transitions.transitions.

As writers, you’re not just responsible for As writers, you’re not just responsible for your readers’ enjoyment. If you write your readers’ enjoyment. If you write clumsily or choppily, your readers will clumsily or choppily, your readers will bail. I mention this because you’ll bail. I mention this because you’ll probably incorporate somewhere between probably incorporate somewhere between fifteen and thirty paragraph breaks during fifteen and thirty paragraph breaks during the piece. If you can’t move from the piece. If you can’t move from paragraph to paragraph/idea to idea paragraph to paragraph/idea to idea smoothly, you can’t finish this project smoothly, you can’t finish this project effectively. This is why your instructors effectively. This is why your instructors have long focused on transitions: you have long focused on transitions: you have to cover a bunch of topics in a way have to cover a bunch of topics in a way that doesn’t feel haphazard, chaotic, or that doesn’t feel haphazard, chaotic, or forced, and you can’t do that if your paper forced, and you can’t do that if your paper falls apart at the seams every time you hit falls apart at the seams every time you hit the Enter key.the Enter key.

Whenever you’re beginning a new Whenever you’re beginning a new paragraph, write the first two paragraph, write the first two sentences, then copy them (as well sentences, then copy them (as well as the last sentence of the previous as the last sentence of the previous paragraph) into a new document. paragraph) into a new document. Look at them in isolation. Do they Look at them in isolation. Do they make sense make sense as they lie, as they lie, or do you or do you find yourself having to mentally fill find yourself having to mentally fill in blanks in order to get them to in blanks in order to get them to make sense? If it’s the latter, repair make sense? If it’s the latter, repair whichever sentences need whichever sentences need adjustment. By running this test, adjustment. By running this test, you’ll ensure that your writing feels you’ll ensure that your writing feels focused even as you focus on focused even as you focus on seemingly disparate concepts.seemingly disparate concepts.

• Similarly, your transitions between your “sections” Similarly, your transitions between your “sections” should be largely invisible. The switch in narrative should be largely invisible. The switch in narrative perspective (moving from first-person to third-perspective (moving from first-person to third-occasionally-infused-with-first) should be the only occasionally-infused-with-first) should be the only way I can tell you’ve shifted priorities. If you can pull way I can tell you’ve shifted priorities. If you can pull this move off within the paragraphs themselves this move off within the paragraphs themselves (subtly changing voices without switching ideas), do (subtly changing voices without switching ideas), do it.it.

• When working your interview source’s material into When working your interview source’s material into your paper, make sure that you don’t launch into an your paper, make sure that you don’t launch into an extended monologue regarding that source’s extended monologue regarding that source’s qualifications. If you can’t slip it into the sentence qualifications. If you can’t slip it into the sentence itself (ex.: “Words words words, but words words,” itself (ex.: “Words words words, but words words,” argues Michael Feraco-Eberle, an English instructor at argues Michael Feraco-Eberle, an English instructor at Arcadia High School.), use no more than a single Arcadia High School.), use no more than a single separate sentence explaining things. Any other separate sentence explaining things. Any other information that gives context to the source’s information that gives context to the source’s contributions – “As a fairly inexperienced teacher,” contributions – “As a fairly inexperienced teacher,” etc. – should be slipped into sentences in the same etc. – should be slipped into sentences in the same manner as the example above. (If you want to see manner as the example above. (If you want to see pretty casual examples of these sentence pretty casual examples of these sentence constructions, read some articles from the constructions, read some articles from the Los Los Angeles TimesAngeles Times or other daily newspapers. Those or other daily newspapers. Those writers use them in almost every piece.)writers use them in almost every piece.)

• After the initial name-drop, refer to your After the initial name-drop, refer to your source by last name only – no titles, no source by last name only – no titles, no first names.first names.

• You don’t have to put everything your You don’t have to put everything your interviewee says – “like,” “um,” “#@$interviewee says – “like,” “um,” “#@$%!!!,” etc. – on paper. Clean up your %!!!,” etc. – on paper. Clean up your quotes without changing their essential quotes without changing their essential nature.nature.

• Remember to strike a tone that lands Remember to strike a tone that lands somewhere between familiarity and somewhere between familiarity and formality. Your narrative voice should formality. Your narrative voice should shine through – this is shine through – this is youryour paper – but paper – but you should sound like a mature adult. you should sound like a mature adult. Write as though you need to impress me, Write as though you need to impress me, not as though we’ve old, familiar friends.not as though we’ve old, familiar friends.

• Even though I haven’t bothered to do so here, Even though I haven’t bothered to do so here, you should focus – during the final stage, at least you should focus – during the final stage, at least – on ensuring you use as few of the “Words to – on ensuring you use as few of the “Words to Cut or Avoid” as possible: Cut or Avoid” as possible: is, am, are, were, was, is, am, are, were, was, be, been, being, always, never, nobody, be, been, being, always, never, nobody, everybody, all, every, nothing, none. everybody, all, every, nothing, none. It’s fine to It’s fine to use a few, particularly in quotes from your source use a few, particularly in quotes from your source or research, but I’ll encourage you to write or research, but I’ll encourage you to write sentences that can stand without them.sentences that can stand without them.

• Specific details matter. Dazzle me with details. Specific details matter. Dazzle me with details. • Define terms that might be unfamiliar – how Define terms that might be unfamiliar – how

many people really know what you’re talking many people really know what you’re talking about if you mention “hacking”? – but do so about if you mention “hacking”? – but do so quickly, clearly, concisely, and without losing the quickly, clearly, concisely, and without losing the original focus of your sentence. As with the original focus of your sentence. As with the interview source, do not use a separate sentence interview source, do not use a separate sentence to define the term.to define the term.

• When organizing your research, please When organizing your research, please remember that the chronological approach remember that the chronological approach is not always the best one (ex. “First you is not always the best one (ex. “First you must study _____, then do ______, and finally must study _____, then do ______, and finally ______”). Pick the one that allows you to ______”). Pick the one that allows you to write the focused, informative paper I’m write the focused, informative paper I’m hoping to read.hoping to read.

• Use MLA format perfectly – no underlined Use MLA format perfectly – no underlined titles, no weird spacing, etc. I have a titles, no weird spacing, etc. I have a separate lesson on the format, but in the separate lesson on the format, but in the meantime, the Purdue University OWL meantime, the Purdue University OWL (Online Writing Lab) has an incredible MLA (Online Writing Lab) has an incredible MLA section. You can find it at section. You can find it at http://owl.english.purdue.edu/owl/resourchttp://owl.english.purdue.edu/owl/resource/747/01/e/747/01/. .

• If you have questions, If you have questions, ask me this month.ask me this month.

First SectionFirst Section• Discuss what you thought you knew about Discuss what you thought you knew about

your field and career before you began your field and career before you began this project. Weave in public assumptions this project. Weave in public assumptions regarding your chosen career, as well as regarding your chosen career, as well as what attracted you to this field before what attracted you to this field before beginning the project, into an engaging beginning the project, into an engaging and revealing narrative. (Basically, why and revealing narrative. (Basically, why choose this career? Why do you genuinely choose this career? Why do you genuinely want to pursue it?)want to pursue it?)

• Discuss what you Discuss what you don’tdon’t know – i.e., what know – i.e., what you intend to find out about your you intend to find out about your topic/field over the course of the project. topic/field over the course of the project. (What’s your plan of attack? What (What’s your plan of attack? What information exists that you haven’t information exists that you haven’t verified yet? What do you look forward to verified yet? What do you look forward to discovering?) discovering?)

• Discuss which qualities of yours seem (emphasis Discuss which qualities of yours seem (emphasis on on seemseem) to leave you well-suited for the career ) to leave you well-suited for the career you’ve chosen to study, as well as those you you’ve chosen to study, as well as those you possess which may hamper your pursuit. (It’s OK possess which may hamper your pursuit. (It’s OK if these end up not being incredibly accurate – if these end up not being incredibly accurate – we’re asking you to use your research to test we’re asking you to use your research to test your assumptions as well as discover new your assumptions as well as discover new information!)information!)

• Similarly, we need to know what you intend to Similarly, we need to know what you intend to accomplish,accomplish, not simply which career you’d like to not simply which career you’d like to study or pursue. (I imagine you all have greater study or pursue. (I imagine you all have greater ambitions than “make money” or “avoid getting ambitions than “make money” or “avoid getting fired.”) If your goals change over the course of fired.”) If your goals change over the course of your research/work this semester, a) awesome, your research/work this semester, a) awesome, and b) that’s the sort of realization that you can and b) that’s the sort of realization that you can thread through your second and third sections.thread through your second and third sections.

• Show, don’t tell. We’ve gone over storytelling Show, don’t tell. We’ve gone over storytelling techniques before; see me if you still struggle techniques before; see me if you still struggle with this.with this.

Second SectionSecond Section• Describe, concisely yet engagingly, the job you’ll Describe, concisely yet engagingly, the job you’ll

research. You want people to be interested in reading research. You want people to be interested in reading your work. If you make your job sound boring – or if your work. If you make your job sound boring – or if you sound bored talking about it – what incentive do I you sound bored talking about it – what incentive do I have to keep going? If you didn’t hook me with your have to keep going? If you didn’t hook me with your first section, hook me here.first section, hook me here.

• Remember, your main purpose here is to answer a Remember, your main purpose here is to answer a very simple question: very simple question: How do I do what I need to do?How do I do what I need to do? But you’re doing so in a narrative format. This But you’re doing so in a narrative format. This section’s written from a third-person perspective, but section’s written from a third-person perspective, but you’ll occasionally break into first-person in order to you’ll occasionally break into first-person in order to connect some important conclusion to the larger connect some important conclusion to the larger narrative – the character (yourself) whom you narrative – the character (yourself) whom you introduced in the first section is searching for introduced in the first section is searching for knowledge while you’re taking us through your knowledge while you’re taking us through your research, right? Show us when that research has a research, right? Show us when that research has a particular impact on that character.particular impact on that character.

• Which English skills will you need in order to perform Which English skills will you need in order to perform your job well? Have you gotten what you need out of your job well? Have you gotten what you need out of your time at AHS? Do you still need anything?your time at AHS? Do you still need anything?

When you’re looking at how one gets started or When you’re looking at how one gets started or established in a particular field, make sure you established in a particular field, make sure you consider all factors. It’s easy to fixate on “skills + consider all factors. It’s easy to fixate on “skills + schooling”: education, internships, schooling”: education, internships, apprenticeships, degrees, and credentials. But apprenticeships, degrees, and credentials. But what about hiring and interview processes? Once what about hiring and interview processes? Once you get hired, what are the expectations a young you get hired, what are the expectations a young worker in your field faces, particularly related to worker in your field faces, particularly related to a veteran? What sorts of duties and a veteran? What sorts of duties and responsibilities are you handed? Which do you responsibilities are you handed? Which do you have to earn? How do you earn those additional have to earn? How do you earn those additional opportunities? (It’s usually not a matter of simply opportunities? (It’s usually not a matter of simply not missing time and working hard.) How do you not missing time and working hard.) How do you gain independence (i.e., the right to do things gain independence (i.e., the right to do things without running them by others), if you ever gain without running them by others), if you ever gain it at all? What about influence? How does one “fit it at all? What about influence? How does one “fit in” to that particular new working environment in” to that particular new working environment in the early part of one’s career?in the early part of one’s career?

When you’re looking at the When you’re looking at the responsibilities a “normal” (i.e., responsibilities a “normal” (i.e., experienced) worker faces, remember to experienced) worker faces, remember to document the job’s other important document the job’s other important considerations. This goes beyond things considerations. This goes beyond things like salaries, promotions, and so forth: if like salaries, promotions, and so forth: if you’re looking at salary considerations, you’re looking at salary considerations, what’s the cost of living in the area where what’s the cost of living in the area where you intend to work? How does it compare you intend to work? How does it compare to the salary you could earn? (Are you to the salary you could earn? (Are you going to be able to live where you want going to be able to live where you want and/or you work?) How will the demands and/or you work?) How will the demands of your job affect the rest of your life – of your job affect the rest of your life – your desire to travel, start a family, etc.? your desire to travel, start a family, etc.?

• Pay attention to the ways in which your Pay attention to the ways in which your career/field has evolved. Which factors will shape career/field has evolved. Which factors will shape your field moving forward? Will technology your field moving forward? Will technology redefine it, for example? (It’s particularly useful redefine it, for example? (It’s particularly useful to ask your interview source for opinions and to ask your interview source for opinions and information regarding your career field’s future information regarding your career field’s future trends.)trends.)

• You’re explaining this stuff to an audience that You’re explaining this stuff to an audience that may not know anything about your career. Be may not know anything about your career. Be very clear when discussing the advantages, very clear when discussing the advantages, challenges, and drawbacks your career offers. At challenges, and drawbacks your career offers. At the end, ask yourself: would this have interested the end, ask yourself: would this have interested you a couple of years ago if it had been the first you a couple of years ago if it had been the first thing you’d read about this field? Is it thing you’d read about this field? Is it accurate/in-depth enough to serve as a gateway accurate/in-depth enough to serve as a gateway for the younger you?for the younger you?

• Finally, please remember to spend at least one Finally, please remember to spend at least one page discussing an issue that’s currently the page discussing an issue that’s currently the subject of debate within your field. Illustrate subject of debate within your field. Illustrate both viewpoints, then advocate for one.both viewpoints, then advocate for one.

Final SectionFinal Section• What you have learned since beginning the project What you have learned since beginning the project

(What did your research reveal? What would be (What did your research reveal? What would be important for other job seekers to know?) important for other job seekers to know?)

• The viability of this career; can you The viability of this career; can you realistically/appropriately plan to join this realistically/appropriately plan to join this profession? (What have you learned that allows you profession? (What have you learned that allows you to make this judgment? What aspects of your to make this judgment? What aspects of your personality contribute to it?)personality contribute to it?)

• Is there a disconnect between what you thought Is there a disconnect between what you thought you knew about the job and the realities of the you knew about the job and the realities of the position? (How has position? (How has this projectthis project affected your desire affected your desire to pursue this career?)to pursue this career?)

• Where are you going from here? (Finish that Where are you going from here? (Finish that narrative you started – “In a few months, I’ll be an narrative you started – “In a few months, I’ll be an Anteater!” – but remember to include the kind of Anteater!” – but remember to include the kind of reflection that would make Nick Carraway proud.)reflection that would make Nick Carraway proud.)