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Senior ProjectA Handbook for Woodland Hills High School

2013-2014

M. BeckettD. BrownJ. Clawson

J. DanchiskoA. DeIuliis K. McGuire

H. MoschettaL. Silverman

Revised August 2013

Table of Contents

Introduction………………….……………………..…….…….2

Career Areas of Interest......................................................3

Choose a Career Interest............……..…………………......4

Core Requirements and Process........................................5

Assessment and Timeline…………….…………….………...7

Controversial Issues for Careers.........................................8

Topic and Thesis Statement Worksheet...……..…..…….....9

Thesis/Argument Brainstorm………………………………..10

Proposal and Parent Contract…………………….………...13

Credibility of Primary and Secondary Sources…...……....15

How to Find Publication Information………………….........16

Cover Page Guidelines………………………………………17

Notes Guidelines……………….…………………….………18

Sample Notes Format…………………..……………………19

Notes and Sources Rubric…………………………..………20

Draft and Final Paper Requirements…………….….……..22

Sample Research Paper...................................................23

Research Paper Format………………….………………….27

Works Cited Format………………..………………………...28

Draft and Final Research Paper Rubric……………………29

Presentation Guidelines…………………...………………...31

Presentation Rubric…………………………………….........32

MLA Format…………………………………..……………….33

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WHHS Senior Project Introduction

CHOICESOne’s best philosophy is not

Expressed in words;It is expressed in the choicesOne makes. In the long run

We shape our lives, and we shape ourselvesThe process never ends until we die.

And the choices we makeAre ultimately

Our responsibility.- Eleanor Roosevelt

The Senior Project

The Senior Project is a major research project that focuses on a controversial issue within a career field in which students are interested.

Senior English teachers will guide the process and provide limited class time to work on Senior Project. Students will be assigned a Senior Project Adviser, who will grade their notes, outline, rough draft, and final draft. All work will be submitted to English teachers, who will deliver it to students’ Advisers for grading. Students will present to their English classes. College Now students who do not have an English class at Woodland Hills will present either to their Adviser’s class or to an English class.

After identifying a topic, the research begins. The Senior Project becomes the story of one student’s adventures in research. The purpose of the Senior Project process is to discover and organize the information for yourself and analyze and share the information with an audience. Research will be both firsthand (original information collected by the researcher, such as interviews, observations, experiments, volunteering, shadowing, etc.) and secondary (research through already existing sources such as books, reference materials, professional websites, professional journals, etc.)

Career Trends and Issues

In an economic depression, the best investment you can make is in your own personal and professional assets. One way to make an educated decision regarding your future career is to investigate issues within that field.

Start by selecting a career field that interests you and then research controversial issues within that field. The “Issues and Controversies” database through Facts on File on the Woodland Hills High School Library website provides a good starting point for identifying these issues.

An acceptable controversial issue must have certain characteristics:o It must be a public issue that is relevant to a selected careero An issue must be clearly debatable (two opposing sides or points of view)o You must be able to select a position and defend/support that choice

The more information you gain from your own thinking and exploring, the more you will enjoy the research process – and the more your readers will appreciate the results.

Your Senior Project can (and should!) be a tool that can enrich your future. If you are interested in teaching elementary school, you could research the pros and cons of standards-based education and create a lesson plan (and even present it in one of our elementary schools) for a particular age group. If you are science-oriented, you could research the advantages and disadvantages of the green movement and apply your research by testing and validating your results in an experiment. You could explore the corruption of DNA evidence in convicting and exonerating suspects in the criminal justice system. If the medical field interests you, you could present the benefits and dangers of alternative medicine. The possibilities are endless.

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Career Areas of InterestName________________________________Period______Date______________

Directions: Visit the website of the U.S. Department of Labor Office of Labor and Statistics (http://www.bls.gov/ooh/). On this webpage, you will find the Occupational Outlook Handbook, you can peruse all of the different types of career/job areas. Read through them and choose your top three careers/jobs. Provide three reasons why this would be a job that suits you. Use complete sentences.

Career/Job #1: Reason 1

Reason 2 Reason 3


Reason 2 Reason 3


Reason 2 Reason 3

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http://www.bls.gov/ooh/

Choose a Career InterestName___________________________________________Period___Date_________

Directions: Based on your research about different careers, choose one career that interests you the most. Write a 75-word essay explaining why this is a career that interests you. Include the following in your essay: topic sentence, three reasons, and a concluding sentence.

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RUBRIC – SCORE______/20

Content Focus Organization Style Conventions4 Specific, illustrative

development of ideas throughout

Introduction, body and conclusion show a cohesive theme

Well-organized flow of ideas and transitions

Descriptive, illustrative vocabulary and word choice

Evident control of grammar, mechanics, spelling, usage, and sentence formation

3 Well-developed ideas throughout the piece

Evidence of a theme, but not throughout entire piece

Somewhat organized flow of ideas with attempt at transition

Somewhat illustrative vocabulary and word choice

Sufficient control of grammar, mechanics, spelling, usage, and sentence formation

2 Some evidence of development of ideas

Some evidence of related ideas

Some evidence of flow and transition

Ordinary word choice and vocabulary

Limited control of grammar, mechanics, spelling, usage, and sentence formation

1 Little development throughout

Little relation of ideas Disorganized flow; little or no transition

Poorly used vocabulary and word choice

Minimal control of grammar, mechanics, spelling, usage, and sentence formation

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Core Requirements and Process

The project will consist of five major steps:

I. Career Topic, Tentative Thesis Statement, Research Proposal, and Parent ContractA. Select a controversial topic within a career field of interest and write a tentative thesis

statement (use Preliminary Thesis Activity on pages 7-8 and Thesis Statement Worksheet on page 9)

B. Topic must be broad enough that you will be able to find SIX sources of THREE different types, including at least ONE firsthand source; maximum of TWELVE sources

C. Plan for researchD. Goals for the projectE. Organizational planF. Contract signed by student, parent, Adviser, and English teacher

II. Evidence of Research A. Sources

1. Firsthand (one firsthand source required)a. Interviewsb. Shadowingc. Observation/Participationd. Volunteeringe. Scientific Samples and Results of Research

2. Secondary (five secondary sources required)a. Booksb. Reference Materialsc. Professional Websitesd. Professional Journal Articlese. Magazine and/or Newspaper Articlesf. Electronic Database Articles

B. Notes From Research1. Guidelines for Notes

a. There are two deadlines for notes. Notes on background/history of the controversy are due in November and notes on both sides of the argument are due in December. The purpose is to ensure that students are formatting, paraphrasing, and citing their notes correctly. If their background notes are incorrect, students receive feedback from their Advisers so they can correct their mistakes

b. Students will take notes using pre-formatted notes sheets (see page 16 for sample). Notes will be in three categories:

i. Background/history on the controversyii. Opposing arguments

iii. Supporting argumentsc. MINIMUM six sources of three different types; at least one firsthand

source; maximum of twelve sourcesd. Wikipedia, Yahoo Answers, Ask.com, About.com, blog posts, and

message boards are NOT credible sources and will not be accepted as Senior Project research

e. Web resources must be professional/credible sitesf. Paraphrase or summarize a majority of notesg. Any notes taken word-for-word from the original must be in

quotation marksh. Proper MLA citation and Works Cited is required for all notesi. Turn in copies of all sources (except books)j. Highlight and number sources to correspond to notes sheets

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Core Requirements and Process (continued)Notes from Research (continued)

2. What to Researcha. Background/public opinion on the issue you have selectedb. Investigation of both sides of the issuec. Detailed support for your side of the issue

III. DraftA. First perfect copy of Senior Project Research PaperB. Proper MLA format for page numbers, margins, font, paragraph & line spacing, and

works cited pageC. Introduction ending with thesis statementD. Body paragraphs starting with clear topic sentences developed directly from thesis

statementE. Body paragraphs developed with information gathered from the research and documented

with proper MLA-formatted parenthetical citationsF. Conclusion evaluating the most compelling research and analyzing the significance/

impact of the controversyG. Edit, revise, conference, and rewrite

IV. Final PaperA. Five to eight page research paperB. Parenthetical citations in MLA formatC. Works cited page in MLA format

V. PresentationA. Present to your English classB. Design and deliver an innovative and informative oral presentationC. Present major research from Senior Project paperD. Create an outline for the speech, due before the presentationE. Enhance the presentation with visual and/or audio aidsF. 10 minutes minimum, plus time for questions and discussionG. Rehearse thoroughly

Portfolio RequirementSince the Senior Project is a process and work is assessed on a continuum, all students are required to maintain a portfolio of their Senior Project work.

The portfolio should contain all Senior Project work that you have completed and that your English teacher/Adviser has graded and returned. ONLY Senior Project work should go into your portfolio folder. Do not use your Senior Project folder as your English folder.

Include a cover page for each Senior Project assignment (except the Proposal and Parent Contract) when you submit it to your English teacher (see guidelines and example of cover page on page 17). Each time a new Senior Project assignment is due, all assignments that have been completed previously (along with their rubrics) must also be submitted in the portfolio folder. Lost Senior Project materials must be recreated, reprinted, or replaced.

Assignments to be included in the Senior Project portfolio: Proposal and Parent Contract Notes & Sources with rubric Draft with rubric Final paper with rubric

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Assessment & TimelineBelow are the steps, due dates, and weights for the Senior Project process:

The Senior Project Topic, Research Proposal, and Parent ContractDue Date: Wednesday, September 25, 2013

Research and notes on background/history of the controversy (copies of sources, MLA-formatted citations, works cited, and notes). Notes from one source will be turned in to English teacher approximately two weeks before this deadline. Resubmit the notes from the graded source with the remaining notes.Due Date: Wednesday, November 6, 2013

Research and notes on opposing and supporting arguments (copies of sources, MLA-formatted citations, works cited, and notes). Total notes (background and arguments) must be from a minimum of six sources of three different kinds, at least one of which must be a firsthand source. Resubmit background/ history notes and rubric with argument notes.Due Date: Wednesday, December 18, 2013 NOTE: The midterm for senior English is an average of the first three steps in the Senior Project process.

Senior Project Research Paper Draft: first perfect copy of the research paper Due Date: Wednesday, February 19, 2014 More drafts may be recommended or required, depending on the quality of the first draft.

Final Senior Project Research Paper Due Date: Wednesday, April 2, 2014 Turn in all steps completed in the process along with final copy of Senior Project paper.

Oral Presentations will encompass three to four weeks in the end of April through May. Specific dates TBD.

The Final Exam grade for all 12th grade students is a combination of all steps in the Senior Project process. Grade breakdown is as follows:

Proposal: 5%Research & Notes: 25%Draft: 20%Final Paper: 30%Presentation: 20%

Since the project is a work in progress, assessment will be on a continuum. Each step in the process will hold significant weight in English class for each grading period as well as serving as midterm and final. Each student’s progress will be assessed according to criteria met, the standards, and adhering to deadlines. In accordance with Pennsylvania law, the Senior Project is required for graduation. Failure to complete or pass the Senior Project will result in failure to graduate.

Since students are aware of deadlines and due dates early in their senior year, late work will be penalized by 10% per day late, regardless of absence or excuse. Each step in the process must be completed two full school days before the next step will be accepted. If a student does not turn in the final paper on the due date, or if the paper does not meet the minimum requirements on the due date, he or she will not be eligible to participate in the graduation ceremony. Presentations may not be rescheduled. DO NOT schedule appointments of any kind on your presentation date.

Plagiarism is a serious offense, and Woodland Hills holds a Zero Tolerance policy on plagiarism of the Senior Project. Any evidence of plagiarized work will result in a “0” for the step plagiarized. However, that step must still be completed correctly (for NO credit) two full school days before the next step can be submitted. If the final research paper is plagiarized, it will result in a “0” and failure to graduate.

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Controversial Issues for CareersName____________________________________________Period______Date_______

Directions: After choosing a career field, research and identify three controversial issues related to this field. Go to the high school library’s web page and consult the Issues and Controversies Database. Describe the controversy in three sentences minimum

Career Field:

Controversial Issue:(three sentence explanation)

Article Title:

Web Address/Database:


Article Title:



Article Title:


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Topic & Thesis Statement Worksheet

Following are some guidelines for thesis statements and steps for writing a strong thesis statement for your Senior Project:

A. Decide on a controversial topic within your career area of interest: An argumentative paper makes a claim about a topic and justifies this claim with specific evidence.

The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

B. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

C. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

To create your thesis, follow these steps:

1. Identify your career area of interest: _______________________________________________________

2. Identify three controversies within your career interest: Use Facts On File Issues and Controversies database on WHSD Library webpage

Example: (Career area: Biology) Religion and school curriculum (evolution/creation) Testing on animals Embryonic stem cell research

3. Choose one controversy and state both sides as a sentence:Example: There are arguments in favor of and against harvesting embryonic stem cells for research.

Your statement: _____________________________________________________________________________

___________________________________________________________________________________________

3. Choose your position and write it into a sentence: Example: Government should allow harvesting of embryonic stem cells for research.

Your position: ______________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

3. Add acknowledgement of opposing side to generate a working thesis:Example: Despite opposition, government should allow harvesting of embryonic stem cells for research

Your working thesis: _________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

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Thesis/Argument Brainstorm

Directions: using the resources available to you, both in the school library and electronically, complete the following:

Step One: After identifying a controversial issue within your career interest area, identify at least four supporting and four opposing arguments. You may either brainstorm or conduct preliminary research.

Step Two: use the research tools at your disposal (databases, Google searches, etc.) to identify sources that might support your arguments below.

Step Three: Review the data you have collected: is it enough to support a paper? Explain your reasoning.

Career Area: ___________________________________________________________________

Topic: _____________________________________________________________________________

Tentative Thesis:_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Background: List at least three major ideas that explain the background on your topic.

1.

2.

3.

Burning Questions:

Where to find answers/Sources:

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Supporting Arguments: List at least four major ideas/ arguments that SUPPORT your thesis. Make sure each one could sustain at least one paragraph in your paper. Then think of a “burning question” for each, something that you feel must be answered related to that argument.

1.

Burning Question:

2.

Burning Question:

3.

Burning Question:

4.

Burning Question:


Opposing Arguments: List at least three major ideas/ arguments that Oppose your thesis. Make sure each one could sustain at least one paragraph in your paper. Then think of a “burning question” for each, something that you feel must be answered related to that argument.

1.

Burning Question:

2.

Burning Question:

3.

Burning Question:


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Thesis/Argument Brainstorm Reflection

In the space below, consider your evidence: o Are sources easy to find? o Will there be enough information to support a five-page paper? o What additional sources of information might be available? o Explain.

WHHS Senior Project Name: _______________________________________

Proposal and Parent ContractDeadline for Proposal and Parent Contract: September 25, 2013A proposal explains what you want to write about, why you want to explore it, and what you will do with your topic. Feedback from your teacher and adviser will help you create a better finished product.

Career Area and Controversial Topic: ____________________________________________________

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Rationale: Explain why this career area interests you and why you want to write about this controversial topic:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Tentative Thesis Statement: Explain what your paper will argue or prove (from Thesis Statement Worksheet):

____________________________________________________________________________________

____________________________________________________________________________________

______________________________________________________________________ _____/10 points

ResearchNOTE: Wikipedia, Ask.com, About.com, Yahoo Answers, blog posts, and message boards are NOT credible sources and will not be accepted as Senior Project research.

Firsthand Research: [At least ONE firsthand source is required]: Choose one or more of the firsthand research options below and indicate with whom, where, and when (before December 18) you will conduct your research.

Shadowing: _________________________________________________________________________

Volunteering: ________________________________________________________________________

Observation/Participation: ______________________________________________________________

Interview: (Identify person to be interviewed and his or her authenticity and expertise) ________________________

______________________________________________________________________ _____/10 points

Secondary Research: Research through already existing sources such as books, professional websites, professional journals, etc. [At least FIVE sources of TWO different kinds are required. No more than two of any type of source is allowed]. Identify the types, titles, and topics of the intended secondary source(s) below:

Books: _____________________________________________________________________________

Reference Materials: __________________________________________________________________

Professional Websites: _________________________________________________________________

Professional Journals: _________________________________________________________________

Magazines: __________________________________________________________________________

Newspapers: ________________________________________________________________________

Electronic Databases: ___________________________________________________ _____/10 points

Plan for ResearchCite specifically where and when you will conduct your research. (Reminder: research and notes on background must be completed by November 6; research and notes on arguments must be completed by December 18. There will be limited class time to conduct research; thus, most of the work must be completed on your own time.)____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

______________________________________________________________________ _____/10 points

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DEADLINES The Senior Project Topic, Research Proposal, and Parent Contract: Wednesday, September 25, 2013 Research and notes: Background/History: Wednesday, November 6, 2013 Research and notes: Arguments: Wednesday, December 18, 2013 First draft of the research paper: Wednesday, February 19, 2014 Final paper: Wednesday, April 2, 2014 Presentations will encompass two to four weeks in April and May. Specific dates will be determined based on class

size and school schedule. Once assigned, presentation dates will NOT be changed. NOTE: Since the Senior Project is introduced the second week of school and students are aware of deadlines, late

work will be penalized by one-half of a letter grade per day, regardless of absence or excuse. Your deadline is the period you have English class. If a student is not in class for any reason, he or she is expected to turn in senior project work BEFORE class to avoid the late penalty.

Each step in the process must be completed before the next step will be accepted. Even if the student has missed a deadline, work from the previous step must be completed two full school days before the next step will be accepted.

IMPORTANT: If a student does not turn in the final paper on or before April 2, or if the paper does not meet the minimum requirements on April 2, he or she will not be eligible to participate in the graduation ceremony.

MINIMUM REQUIREMENTS Five to eight page MLA-formatted research paper Six sources/three different kinds properly cited in the research paper Complete every step in the process Passing grade on final research paper Passing grade on oral presentation; minimum of 10 minutes Overall average of 60% or higher on all steps in the Senior Project process

PLAGIARISM POLICY: Since plagiarism is a serious offense, Woodland Hills holds a Zero Tolerance policy on this practice. Any evidence of plagiarized work will result in a “0” for the step plagiarized. However, that step must still be completed correctly (for NO credit) before the next step can be submitted. If the final paper is plagiarized, the student will receive a “0” and will not participate in the graduation ceremony.

Student: I agree to adhere to the above deadlines and all Senior Project policies. I understand the minimum requirements and the penalties for late work and plagiarism. In compliance with Pennsylvania state law, I understand that failure to complete the process and the final project will result in my failure to graduate. By signing below, I take full responsibility for my Senior Project.

Parent/Guardian: I have read the above Senior Project Proposal and understand that this is the project to which my child has committed and agreed to fulfill. I acknowledge that, in order to graduate, the Pennsylvania Department of Education requires all seniors to complete a Senior Project that fulfills the requirements of the school district. I understand all guidelines, deadlines, minimum requirements, and penalties for late work and plagiarism.

____________________________________ ____________________________________Parent/Guardian Signature Student Signature

Phone number:________________________Email: ______________________________ ____________________________________

Senior Project Adviser Signature____________________________________ English Teacher Signature _____/10 points _____/50 points total

Credibility of Firsthand and Secondary Sources

There is an extremely wide variety of material on the Internet, ranging in its accuracy, reliability, and value. Unlike most traditional information media (books, magazines, organizational documents), no one has to approve the content before it is made public. It's your job as a researcher, then, to evaluate what you locate, in order to determine whether it suits your needs.

Begin by asking, "What source or what kind of source would be the most credible for providing information in this particular case?" Which sources are likely to be fair, objective, lacking hidden motives, showing quality control?Try to select sources that offer as much of the following information as possible:

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o Author's Name o Author's Title or Position o Author's Organizational Affiliation o Date of Page Creation or Version o Author's Contact Information o Some of the Indicators of Information Quality (listed below)o Copyright and Publication Information

Credibility

Author's Credentials - Author's education, training, and/or experience in a field relevant to the information. The information should contain: trustworthy source, evidence of quality control, known or respected authority, and organizational support. Goal: an authoritative source, a source that supplies some good evidence that allows you to trust it.

Indicators of Lack of Credibility

Anonymity, lack of quality control, only critical reviews, bad grammar or misspelled words.

AccuracyThe information should be: up to date, factual, detailed, exact, comprehensive, audience and purpose reflect intentions of completeness and accuracy. Goal: a source that is correct today (not yesterday), a source that gives the whole truth.

Indicators of a Lack of Accuracy

No date on the document, vague or sweeping generalizations, old date on information known to change rapidly, very one sided view that does not acknowledge opposing views or respond to them

ReasonablenessThe source should be: fair, balanced, objective, reasoned, no conflict of interest, absence of fallacies or slanted tone. Goal: a source that engages the subject thoughtfully and reasonably, concerned with the truth.

Indicators of a Lack of Reasonableness

Intemperate tone or language ("stupid jerks," "shrill cries of my extremist opponents"), overclaims ("Thousands of children are murdered every day in the United States."), sweeping statements of excessive significance ("This is the most important idea ever conceived!"), conflict of interest ("Welcome to the Old Stogie Tobacco Company Home Page. To read our report, 'Cigarettes Make You Live Longer,' click here." or "The products our competitors make are dangerous and bad for your health.")

SupportThe source should contain: listed sources, contact information, available corroboration, supported claims, documentation. Goal: a source that provides convincing evidence for the claims made, a source you can triangulate (find at least two other sources that support it).

Indicators of a Lack of Support

Numbers or statistics presented without an identified source for them, absence of source documentation when the discussion clearly needs such documentation, you cannot find any other sources that present the same information or acknowledge that the same information exists (lack of corroboration)

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How to Find Publication Information for Your Source Citations

How to Find the Publication Date on a Website:Don’t simply glance over the page and automatically enter “n.d.” in your source citation if you don’t find the publication date. If you do a little digging, you are likely to find at least a year of publication, if not more. Look near the top of the page, under the article title, near the byline (author’s name). If the source is an online

news or magazine article, the date is likely to be printed near the top of the page. Scroll all the way to the bottom of the page, and look for a date near the copyright symbol ©. Note: this is also

where you are likely to find the publisher. If you still don’t find the date, use this as a last resort:

o Do a Google search for the title of your article.o In the search results (before you click on the link that takes you to the page), next to the green URL,

click “cached”o BE SURE YOU HAVE SELECTED THE RIGHT PAGE!o At the top of the page, there is a date that this page was last cached, or the last time a picture was taken

of the web page and saved in the search engine. While this is not the most accurate publication date, it does give a date you can use in your source citation.

Remember: The date format is as follows: DD Mmm. YYYY. – and should appear 21 Oct. 2010 on your works cited.

How to Find the Publisher on a Website:Again, don’t simply look over the page and enter “N.p.” when you don’t find a publisher. The publisher is usually printed at the bottom of the page, next to the copyright symbol © and year. If you don’t find the publisher listed next to the copyright, go to the site’s homepage. For example, if the URL

is http://www.library.cornell.edu/resrch/citmanage/apa then go to http://www.library.cornell.edu(The main homepage of a website is usually everything from the http://www. to the .com/.org/.edu)

Look on the home page for the publisher. Only add “N.p.” for no publisher if you have tried these options and still cannot find a publisher. Be careful of sites that do not give a publisher! It is likely that the information is less credible than that from a

site with a publisher listed.

How to Distinguish Between Web Article Title and Website Title: Web Article Title:

o This is the title of the individual page or article. Usually its title is right above the author’s name or article text.

o The article title is the more specific title and directly relates to the information printed in the article.o Remember to place quotation marks around the web article title.

Website Title: o This is the title of the entire site in which the article is published. It usually appears in the upper left

corner of the page, and many websites print the website title in larger letters, in color, or in some sort of graphic.

o In many cases, the website title is the same as (or very similar to) what comes between the www. and the .com/.org./edu in the URL. You can often check if you have the right title by checking the URL.

o Do not use the URL (www.whatever.com) as the website title on your works cited! Use the actual title of the website.

o Remember that the website title is italicized on your works cited.

http://www.library.cornell.edu/

http://www.library.cornell.edu/resrch/citmanage/apa

Senior Project Assignment Cover Page

Each assignment in the Senior Project process, with the exception of the Proposal & Parent Contract, must include a cover page.

Cover pages all contain checklists for the assignment to help students ensure that the work they turn in meets the minimum requirements.

The cover pages below are a sample of the required cover page for the notes and research paper draft and final paper. Cover pages will be provided for you before the deadline. Fill in the appropriate information and complete the checklist before you submit the Senior Project assignment.

Examples of Cover Pages:

Senior Project Notes Guidelines There are two deadlines for notes. Notes on background/history of the controversy are due in November and

notes on both sides of the argument are due in December. The purpose is to ensure that students are formatting, paraphrasing, and citing their notes correctly. If their background notes are incorrect, students receive feedback from their Advisers so they can correct their mistakes for the argument notes.

Be sure that your sources are credible. Wikipedia, Ask.com, About.com, Yahoo Answers, blog posts, and message boards are NOT credible sources and will not be accepted as Senior Project research.

When you find material you think will be useful, it is important to do some background reading before you take notes. If you determine that the source will give you useful information for your paper, then take notes and write out quotations related to your thesis.

Keep track of your notes using the notes sheets provided. Also keep track of publication information including author, titles, publication date, publisher, page numbers, and date of access. Notes submitted for grading must follow the format on page 19.

Take notes on background on the issue, arguments on the opposing side, and arguments supporting your position. Make sure each fact clearly relates to your thesis. Think in advance where it might be placed in your paper. Breakdown should be as follows:

o Three full pages of notes on background on the topic.o Four full pages of notes should be on arguments that support your position on the controversy (one

page for each supporting argument).o Three full pages of notes should be on the opposing side of the controversy (one page for each

opposing argument).

Record important details and quotations. Paraphrase and summarize as much of the information as possible, using your own words and sentence patterns.

• Highlight the sources and number in the margins to coordinate the numbers on your notes sheets. See example on page 19.

If you find wording that you’d like to quote, be sure to enclose it in quotation marks to distinguish your source’s words from your own. Double-check your notes to be sure any word-for-word material is accurately quoted and that you have not accidentally plagiarized your notes. No more than 25% of your notes should be direct quotes. Every time you include a quote, include an explanation in your own words. See example quotes and explanations on page 19.

When it comes time to formulate your notes into a draft, you’ll need to decide how to use the sources you’ve found – whether to quote, paraphrase, or summarize. Follow these general guidelines:o Quote texts when the wording is worth repeating or makes a point so well that rewording will not do it

justice. Use quotes sparingly, however. Your paper should contain no more than 1-2 quotes per paragraph. Therefore, you should not have many quotes in your notes.

o Paraphrase sources that are not worth quoting but contain details you need to include.o Summarize longer passages whose main points are important but whose details are not.

Label each fact or detail with the appropriate citation information on the notes pages (author, title if no author, and page number).

Create a Works Cited page, in MLA format, containing the sources you took notes from. ONLY the sources you used should be on the Works Cited page! See pages 37-40 for MLA format for source citations and page 29 for Works Cited page format guidelines.

Refer to the rubric on pages 20-21 for how notes will be assessed.

Sample Senior Project Notes Format

Topic: __The Renaissance Background or Arguments Background or Argument Topic: (circle one) Defining the Renaissance

Number Fact/Detail(paraphrase, summarize, or quote)

Source (author’s last name; article title if no author is given)

Page # (only needed for print sources)

1. Renaissance = French for “rebirth” and refers to “renewed interest in classical learning, the writings of ancient Greek and Rome).

Masters 161

2. Also during this time, people took more interest in themselves and their world than in the past, leading to “a rebirth or renewal of the human spirit.”

Jacobson 32

3. The Renaissance was not given this name until much later. It was not called the Renaissance when it was going on

Masters 161

4. “Renaissance person” still used today to describe someone strong, versatile, and productive.

Masters 162

5. The Renaissance time period began with Queen Elizabeth, Henry VIII’s second oldest daughter

Jacobson 32

6. Elizabeth was very interested in culture: literature, art, drama, all of which are associated with human spirit

“The Renaissance”

Web

7. England was strong in economy, military, society. People felt safe and lived well (especially in upper classes) and took an interest in literature, art, drama.


Web

8. They enjoyed life and renewed their human spirit because they were secure in personal safety and economic status


Web

9. Renaissance period lasted 1485-1660 Masters 16110. Voltaire (French philosopher) = “The ancients did not know

they were the ancients.” Meaning that terms like Middle Ages and Renaissance come from historians to describe time periods in history.

Jacobson 34

11. “Historical periods cannot be rigidly separated from one another, but they can be distinguished.” Meaning that all time periods are different even though they run together and change slowly.

Jacobson 34

12. Middle Ages (time period before Renaissance) did not end one day and Renaissance began the next day. Overlap in thoughts and beliefs between time periods as people evolved. Years are given for educational reference only.

Jacobson 33

13. A lot of change happens over a few hundred years, so the name of the time period is only a label.

Masters 162

14. The time period itself is much more complex. “The Renaissance”

Web

15. Changes in people’s values, beliefs, behavior take place gradually.

Masters 162

16. Language: In Middle Ages people forgot Greek and Latin in place of the developing Middle/Modern English.

Jacobson 33

Senior Project Background Notes RubricAdviser Checklist:____ Includes adequate information for the background – basic information needed on the topic

____ Includes a minimum of three full pages of notes

____ Paraphrases or summarizes a majority of the notes

____ Uses quotation marks for any direct quotes

____ Includes an explanation in student’s own words for each direct quote

____ Adds a citation on the notes sheet for each fact/detail

____ Includes a Works Cited in MLA format

____ Includes copies of all sources used for these notes (except books)

____ Highlights and numbers the sources to show where the notes came from

____ Uses credible sources (no sources from Wikipedia, ask.com, yahoo, about.com, etc.)

____ Uses 2-4 sources for background notes

Adviser Comments:

Scoring Rubric:(Adviser: please circle one)

AdvancedStudent meets all of above criteria. Notes are thorough and detailed. Work is high quality and scholarly, worthy of a grade of A.

ProficientStudent meets minimum requirements and meets a majority of above criteria. Work is of average or above average quality, worthy of a grade of B.

BasicStudent barely meets minimum requirements and/or meets approximately half of above criteria. Work is of below average quality, worthy of a grade of C or D.

Below BasicStudent does not meet minimum requirements and/or does not meet a majority of above criteria. Work is of below average quality, worthy of a grade of F.

Senior Project Argument Notes Rubric

Adviser Checklist:____ Includes adequate information on each opposing and supporting argument

____ Includes a minimum of seven full pages of notes

____ Paraphrases or summarizes a majority of the notes

____ Uses quotation marks for any direct quotes

____ Includes an explanation in student’s own words for each direct quote

____ Adds a citation on the notes sheet for each fact/detail

____ Includes a Works Cited in MLA format

____ Includes copies of all sources used for these notes (except books)

____ Highlights and numbers the sources to show where the notes came from

____ Uses credible sources (no sources from Wikipedia, ask.com, yahoo, about.com, etc.)

____ Uses 4-8 sources for argument notes

Adviser Comments:

Scoring Rubric:(Adviser: please circle one)

AdvancedStudent meets all of above criteria. Notes are thorough and detailed. Work is high quality and scholarly, worthy of a grade of A.

ProficientStudent meets minimum requirements and meets a majority of above criteria. Work is of average or above average quality, worthy of a grade of B.

BasicStudent barely meets minimum requirements and/or meets approximately half of above criteria. Work is of below average quality, worthy of a grade of C or D.

Below BasicStudent does not meet minimum requirements and/or does not meet a majority of above criteria. Work is of below average quality, worthy of a grade of F.

Senior Project Draft and Final Research Paper Guidelines

After completing the notes, the next two steps in the Senior Project are to convert your notes into a draft and correct that draft for your final paper. Use the following guidelines:

Draft: Make any necessary corrections to content, paraphrasing, and format of notes, as suggested by your Adviser. Arrange all the details from each section of the notes into their appropriate paragraphs (introduction,

background body paragraphs, argument body paragraphs, conclusion). Arrange all details within each paragraph into logical order. Be sure all information is properly cited. Follow the MLA guidelines for parenthetical citations on pages 41-43 Rewrite any phrases into sentences. Read through your introduction, body paragraphs, and conclusion, one paragraph at a time. Look for proper

flow of ideas. Add transitions as necessary. Make any corrections as necessary to your Works Cited. Add the Works Cited as the last page(s) of your

paper. Read your paper carefully and critically for focus, content, organization, style, MLA format, and

grammar/mechanics. Correct as necessary. Treat your draft as if it is your final paper. Double space your paper and change the margins to 1” (Microsoft Word’s default left and right margins are

1.25”). Do not leave extra spaces between paragraphs. Be sure your entire paper is Times New Roman, size 12 font. If your paper is not at least five full pages, it does not meet minimum length requirements. Conduct more

research and add to the appropriate paragraphs. Be sure to cite the information properly and add any new sources to your Works Cited.

Number your pages. Follow the guidelines on page 26. Add your title to page 1. Follow the guidelines on page 26. Be sure your paper meets minimum requirements:

o Five full pages minimum (not including the Works Cited).o At least six sources of three different kinds, one of which is a firsthand source, maximum of 12

sources, cited in the paper and included on the Works Cited.o Sources cited in the paper match those listed on the Works Cited.o Proper MLA format for citations and Works Cited.

Proofread again before printing.

Final Paper: Make any necessary corrections to grammar, content, organization, and/or format, as suggested by your

Adviser. Read your paper carefully and critically for focus, content, organization, style, MLA format, and

grammar/mechanics. Correct as necessary. Proofread your paper and have others proofread for you. Read your paper aloud; you will pick up many errors by hearing how it sounds. Double-check the format (margins, title page, paragraph spacing, font size, page numbers, Works Cited). If it is necessary to add information from any more sources, cite the information in the paper correctly and add

the source to the Works Cited. Change the date in your page 1 heading to the final paper due date. Be sure your paper meets minimum requirements. Complete the cover page checklist. Final paper must show evidence of changes made from draft.

Refer to the rubrics on pages 29-30 for how the draft and final paper will be assessed. Reference the sample research paper on pages 23-26.

Sample Senior Project Research Paper

Jane Doe

Mr. Brown

English 12

March 13, 2012

Inclusion of Students with Disabilities

How would a parent feel if they had a child who didn’t fit in and he or she was not allowed in a regular

classroom setting because he or she is different? This takes place in many schools and many people are not

aware of the issue. This issue is about the lack of inclusion. Inclusion is when a student with a disability is

included in everyday activities in the regular classroom setting. “Inclusion is being part of what everyone else is,

being welcomed and embraced as a member who belongs” (Tomko). The law states that inclusion should be

determined by an IEP (“Inclusion: Pros and Cons”). An IEP stands for Individualized Education Plan. This means

that for each child there will be a separate plan for the child with a disability to determine whether or not that

child can be in a “regular” class or not. The children with disabilities can have any amount of “regular” classes;

they do not have to be in all of one type of classes. Having an IEP definitely specializes for the child and identify

with each Childs disability. Some people are against inclusion for various reasons. Some say that the child with

disabilities might not learn as much information as they would in a special education classroom setting. Some

parents might think their child will be teased and picked on by the “regular” students in the classroom. Despite

opposition, the education of special needs children would benefit from inclusion.

The history of inclusion starts with the federal IDEA act. IDEA stands for the Individuals with

Disabilities Education Act. IDEA was started in 1975. IDEA states that students with disabilities can be taught

with students who do not have a disability to the greatest extent possible, depending on the disability. Students

that get placed in a regular classroom and cannot comprehend the work that is being taught or do not feel

comfortable should have a choice to be put in a special needs classroom. IDEA was amended in 1997 and 2004

(“Making it Work”). The amendment moved children with disabilities from special education classes into a

regular classroom setting (“Making it Work”). In 2004, the law amended that the kids with disabilities be taught

in a least restrictive environment appropriate. This means that if a child is placed in a regular classroom setting

he/she has to be in a class that meets the child’s disabilities (“Inclusion: Pros and Cons”).

There are many types of disabilities that someone can have. Someone can have a physical disability.

Being physically disabled means a person who cannot do their everyday activities without help (“Physical

Disabilities”). Someone who is physically disabled might not be able to hold a pencil so they might need

someone to help them. They also may only be able to sit in a wheelchair but might completely understand what

the teacher is teaching. Being physically disabled is not only about being in a wheelchair. There are disabilities

like cerebral palsy and multiple sclerosis that can keep a child out of a regular classroom setting, but they can

completely understand what is being taught (“Physical Disabilities”).

Some people can also have a mental disability. Having a mental disability is when someone doesn’t

comprehend information such as remembering, learning, and concentrating during everyday activities

(“Psychological Disabilities”). Being in a regular classroom setting can be challenging for a child with

disabilities. Someone who is mentally disabled might not be able to comprehend everything the teacher is

teaching, but they might still be able to gain knowledge on the subject being taught. Having a mental disability

does not seclude him/her from being in a regular classroom setting (“Psychological Disabilities”).

An argument against inclusion is that not all teachers are qualified or comfortable teaching students with

disabilities. Some people feel that teachers that teach disabled children should have qualifications (Mineo).

Teachers that do not have a degree in teaching kids with disabilities shouldn’t be able to teach them. A really

good teacher should be able to teach students of all kinds (“Making it Work”). Some teachers agree with

inclusion and some teachers disagree with inclusion. Inclusion from a teacher’s point of view is having the ability

to teach every child individually (“Inclusion: Pros and Cons”). The mother of a disabled child believes that all

teachers can teach disabled children (Pugh). While some special education teachers believe that teachers teaching

special education should have some type of qualification (Mineo).

Being in a regular classroom setting sometimes may not be the best academically for the child with

disabilities, or the other students in the class. Having a large number of special education students in a class can

bring the learning level of the class down. Some parents are afraid that if there is a child with disabilities in a

classroom with their “regular” child that there will not be enough time spent with the students who do not have

disabilities (Georgi). Sometimes the teacher has to spend extra time with the disabled child and this can take the

focus off of the other students who need help as well. The child with disabilities might also be a distraction, such

as not being able to sit still or not being able to keep quiet. Some students might not know how to handle the child

with disabilities in their classroom. The students might start to call the child with disabilities names and pick with

them. They might not want to sit by the disabled child or want to be in the same room as them (Pugh).

However, there are many positive aspects of inclusion. Many parents think that inclusion will benefit their

child (Pugh). Being in the same classroom as “regular” kids will help the child with his/her social skills. Giving

them a chance to be in a regular classroom setting gives the child with disabilities time to interact with their peers

(Perles). Some say that if you can teach one child something then you should be able to teach someone else the

same thing regardless of the disability (Pugh). This will also teach the “regular” kids to accept people from all

different walks of life. Being with “regular” students allows the child with disabilities to get ready for the real

world. If the child can sit in a regular classroom without being a distraction, he/she should have the choice to be

in regular classes or pull out classes. As long as the child is not bringing down the learning level of the class then

he/she should be included without a problem. If the child with disabilities can comprehend what the teacher is

teaching, than this is another big key in why being in a regular classroom setting will be beneficial for the child.

Some parents are afraid that if there is a child with disabilities in a classroom with their “regular” child that there

won’t be enough time spent with the students who do not have disabilities (Georgi). The good part about a

regular classroom setting is that if someone is having trouble with a subject than the other students can help them,

if the teacher is busy.

Being in a regular classroom setting is good socially for a child with a disability. Being in a regular

classroom setting could teach students that everyone is not all the same. Having a child with disabilities in a

regular classroom setting can push the child with a disability to work harder (Perles). The students with

disabilities can build friendships will their peers who do not have a disability. They can gain self-confidence and

it can also help them learn to accept their disability. As well as gaining confidence this can teach them how to do

stuff more independently. Having this skill can make it easier for them when they go out into the real world by

themselves. This can also prepare them to accomplish their goals without the help or need of other people

(“Making it Work”). Being in a regular classroom setting is the best thing for a child with disabilities.

Inclusion is more beneficial for the child than all special education classes. Despite what people may

think, having kids with disabilities in a regular classroom setting with benefit them. Why would people want to

segregate students with disabilities from their peers? This brings light to a situation that is well known but there is

not enough people standing up for the issue. This situation really hits home to me and many other people who

have disabled siblings or children and even cousins. Why would teachers want them to become socially unable to

choose whether or not they want to be with their peers or not? Teachers may come across many obstacles by

having students with disabilities in a regular classroom, as stated above; if the child can get through these things

in the classroom then he/she will be able to get through many harder things in the “real” world. Having a child

with disabilities in a regular classroom setting prepares the child for what the world has to offer good and bad.

Look at me, for instance. I am physically disabled, so does that mean that I should be put in pull out classes or

segregated from my peers, when I can completely comprehend what the teacher has to teach me? This goes the

same for people with mental disabilities. Just because they might not learn as fast as someone their age or in the

same grade as them does not mean that they cannot learn the same types of subjects. This controversy is such a

big deal because this is something that gets swept under the rug all the time and people don’t understand how this

affects the people with disabilities or their parents. No one deserves to be treated like an outcast, especially when

it’s something that the child cannot control. If all children with disabilities were included in a regular classroom

setting, then fewer disabled kids would be picked on. The “regular” students wouldn’t think of students with

disabilities as someone different because they would have been in the same classes as them their whole school

education. Socially, being included in a regular classroom setting would give the disabled child a better

understanding of how the real world will be. They will accept their disability better and won’t be ashamed or try

to hide it. Who are we to tell someone that they can’t be taught with their peers? Who are we to not include a

child in a regular classroom setting just because he/she can’t walk or talk?

Works Cited

Georgi, Renee. ”In the End, Don’t We All Have Special Needs?” Pittsburgh Post-Gazette. Post-Gazette, 28 May

2010, Web. 10 Oct. 2011.

“Inclusion: Pros and Cons.” SEDL Southwest Educational Development Laboratory . SEDL, 2011. Web. 7 Oct.

2011.

“Making it Work.” Educationworld.com. Education World Inc., 1996. Web. 31 Oct. 2011.

Mineo, Marcia. Personal interview. 11 Oct. 2011.

Perles, Keren.”Inclusion for Special Education Advancing and Benefits.” Bright Hub. Bright Hub Inc., 2011.

Web. 31 Oct. 2011.

Pugh, Karmen. Personal Interview. 31 Oct. 2011.

“Physical Disabilities.” Csun.edu. California State University, Northridge Group, 1996. Web. 01 Feb. 2012.

“Psychological Disabilities.” Csun.edu. California State University, Northridge Group, 1996. Web. 01 Feb. 2012.

Tomko, Colleen. “What is Inclusion?” Kidstogether.org/Inclusion. Kids Together Inc., 2009. Web. 31 Oct 2011.

John Smith Smith 1

Ms. Jones

English 12

March 30, 2011

Just Sheer Magic

What weighs about three pounds but has more parts than there are stars in the

Milky Way galaxy (Flieger)? What fills the space occupied by only three pints of milk

yet includes components that, laid end to end, would stretch several hundred thousand

miles (Diagram 19)? What looks like an oversized walnut made of soft, grayish-pink

cheese but contains the equivalent of 100 trillion tiny calculators (Restak, Brain 27)?

What, according to James Watson, co-discoverer of the helical structure of DNA, is

"the most complex thing we have yet discovered in our universe" (qtd. in Begley 66)?

To all four of these intriguing questions there is but one surprising answer: the human

brain. This miraculous organ is remarkable in its structure, its function, and its

chemical composition.

How to Format Your Research Paper

Page 1 Format

Set the margins of the paper to 1” at the top, bottom, and both sides. Set the font at Times New Roman, size 12.

Page Numbering (For an older version of Microsoft Word – before 2007): Set up the header by choosing “View” from the drop-down menu and “Header and Footer.” In the box, type your last name, two spaces, and click the button that has the # symbol. From the Formatting toolbar at the top of the page, select the right justify alignment option. Click “Close” from the Header and Footer box to exit the header/footer view. (For Word 2007): At the top of the page, select the “Insert” tab. Select “Page Number,” “Top of Page,” and “Plain Number 3.” Type your last name and two spaces before the number. Change the font to Times New Roman if necessary. Hit the “ESC” button to exit the header/footer view.

Heading: Add a heading containing your name, your English teacher’s name, the course name, and the date; these are double-spaced and left justified.

Title: Add your title to page 1. On the first line at the top of the page, after your heading, type and center your title, double-spacing if more than one line is used.

Without adding additional spaces between the title and the first line of the introduction, begin the paper, double-spacing and indenting each paragraph.

Example:

Format of Page 2 & Beyond

Subsequent pages (after Page 1) should have the page numbering containing your last name and page number. If you have correctly set up your header in Microsoft Word, it will automatically add your last name and page number to each page.

The entire paper should be double-spaced, with no extra spaces between paragraphs.

MLA format does not allow for headings for different sections of text or when the author begins a new paragraph that is about a different sub-topic.

Remember that the Works Cited is the last page of the paper and is numbered in sequence with the other pages in your paper.

How to Format Your Works Cited

Once you have formatted your sources to create your Works Cited entries and know how to cite them within the text, the next step is to set up your Works Cited. Follow this format:

The Works Cited is the last page of your research paper and is numbered using the same page number heading as every other page of your paper.

The title Works Cited appears at the top of the page, centered, same font and size (12) as the rest of the paper, NOT underlined, boldfaced, italicized, or in quotation marks.

Alphabetize all entries by first word, not including “a,” “an,” or “the.” Do not number your entries. Entries are left justified and double-spaced with no extra spaces between sources. Use a hanging indent, in which you indent any lines after the first line of a source. REMINDER: Your Works Cited should contain ONLY the sources that you cited in your paper. If you did not

use them in your paper, they are not to be included in the Works Cited! Six sources of three different kinds are required; at least one must be a firsthand source. Your Works Cited should look like the example below. The sources included there are two of the sources used

to create this document as well as the sources cited in this document.

Smith 6

Works Cited Harris, Robert. “Evaluating Internet Research Sources.” VirtualSalt. Virtual Salt, 17

Nov. 2007. Web. 6 Sep. 2012.

"Plagiarism - And How To Avoid It." Drew University Academic Integrity, Drew

University, 2010. Web. 2 Feb. 2013.

“Quoting, Summarizing, and Paraphrasing.” Academic Honesty. University of Toronto,

2009. Web. 2 Feb. 2013.

Senior Project Research Paper Rubric

Name______________________________________Topic_______________________________________

Scoring Guide:

I. IntroductionThe introductory paragraph includes a catchy opening, clearly identifies the topic, and provides historical

background. The thesis statement is clear and concise and establishes focus for the paper.

II. Body Content/FocusThe body contains an adequate number of paragraphs to fully develop the thesis.Each body paragraph has a clear topic sentence.The body uses specific details developed through facts, examples, statistics, reasons, and explanations.The thesis is developed, supported, and argued with strong evidence of thorough research and authentic

academic sources.

III. ConclusionThe conclusion rephrases the thesis statement and summarizes the main ideas.The author evaluates the most compelling research.The author analyzes the significance and/or impact of the controversy.The conclusion ends strongly.

IV. OrganizationThe information is organized logically for a persuasive research paper.The supporting details in each paragraph are unified.Each paragraph develops one part of the thesis statement.Each body paragraph shows evidence of transition.The development of introduction, body, and conclusion is sustained in the paper.

V. Conventions of Language & StyleWords are spelled correctly. Subject and verb agreement is correct. Verb tense is consistent; the writer does not shift from the present to the past tense.Pronouns agree with their antecedents in number and case.The paper contains no sentence fragments and/or run on sentences.Capitalization and punctuation are used correctly.The writer chooses and arranges words and sentence structures that create tone and voice.Parallel construction balances words, phrases, and clauses in sentences.

VI. Documentation & MLA FormatCitations follow MLA format.Citations are correctly placed after information cited and properly punctuated.

VII. Works CitedA minimum of six sources of three different kinds are cited in the paper; at least one is firsthand research.Sources cited in the paper are listed on the Works Cited page.Works Cited page follows proper MLA format:

correct heading double spaced alphabetical order correct punctuation

VIII. Paper FormatThe paper is typed in twelve font with one inch margins and is double spaced.The paper must be a minimum of five pages.

Senior Project Research Paper Rubric

INTRODUCTION(20) Strong attention-grabbing opening and background information; clear, concise Thesis Statement

(15) Sufficient attention-grabbing opening and background information; generally clear & concise Thesis Statement

(10) Limited attention-grabbing opening and background information; somewhat clear & concise Thesis Statement

(5) Superficial or weak attention-grabbing opening and background information; unclear or weak Thesis Statement

BODY CONTENT/FOCUS(50) Substantial, specific, and/or illustrative content with strong development of ideas directly related to Thesis Statement

(40) Sufficiently developed content with adequate explanation generally related to Thesis Statement

(30) Limited content with inadequate elaboration or explanation somewhat related to Thesis Statement

(20) Superficial and/or minimal content unrelated to Thesis Statement

CONCLUSION(20) Strong ending brings paper closure; clearly restates main idea without repeating

(15) Sufficiently brings paper to closure and restates main idea with little repetition

(10) Limited closure; weak restatement of main idea with substantial repetition

(5) Little or no closure; main idea is not restated or is repeated exactly

ORGANIZATION(20) Sophisticated arrangement of content with evident and/or subtle transitions

(15) Functional arrangement of content; some order and transition

(10) Confused or inconsistent arrangement of content

(5) Minimal control of content arrangement

CONVENTIONS(20) Evident control of grammar, mechanics, spelling, etc.; few or no errors

(15) Sufficient control of grammar, mechanics, etc.; some errors

(10) Limited control of grammar, mechanics, spelling, etc.; several errors

(5) Minimal control of grammar, mechanics, spelling, etc.; substantial errors

DOCUMENTATION & MLA FORMAT(40) Appropriate credit and sources: all quotes, summaries, paraphrases, and internal citations employ precise MLA format

(30) Sufficient credit and sources: most quotes, summaries, paraphrases, and internal citations employ proper MLA format

(20) Limited credit and sources: some quotes, summaries, paraphrases, and internal citations employ proper MLA format

(10) Minimal credit and sources: few quotes, summaries, paraphrases, and internal citations employ proper MLA format

WORKS CITED(30) Works Cited page setup and all entries follow exact MLA format

(25) Works Cited page setup and entries generally follow MLA format; few errors

(20) Works Cited page setup and entries somewhat follow MLA format; several errors

(15) Works Cited page setup and entries minimally follow MLA format; substantial errors

Total: ____________ / 200 points ____________% Grade

See specific comments on reverse.

Senior Project Presentation Guidelines

Presentations begin ______________________ and will continue for approximately three weeks.

There are several requirements for the presentation: Length: Two presentations will be scheduled per period over the course of approximately three weeks,

allowing about 20 minutes for each presentation. If you know you will need more time, inform your teacher so you are the only presenter scheduled on your presentation date. Your 20 minutes will include any necessary set-up and/or clean-up time and time for questions. However, you should be speaking for no less than 10-15 minutes. A video counts as one minute of presentation time. In fairness to the other student who shares your presentation period with you, do not run over 20 minutes. To protect yourself and your grade, do not speak for less than 10 minutes. Any student who does not meet the 10-minute minimum must re-present after school to an audience of teachers, administrators, and students. This second presentation must meet the 10-minute requirement or the student will not participate in the graduation ceremony. In other words, rehearse your timing MANY times, both alone and in front of an audience.

Presentation Materials: All presentation materials must be submitted to your English teacher the day prior to your presentation.

Topics to Discuss During Your Presentation: Your topic determines what you will talk about when you present. Some ideas include:

o Brief summary of your researcho Explanation of the background on your topico Detailed description of arguments on both sides of the controversy

A majority of your presentation should focus on the argumentso Your conclusion/opinion on the controversyo What you learnedo How the senior project will impact your future

Visual: All presentations must include a visual aid. This can include but is not limited to:o PowerPoint slide showo Prezio Video of you in action related to your project (This cannot substitute for you presenting!)o Tri-fold board or poster with pictures or information on your topico Overhead and transparencies with information on your topico Brochure/pamphlet/handout for the audience

Grading: Your presentation grade will be based on the following (also see rubric on page 31):o Introduction - Catchy opening, brief overview, thesis statemento Body – Informative, knowledgeable, interesting, well-developedo Conclusion – Effective and memorable closure to the presentationo Auditory and/or Visual Enhancement – innovative, creative, effective aid to guide the speaker and

audience through presentationo Question/Answer Period – Presenter’s handling of questions and discussiono Delivery – Eye contact, posture, loud & clear speaking voice, formal languageo Professionalism/Preparedness – Professional appearance (business/business casual attire; follows

Woodland Hills High School dress code), preparation to presento Time – Does not go over or under allotted time

Audience: You will present to your English Class. College Now students will present to either their Adviser’s class or an English class. Teachers and staff may also attend your presentation without your knowledge. You may invite staff members, students, or family to your presentation as well. However, to limit the number of people in class, you will be given a certain number of passes for other students to see your presentation. They may only miss class if their teacher agrees, and they MUST be on time and respectful of the presenters. Any outside visitors must sign in at the Main Office and obtain Visitors’ Passes.

o Presenters are responsible for their guests’ behavior. Audience disruptions may impact presentation grades.

Senior Project Oral Presentation Rubric

Name___________________________________________Topic_____________________________Date________

Scoring Guide:

I. Introduction to the Senior Project Score: __________ (Out of 10 points)The presenter engages the audience, establishing the theme or purpose in a compelling manner.The introduction provides thorough background on the topic.The presenter provides a clear, articulate presentation of the thesis.

II. Body of the Presentation Score: __________ (Out of 20 points)The presenter demonstrates a thorough analysis of the topic.The presentation includes relevant details of the research.The presentation shows evidence of challenging academic research and critical analysis of the topic.The information presented is organized logically, either by chronological order or by order of importance.The presenter speaks as an expert on his/her Senior Project topic.The presentation includes a personal response indicating personal connection with the topic.

III. Conclusion to the presentation Score: __________ (Out of 5 points)The presenter brings closure to his/her presentation effectively and memorably.

IV. Auditory and/or visual enhancement Score: __________ (Out of 20 points)The presentation includes an audio or visual component that is:

representative of the topic, effectively presented through the use of posters, PowerPoint, or other audio or visual aids, unusually innovative and creative skillfully used to guide the audience through the presentation.

V. Question/Answer Period Score: __________ (Out of 5 points)The speaker responds knowledgeably and thoughtfully.The speaker uses fluent and confident impromptu speaking skills.

VI. Delivery Score: __________ (Out of 15 points)The speaker does not read the presentation.The speaker’s voice is relaxed and conversational with varied vocal tones.The speaker articulates words clearly with attention paid to diction.The speaker expresses enthusiasm and interest in the subject of the presentation.The presentation is delivered as the speaker is standing.The speaker uses standard English.The speaker pays attention to good posture and appropriate gestures.The speaker achieves effective eye contact with the audience.

VIII. Professionalism/Preparedness Score: __________ (Out of 15 points)The speaker dresses appropriately, following WHHS dress codeThe presentation is delivered on the scheduled date.The presentation shows clear evidence of being rehearsed.Technical issues have been resolved before the presentation.

IX. Time Score: __________ (Out of 10 points)The speaker presents for a minimum of ten minutes.

Comments: Total Score: __________ (100 Points)

Evaluator’s name_______________________________________________________________________

MLA FormatA Handbook for Woodland Hills High School

Avoiding Plagiarism………………34

Creating Entries for Works Cited Page…………..….37

Creating Parenthetical Citations………………41

Avoiding Plagiarism

Quoting, Summarizing, Paraphrasing, and Documenting Sources

Plagiarism Defined: Using another person’s ideas or expressions in your writing without acknowledging the source, whether intentionally or unintentionally, constitutes plagiarism. Borrowed material should be documented.

Woodland Hills Senior Project Plagiarism Policy: Plagiarism is a serious offense, and Woodland Hills holds a Zero Tolerance policy on plagiarism of the Senior Project. Any evidence of plagiarized work will result in a “0” for the step plagiarized. However, that step must still be completed correctly (for NO credit) before the next step can be submitted. If the final paper is plagiarized, the student will receive a “0” and will not graduate.

What to Cite: Any time you incorporate into your writing ideas, words, key phrases, or pictures that were not originally created by you, you must give credit to the original author by citing the source.

You must cite direct quotes. You must cite paraphrases. You must cite summaries. Quoting is taking another person’s information word for word and using it in your writing. If you take three or more words in a row from a source, it is considered to be a quote. You must place the person’s exact words in quotation marks and give credit to the source. Summarizing is rewriting the main point of an entire article or source in your own words. Paraphrasing is rewriting a passage in your own words. If you summarize a source or paraphrase a passage, you must still cite the original source of the idea.

You must cite ideas given to you in a conversation, in correspondence, or over email (your firsthand research). You must cite sayings or quotations that are not familiar, or facts that are not "common knowledge." However, it is not necessary to cite a source if you are repeating a well known quote such as Kennedy's "Ask not what your country can do for you . . .," or a familiar proverb such as "You can't judge a book by its cover." Common knowledge is something that is widely known. For example, it is common knowledge that Bill Clinton served two terms as president. It would not be necessary to cite a source for this fact.

EXAMPLES

Example 1

Original Wording: "Such 'story myths' are not told for their entertainment value. They provide answers to questions people ask about life, about society and about the world in which they live" Davidson page 10.Misuse of Source (1): Specifically, story myths are not for entertainment purposes; rather they serve as answers to questions people ask about life, about society and about the world in which they live.Comment: This is an example of plagiarism as defined by the Drew University Academic Integrity Policy. The student copied words and phrases from the original without acknowledging their source. Although the student has rearranged some phrases and made minor stylistic changes, this version still follows the basic wording and structure of the original while the student repeats ideas as if they were his or her own. Also, there is no parenthetical citation giving the author credit. Even if there were a parenthetical citation, however, it would still be plagiarized because the wording is too similar to the original.

Example 2

Original Wording: "Such 'story myths' are not told for their entertainment value. They provide answers to questions people ask about life, about society and about the world in which they live" Davidson page 10.Misuse of Source (2): Story myths answer questions we ask about life, about society and about the world that they live in. They are not told for their entertainment value (Davidson 10).Comment: Less obviously, this example is also classified as plagiarism. Although the student cites the source of the ideas, he or she presents Davidson's exact words as if he or she authored them. There are more than three words in a row repeated from the original without quoting. As is often the case in such plagiarism, where the words are changed the changes render the material less clear (shifting from "people" to "we" for example).

Example 3

Original Wording: "Such 'story myths' are not told for their entertainment value. They provide answers to questions people ask about life, about society and about the world in which they live" Davidson page 10.Correctly Rewritten with Quotation Marks and Citation: Davidson explains that "story myths" answer "questions people ask about life, about society and about the world in which they live" (10).Comment: In the rewritten version of the plagiarized sentence, the student has quoted all of the words that came directly from Davidson. Although this is an acceptable use of sources, obviously such extensive quotation would not be acceptable if it occurred throughout a Senior Project paper, so the alternative is to paraphrase or summarize sources and only use extensive quotation occasionally.

Example 4

Original Wording: "Such 'story myths' are not told for their entertainment value. They provide answers to questions people ask about life, about society and about the world in which they live" Davidson page 10.Correctly Paraphrased with Citation:One of the purposes of story myths is to explain things that may be otherwise unanswered about life, society, and the world in general (Davidson 10).Comment: All of the ideas from the original passage are rewritten into the student’s own words and a proper parenthetical citation is included. The student does use some of the author’s original words, including “story myths,” “life,” “society,” and “the world,” but none of them are considered to be quotes because they do not contain three words or more in a row word-for-word from the original source.

COMMON QUESTIONS AND ANSWERS ABOUT DOCUMENTING SOURCES Can't I avoid problems just by listing every source in the Works Cited page?

No. You need to integrate parenthetical citations into the paper. Give the citation as soon as you have mentioned the idea you are using, not just at the end of the paragraph, unless every piece of information in the entire paragraph comes from the same source.

If I put the ideas into my own words, do I still have to clog up my pages with all those names and numbers? Sorry—yes, you do. In academic papers, you need to keep citing authors and page numbers to show how your ideas are related to those of the experts. It is sensible to use your own words because that saves space and lets you connect ideas smoothly. But whether you quote a passage directly in quotation marks, paraphrase it closely in your own words, or just summarize it rapidly, you need to cite the source then and there.

But I didn't know anything about the subject until I started this paper. Do I have to give an acknowledgement for every point I make? You are safer to over-cite than to skimp. But you can cut down the clutter by recognizing that some ideas are "common knowledge"—that is, taken for granted by the general population. If you learned it while doing your research, chances are it is not common knowledge. Some interpretive ideas may also be so well accepted that they do not need a citation: that Picasso is a distinguished modernist painter, for instance, or that smoking is harmful to health.

How can I tell what's my own idea and what has come from somebody else? Careful record-keeping helps. Always write down the author, title and publication information (including the identifying information for web pages) so you can attach authors’ names and page numbers to specific ideas. Taking good notes is also essential. Do not paste passages from web pages into your notes or draft; that is asking for trouble. As you read any text—online or on the page—summarize useful points in your own words. If you record a phrase or sentence word for word, put quotation marks around it in your notes to remind yourself that you are copying the author's exact words. And make a deliberate effort as you read to notice connections among ideas, especially contrasts and disagreements, and also to jot down questions or thoughts of your own. If you find as you write that you are following one or two of your sources too closely, deliberately look back in your notes for other sources that take different views; then write about the differences and why they exist.

So what exactly do I have to cite? With experience reading academic prose, you will soon get used to the ways writers in your field refer to their sources. Here are the main times you should give acknowledgements.

o Quotations, paraphrases, or summaries: If you use the author's exact words, enclose them in quotation marks, or indent passages of more than four lines. But it's seldom worthwhile to use long quotations. In most cases, use your own words to paraphrase or summarize the idea you want to discuss, emphasizing the points relevant to your argument. But be sure to name sources in parenthetical citations even when you are not using the exact original words.

o Specific ideas used as evidence for your argument or interpretation: First consider whether the ideas you're mentioning are “common knowledge” according to the definition above; if so, you may not need to give a citation. But when you're relying on ideas that might be disputed, establish that they're trustworthy by citing authoritative sources.

http://www.utoronto.ca/ucwriting/paraphrase.html

http://www.utoronto.ca/ucwriting/paraphrase.html

How to Create Entries for Your Works Cited Page

On the following pages is a brief reference for how to set up Works Cited entries for the most common types of sources. Follow the capitalization, punctuation, italics, and quotation marks EXACTLY as they appear in the examples below.

The Modern Language Association (MLA) updated MLA style in 2009. The following notes apply to all types of sources:

DATES: Note that date format for MLA lists the day, first three letters of the month, and year in that order. Example: 19 Apr. 2008

PUBLICATION MEDIUM MARKERS: Every entry receives a medium of publication marker. Most entries will be listed as Print or Web, but other possibilities include Performance, DVD, or TV. Most of these markers will appear at the end of entries; however, markers for Web sources are followed by the date of access.

NO PUBLISHER, NO DATE, OR NO PAGINATION: (WEBSITES) When no publisher name appears on the website, write N.p. for no publisher given. When sites omit a date of publication, write n.d. for no date. For online journals that appear only online (no print version) or on databases that do not provide pagination, write n. pag. for no pagination.

SECONDARY SOURCES:

Book:Author’s Last Name, First Name. Book Title. City of Publication: Publisher, Year. Medium (print or web).

Henley, Patricia. The Hummingbird House. Denver: MacMurray, 1999. Print.

Note: If a book has more than one author, the author whose last name comes first alphabetically is listed first (last name, first name) followed by other author(s) alphabetically, but this time the first names appear first, followed by last names, as in the example below:

Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn, 2000. Print.

Professional Journal Article, Print Version:Author’s Last Name, First Name. “Title of Article.” Title of Journal Volume.Issue (Year): Page Numbers.

Publication medium (print).

Note: journal articles often have more than one author. If this is the case, the author whose last name comes first alphabetically is listed first (last name, first name) followed by other author(s) alphabetically, but this time the first names appear first, followed by last names. If there are two authors, use “and” between them. If there are three or more authors, they are separated by commas, and “and” comes before the last author listed.

Bagchi, Alaknanda and Juhn Duvall. "Conflicting Nationalisms: The Voice of the Subaltern in Mahasweta Devi's Bashai Tudu." Tulsa Studies in Women's Literature 15.1 (1996): 41-50. Print.

Professional Journal Article, Online Version:Author’s Last Name, First Name. “Title of Article.” Title of Journal Volume.Issue (Year): Page Numbers.

Publication medium (web). Date of Access.

Berger, James D. and Helmut J. Schmidt. “Regulation of Macronuclear DNA Content in Paramecium Tetraurelia.” The Journal of Cell Biology 76.1 (1978): 116-126. JSTOR. Web. 20 Nov. 2008.

Note: For articles that appear in an online-only format and do not provide a page number, use the abbreviation n. pag. for no pagination.

Article From an Online Database:Author’s Last Name, First Name. “Title of Article.” Title of Publication Volume.Issue (Year): Page Numbers. Database Name. Publication medium (web). Date of Access.

Holton, Woody. “The Ohio Indians and the Coming of the American Revolution in Virginia.” The Journal of Southern History 60.3 (1994): 453-478. JSTOR. Web. 31 July 1998.

Online-Only Publication:Author’s Last Name, First Name. “Title of Article.” Title of Publication Volume.Issue (Year): n.pag.

Publication medium (web). Date of Access.

Kessl, Fabian and Nadia Kutsche. “Rationalities, Practices, and Resistance in Post-Welfarism. A Comment on Kevin Stenson.” Social Work & Society 6.1 (2008): n. pag. Web. 10 Oct. 2008.

Magazine Article, Print Version:Author’s Last Name, First Name. “Title of Article.” Title of Magazine Publication Date: Page Numbers. Publication Medium (print).

Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71. Print.

Newspaper Article, Print Version:Author’s Last Name, First Name. “Title of Article.” Title of Newspaper Date of Publication: Page

Numbers. Publication Medium (print).

Trembacki, Paul. "Brees Hopes to Win Heisman for Team." Purdue Exponent 5 Dec. 2000: A20. Print.

Magazine or Newspaper, Online Version :Author’s Last Name, First Name. “Title of Article.” Title of Publication. Publisher, Date of Publication. Publication Medium (print or web). Date of Access.

Lubell, Sam. “Of the Sea and Air and Sky.” New York Times. New York Times, 26 Nov. 2008. Web. 1 Dec. 2008.

Cohen, Elizabeth. “Five Ways to Avoid Germs While Traveling.” CNN.com. CNN, 27 Nov. 2008. Web. 28 Nov. 2008.

Encyclopedia or Other Reference Book, Print Version:Author’s Last Name, First Name. “Title of Article.” Title of Encyclopedia. Year. Publication Medium (print).

Sturgeon, Theodore. "Science Fiction." The Encyclopedia Americana. 1995. Print.

Online Encyclopedia:Author’s Last Name, First Name. “Title of Article.” Title of Encyclopedia. Year. Publisher. Publication Medium (print or web). Date Accessed.

(Note: If there is no author, it is omitted.)

"Sacrament." Encyclopedia.com. 2006. Columbia University Press. Web. 21 Jun 2006.

(Remember: While it is an online encyclopedia, Wikipedia is NOT a credible source and will not be accepted as Senior Project research.)

Web Article That Has an Author:Author’s Last Name, First Name. “Title of Web Article.” Title of Web Site. Publisher, Date Created or Last Updated. Publication Medium (web). Date Accessed.

Stolley, Karl. "MLA Formatting and Style Guide." The OWL at Purdue. Purdue University, 10 Feb. 2008. Web. 12 May 2009.

Note: If there is no publisher, use N.p. in place of the publisher.

(Remember: Wikipedia, Yahoo Answers, Ask.com, blog posts, and message boards are not credible sources and will not be accepted as Senior Project research.)

Web Article That Does Not Have an Author:“Title of Web Article.” Title of Web Site. Publisher, Date Created or Last Updated. Publication Medium (web). Date Accessed.

“Internet Abuse Costs Big Money.” BBC News. British Broadcasting Corporation, 21 Jun. 2006. Web. 21 Oct. 2008.

Video Production, Publication, or Performance:Video Title. Director. Publisher. Publication Date. Publication Medium (DVD, TV, VHS, or Performance).

Mole People. Dir. Ted Koppel. Public Broadcasting System. 19 Apr. 1999. DVD.

Pamphlet:Pamphlet Title. City of Publication: Publisher, Year. Publication Medium (print or web).

Renoir Lithographs. Washington, DC: Smithsonian, 2005. Print.

Court Case:Name of first plaintiff v. Name of first defendant. Case Number. Name Court. Date of decision. Medium.

Board of Education, Island Trees Union Free School District v. Pico. No. 80-2043. Supreme Court of the US. 25 Jun. 1982. Web.

Government Publication:Name of Government. Government agency that produced the document. Title of Document. Type of Publication (italicized), number, session. Location of Publisher: Publisher’s Name, Date. Medium.

United States Congress. Subcommittee on Government Operations. Watergate Reorganization and Reform Act of 1975. Hearing Proceedings, 94th Congress, 1st session. Washington: GPO, 1975. Print.

FIRSTHAND SOURCES:

Personal Interview: Interviewee’s Last Name, First Name. Type of Interview. Interview Date.

Note: Type of interview could include Personal, Telephone, E-mail, etc.

Purdue, Pete. Personal Interview. 1 Dec. 2008.

Waszkiewicsz, Samuel. E-mail Interview. 6 Oct. 2008.

Observation, Shadowing, Volunteering:Organization/Location. Type of Experience. Date.

Special Olympics. Volunteer. 8 Aug. 2009-15 Aug. 2009.

UPMC Mercy. Shadow. 16 Nov. 2008.

Note: Type of experience could include Observation, Shadow, Volunteer, Participation, etc.

Survey:“Survey Title.” Survey of # Subjects. Survey Location: Date.

“Population Survey.” Survey of 50 Woodland Hills Students. Pittsburgh, PA: 19 Nov. 2008.

How to Create Correctly-Formatted Parenthetical CitationsAfter you have properly quoted, summarized, or paraphrased the source, you must place a parenthetical citation after the information you used from that source. If you have several sentences or an entire paragraph from the same source and same page number, you can place the citation after all the subsequent sentences from that source; you do not need the same citation after every sentence.

You need a parenthetical citation: Every time you change sources. Every time you change pages from a printed source (this does not include websites). Every time you end a paragraph, even if the info in the next paragraph is from the same source.

How to create parenthetical citations:PRINT SOURCES:

• With an Author– Author’s last name and page number– (Smith 10)

• Article Without an Author– Article title in quotation marks and page number (Shorten the title to the first few words

if the title is long.)– (“Sports Injuries” 3)

• Book Without an Author– Book title in italics and page number (Shorten the title to the first few words if the title is

long)– (Sports Medicine 45)

• If a print source has no pages (pamphlet, brochure, etc.), omit the page numberWEB SOURCES:

• Online article with an author– Author’s last name– (Smith)

• Online article without an author– Article title in quotes (Shorten to the first few words if the title is long.)– (“Sports Injuries”)

• Two articles with the same title, no authors– Article title in quotes and publisher (Shorten to the first few words if the title is long. Do

not shorten the publisher.)– (“Social Security” US Department of Treasury)– (“Social Security” Social Security Administration)

GOVERNMENT PUBLICATIONS AND COURT CASES:• Government Publication

– Treat the government agency as the author: Name of the Government, Name of the Agency. Separate by commas. Use page numbers if print source. Omit if web source.

– (United States, Department of Agriculture)• Court Case

– Name of the case, not italics or quotation marks: Plaintiff v. Defendant– (Brown v. Board of Education)

FIRSTHAND SOURCES:• Interview

– Interviewee’s last name– (Smith)

FIRSTHAND SOURCES: (continued)• Observation/Shadowing/Volunteering/Participation

– Title you gave it on the works cited page, in quotes (Shorten to the first few words if the title is long.)

– (“Special Olympics Volunteering”)• Survey

– Title you gave it on the works cited page, in quotes (Shorten to first few words if the title is long.)

– (“Social Security Survey”)Listed below are a few examples of other parenthetical citation formats.

When you mention the author’s name in your sentence:Freud states that “a dream is the fulfillment of a wish” (154).

When you omit the author’s name in your sentence:One study has found that dreams move backward in time as the night progresses (Dement 71).

When you cite more than one work by the same author:One theory emphasizes that dreams express “profound aspects of personality” (Foulkes, Sleep 184). However, investigation shows that children’s dreams are simple (Foulkes, “Dreams” 78).

When two works have authors with the same last name:Although some medical ethicists claim that cloning will lead to designer children (R. Miller 12), others note that the advantages for medical research outweigh this consideration (A. Miller 46).

When the work has two or three authors:Psychologists hold that no two children are alike (Gesell and Lig 68).

When the work has more than three authors:(Rosenberg et al. 14)

When you quote or paraphrase a quotation from a book or article that appeared somewhere else:

Bacon observed that “it is hardly possible at once to admire an author and to go beyond him” (qtd. in Guiro 113).

When you are citing several sources for a single passage:There are negative implications to computerizing commercial art (Parker 2; “Art Nonsense” 43).

When you cite a long quotation (five lines or more) that is set off from the text, the quote is indented, double spaced, and without quotation marks:

Toni Morrison, in “The Site of Memory,” explains how social context shaped slave narratives:

… no slave society in the history of the world wrote more – or more thoughtfully – about its

own enslavement. The milieu, however, dictated the purpose and the style. The narratives are

instructive, moral, and obviously representative. Some of them are patterned after the

sentimental novel that was in vogue at the time. But whatever the level of eloquence or the

form, popular taste discouraged the writers from dwelling too long or too carefully on the

more sordid details of their experience (109).

Punctuation and Parenthetical Citations:

When punctuating your sentences and parenthetical citations, the citation goes before the punctuation of the last sentence being cited. Incorrect Example:

One of the purposes of story myths is to explain things that may be otherwise unanswered about life, society, and the world in general. (Davidson 10) Story myths provide ways for people to imagine, realistically, why people and the world function as they do when simple reasoning does not answer that question.

Explanation: This is incorrect punctuation of parenthetical citations. Because the period is before the citation, it appears that the citation (Davidson 10) begins the next sentence. However, proper format tells us that the citation is to appear after the information that came from that source.

Correct Example:One of the purposes of story myths is to explain things that may be otherwise unanswered about life, society, and the world in general (Davidson 10). Story myths provide ways for people to imagine, realistically, why people and the world function as they do when simple reasoning does not answer that question.

Explanation: Simply by moving the period to follow the parenthetical citation (Davidson 10), the format is corrected. Now it is clear that the paraphrased sentence “One of the purposes of story myths is to explain things that may be otherwise unanswered about life, society, and the world in general” came from the Davidson source, on page 10.

When using parenthetical citation after a direct quote, close the quotation marks after the last word of the quote, before the parentheses. Incorrect Example:

“Story myths answer questions people ask about life, about society and about the world in which they live (Davidson 10).”

Correct Example:“Story myths answer questions people ask about life, about society and about the world in which they live” (Davidson 10).

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