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W. F. West High School

Culminating Project

Product Log

Portfolio

Research Paper

Presentation

Visualize and Achieve!

WELCOME TO THE W. F. WEST HIGH SCHOOL CULMINATING PROJECT!

The W.F. West HS Culminating Project is designed to be a showcase of the skills and knowledge developed by students throughout their high school years. Your Culminating Project will encompass many activities and will provide you with the opportunity for personal growth. The Culminating Project will require you to organize your work and to package it in a way that represents your creativity and your effort. The first thing to remember about choosing a topic for your Culminating Project is that it is YOUR project! You choose the topic and the direction. Your topic could relate to your plans after high school (i.e. career, college, travel) or it could be something you have always wanted to do. Whatever the reason, the topic you choose will reflect your desire to learn more about that subject and to apply that learning in a practical setting. Your topic choice needs to challenge you to stretch your knowledge and abilities beyond your present level. Expect to break new ground, so you enjoy the process while demonstrating your skills. Once completed, your Culminating Project will consist of the following elements: 1. 2. 3. 4. Portfolio Product Time and Log Paper Presentation

Element #1: Portfolio Component of the Culminating Project

Goal: Collection of student work over his/her high school career

v Various items will be collected in grades 9-12 and kept in your portfolio. v You will maintain the portfolio and its components in advisory. v You will be given a copy of your current year portfolio expectations and be responsible to document when work it is completed and place the work in your portfolio. v You will organize your portfolio for exhibition during your culminating presentation. v You will receive an "A", an "S" (satisfactory) or a "U" (unsatisfactory) evaluation regarding your portfolio elements each semester. v You will be asked to pick up your completed satisfactory portfolio the last week of school during your senior year.

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Element #2: Product Time and Log

Goal: Evidence and documentation of how you spent your ten hours

The Product is the heart and soul of your Culminating Project; in that, you create the direction and content to be covered. You could be completing a career internship, volunteering in your community, working with a professional in the field, building something, or even creating a product for someone else to use. Your product needs to fit your needs. The term product refers to the ten hours you will spend on an activity related to your topic. The activity might be shadowing a mentor, taking lessons, or volunteering at a hospital or school. You are required to keep a product log of your hours. The product log must be submitted to your advisory teacher and kept in your portfolio. Your product hours do not have to be done before you write your paper. A sample log is included at the end of this packet.

Element #3: Research Paper

Goal: Demonstration of research and writing skills THE RESEARCH PAPER GUIDELINES Description The research component of the W. F. West High School Culminating Project will be completed primarily in junior and senior year English classes--during 1st semester. You will choose and narrow a topic or concept of your choice. The research paper is one element of the Culminating Project. Requirements · You will be assessed on the research, writing, and documentation processes within a classroom unit. · Your paper will demonstrate an understanding of research and writing skills. · The technical quality and format of this paper will be standardized for all students, though the content and direction taken will vary depending on the topic chosen. · Deadlines for the research and writing process must be followed. · You will be provided with a calendar of assignment due dates. All work is due on the dates posted on the calendar. · Attendance is always important; however, attendance is crucial during this unit. The research process is best learned by participation; particularly learning not to plagiarize by learning correct note taking is a key element. Learning not to plagiarize takes daily participation and practice. Plagiarism · One objective of this unit is to teach the importance of academic integrity.

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According to the W. F. West Student Handbook: Any student who shall knowingly submit any work of others fraudulently represented as his/her own shall be considered to have cheated. Cheating also includes the aiding and abetting of cheating by others, the use or preparation of written, pictorial, or other materials not authorized by the instructor during any test or assignment, the use of testing materials obtained previous to the test date, plagiarism of any kind, etc. Students found cheating shall be subject to a conference. After that conference, consequences could be receiving a failing score on the test or assignment to failure of the class. (21) · If you are found to have plagiarized all or part of your work for this unit, you will be subject to discipline, which may include failure of this unit.

All questionable papers will be forwarded to the administration for review! Components of the Research Unit You will learn the basic components of research: analyze, interpret and organize your research by: · finding, evaluating, and incorporating a minimum of six relevant articles into note cards and an outline · a four to six (4-6) page research paper, and · correctly using MLA style format for citations and a Works Cited page.

Note: Encyclopedias may NOT be used as a source. They may be used only for background information on your topic.

Students will be evaluated · on the research process and skills, · by a standard rubric that includes the elements of strong writing skills · correctly documenting sources--within the essay as well as the end citations. · on meeting due dates Materials Used · W. F. West Writing Style Guide (WWSG)--the research section. You will receive your own style guide when we begin the unit. · Modern Language Association (MLA) Handbook for Writers of Research Papers a) This handbook lists the correct format for citing or documenting sources. b) You will find this online at MLA.com, as well as hard copies in our Tech Center. Your teacher will give you the 2009 MLA updates. · Elements of Literature text books--research sections · Teacher handouts · Glossary of research terms MLA Research Paper Format · Type your paper and print it out on standard, white 8.5 x 11 inch paper. · Double-space the text of your paper, and use a legible font like Times or New Times Roman. The font size should be 12 pt.

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· · ·

· ·

Leave only one space after periods or other punctuation marks (unless otherwise instructed by your instructor). Set the margins of your document to one (1) inch on all sides. Indent the first line of a paragraph five spaces (or press tab once) from the left margin. Create a header that includes your last name, followed by a space with a page number; number all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow your instructor's guidelines.) Use italics throughout your essay for the titles of longer works and, only when absolutely necessary, providing emphasis. Use quotation marks throughout your essay for the titles of shorter works. MLA format, from Purdue U. website

Note: See the example on page 29 of the WWSG for an example of the MLA first page paper format. Only the first page of the paper has a full heading. All other pages include just the header. An Overview of the Research Process The WWSG--research section--gives more detailed directions, and your teacher will supplement the guide with handouts and instructions on how to do each step of the process. Picking a Topic See page 19 in WWSG (All page numbers refer to WWSG) · Pick and narrow a topic · Peruse resources to see if you can find enough information to meet requirements. · Ask yourself questions: a. What do I know now about my topic? b. What do I want to know when I finish my research; what is my purpose? c. What is my tentative thesis? Reference Sources See pages 20-22 for a more detailed list · www.wlsdesting.org This site is our Tech Center's card catalog. The screen will list districts: choose Chehalis; then choose West. · specific web sites that focus on your topic · trlib.org = The Timberland Regional Library Their site includes: a. 14 databases For a detailed list, see pages 20-21 b. a wide selection of books and periodicals Note: You must have a library card to access this resource. · The most reliable internet domains are: .edu .gov .org · Interviews Note: See page 22 for how to evaluate your sources, checking for bias and validity. Skim and Scan All Articles Before Printing See page 22 As you skim for main ideas, consider the questions you want to answer, your purpose. Does the article answer at least one question? If so, you may be able to use it.

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Source Cards or Logs See page 22 This is part of the MLA documentation process. Complete each one of these cards immediately after choosing a source. Be exact here. The citation information you write will become your Works Cited page. Note Cards See pages 23-26 Types: · Direct quotations · Brief summaries Use one card for a brief summary from only one article paragraph. · Paraphrases · Any combination of the three listed above See examples on pages 24-25 · DO NOT WRITE ON THE BACKS OF YOUR CARDS Most plagiarism occurs during note taking. Highlighting the text, then cutting and pasting the highlighted words into a paper without giving the author credit is plagiarism. Even one non-documented cut and paste is plagiarism. Format: · Always create the same format for your note cards. See example on page 23 · You create/write the cards' specific subject headings. Be as specific as possible. · This step will help you organize the note cards into an outline and essay. See pages 23-24

Organizing Your Notes into an Outline of the Paper See page 26 and teacher · Review/revise thesis. handouts and directions · Write/rewrite a purpose statement. · Read your note card subject headings. · Create general categories that would include most of your subject headings. You should have three or four categories. · Keep rearranging your cards until you have approximately the same number of cards in each general category. · Some cards won't work. Don't worry. Perhaps you can use them for part of your introductory or conclusion paragraph. · Work with the cards until you have organized your outline. Note: The outline so far includes only body paragraphs. Follow your teacher's instructions. · Use correct outline format. See teacher handout for an outline example. Writing Your First Draft See pages 26-27 and teacher directions Body Paragraphs · Use your outline as your guide. Then use your corresponding note cards. · Each idea presented needs to be a separate paragraph. You should have more than one idea under each general category. · Your draft body paragraphs consists of your note cards and your own comments: a. Your topic sentence b. Direct quotations, paraphrases, summaries--using your note cards. c. Your comments to explain, define, compare, contrast, draw conclusions. d. Document your sources within the paragraphs--parenthetical and taglines. e. A sentence that bridges one idea or paragraph to the next.

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Introductory Paragraph See teacher handout Consider your audience and purpose again. Choose one of the following as a hook or grabber; then include some background information, your thesis and roadmap for this paragraph. Your teacher will give you examples. · A startling statement of facts or statistics OR Ask a question · Story or conversation (an anecdote) OR Explain a conflict · Compelling condition or situation OR Quotation, proverb or saying Concluding Paragraph: one to two paragraphs See teacher handout for examples Choose one of the following formats: · Restating the thesis, then broaden to a general comment or quotation · Emphasizing key words or phrases · Use of a quotation and draw conclusions Revising and Editing Your First Draft Follow teacher directions/handouts

Final Draft · See page 2 of this handout--MLA Research Paper Format. · Also, use the Research Paper Rubric as your guide. · See the example on page 29 of the WWSG and follow teacher instructions. Works Cited Page · See MLA websites, teacher handouts, and, for an example, page 30 of WWSG.

Element #4: Presentation

Goal: Demonstration of planning, communication and presentation skills Culminating Project Presentation Overview The final phase of the Culminating Project is the Presentation; this is the speech that you give before your advisor and parent/guardian(s). This presentation will address all elements of the Culminating Project: Portfolio, Product Time and Log, and the Research Paper. In addition, you will respond to the following prompt: how you have used school related work to learn, grow and prepare for the challenges after high school. The advisor listens to the presentation and determines whether or not you have met the required expectations, and determines your score (determining whether or not the presentation passed or failed). 1. Dress- You are to dress professionally for the presentation. Dress as you would for an interview or for a teller job at a bank. You must also meet the dress code as outlined in the student handbook. 2. Supplies-Bring any visuals you may have--notes, portfolio, USB drive, and other materials used in your presentation. The school provides easels, VCR's, tape players, overhead projectors, and the needed equipment for power point presentations. However, you must let them know in advance.

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3. PRACTICE, PRACTICE, PRACTICE-You must be prepared for your presentation and that responsibility is yours! You will be assigned a specific date and time during student-led conferences in March to present. If you do not pass your presentation during student-led conference time, you will be required to present during WASL week--yes, that means no late arrival for you. You will be provided time during advisory to practice your presentation--we highly recommend you utilize your time wisely. 4. Questions-Each presentation will be followed by a 2-5 minute question and answer period. Your advisor and parent/guardian(s) will ask you questions during this time. 5. Evaluation-Your advisor will fill out an evaluation form for your presentation. You will be notified of your score after all presentations have been completed.

The Culminating Project Presentation

The Culminating Project Presentation has six major components: 1. 2. 3. 4. 5. 6. Introduction Contents Delivery Portfolio Conclusion Question and Answer

These six major components are broken into four areas on the Culminating Project Presentation Evaluation Form: Content, Delivery, Organization, and Question and Answer. Introduction The introduction is the most important part of any speech. Remember to introduce yourself and introduce your audience members to each other. Listeners often base their opinions about the speech on their first impressions. Therefore, the quality of the introduction may determine the effect of an entire speech. The introduction should also provide a road map to the speech. Tell your audience your purpose and what direction your speech will take. Contents Contained in the body of the speech is the detailed development of the information presented in the introduction. The information should: 1. Be organized as presented in the introduction. 2. Be supported by specific information. 3. Emphasize your portfolio, paper and product components of the Culminating Project and how they relate to one another. 4. Make clear that genuine learning has taken place, and how that learning will be applied later in life.

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The Delivery The delivery contains verbal and non-verbal cues. · Verbal cues include use of voice in the following ways: o Rate/speed-not too fast/not too slow; an even pace of speaking maintained. o Volume-can easily be heard in the back of the room. o Pronunciation-words are expressed clearly and correctly. o Voice (clear, confident) · Non-verbal cues include: o Poise and professionalism o Appropriate dress and appearance o Eye contact o On time, organized and ready to proceed The Portfolio You must incorporate your portfolio into the presentation. 1. It is expected that your portfolio be organized. 2. The portfolio should be incorporated into the speech. You should point out information as it is discussed. 3. You should address all four areas of your portfolio: academic, career development, personal and social, and your Culminating Project. 4. Also during your presentation, the panel wants to know how you utilized your high school experiences to prepare you for success after high school. 5. Make sure that you maintain good eye contact when referring to your portfolio. It is for the audience, not you, to look at. Besides, looking at your audience will help you determine if you are displaying your portfolio in a way that can easily be seen by all. 6. Include your portfolio when practicing your speech. Become so familiar with your portfolio that you can refer to any part of it with little loss of eye contact. The Conclusion Speech conclusions are usually brief and account for only five percent of the total speech. However, if you're going to work at getting the audience's attention at the beginning of the speech, you should also put considerable effort into the conclusion. The Question and Answer Section At the conclusion of your presentation, you will respond to questions from your advisor and/or parent/ guardian(s). The question and answer period will provide you with two basic opportunities: 1. It challenges you to think on your feet by forming answers without preparation. However, a prepared speaker will anticipate questions that an audience will raise. 2. It demonstrates how familiar you are with your topic. When the question and answer period begins, speakers should keep in mind the following: 1. Be concise and complete in your responses. 2. Don't be afraid to ask for a question to be restated or answer, "I don't know," when appropriate.

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Culminating Project Presentation Evaluation

W. F. West High School Presenter: _____________________________________________________________________________ Date: __________________________ Passed: YES NO

* Presentation was 5-7 minutes in length? ____Yes (+1) ____No (0)

Category

Area I: Content

Expectation

not present 0

below standard 1

approaching standard 2

meets standard 3

above standard 4

Portfolio

Portfolio was appropriately incorporated into the speech, enhanced the speaker's message. Materials were used effectively. Summary of 10 hours Identified mentor Discussed topic Summary of research & process What did you learn? What was favorite part, least favorite part? Speech clearly addressed how he/she used high school to learn, grow and prepare for challenges after high school. Student discussed application of experience to future plans Had a conclusion

Product time and log Paper

Addressed prompt Selfreflection

Total

Category

Area II: Delivery

Expectation

not present 0

below standard 1

approaching standard 2

meets standard 3

above standard 4

Use of Voice Eye Contact

Rate, volume, tone, pronunciation, enunciation were appropriate, confident tone. Eye contact was consistent; speaker maintained a high level of visual interaction and little reliance on note cards or supplemental material. Gestures, facial expressions, and body language were effective, appropriate, and confident. This began when the presenter entered the room and ended when the presenter left the room. Grammar was correct Did not use "slang" words

Poise

Grammar

Professionalism Appearance was neat, clean, professional, and appropriate for the situation. On time, ready to go

Total

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Area III: Organization

Category Expectation

Introduction Greeted guests Introduced self and audience Explained purpose of presentation Speaker's process was articulate and con cise, showing the speaker had internalized his/her main points. Student provided and followed framework for presentation. Presentation flowed smoothly with no breaks or evidence of confusion Portfolio was organized Portfolio was complete with all sections

not present 0

below standard 1

approaching standard 2

meets standard 3

above standard 4

Fluency and Confidence

Process Portfolio

Total

Area IV: Question and Answer Period

Category Expectation

Quality of Response Speaker's responses were thoughtful, thorough, and conveyed meaningful knowledge of the subject matter. Answers displayed further analysis of presentation and/or portfolio ideas and topics. Speaker's responses were articulate and concise, showing the speaker to have internalized his/her main points. Speaker easily expanded upon previous statements when asked.

below standard 0

meets standard 1

above standard 2

Fluency and Confidence

Total

must be 44 or more to pass Judges Comments: _______________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 10

SCORE

Culminating Project Research Paper Rubric ­ W. F. West High School

Name ________________________________________ Period ________ 1 2 Total ___________/120 3 4

Section One ­ Citations and Format

MLA paper formatting guidelines are followed MLA citation format is correct Number of citations 12 pt 16 pt

below standard

approaching standard

at standard

above standard

o o

1-3 1

o o

4-5 2

o o

6 3

o o

7+ 4

Section Two ­ The Research Paper

Idea Development 24 pt

o

o

o

o

____ strong introduction/thesis ____ sufficient main ideas ____ have a clear purpose ____ balance of comments & support details

____ balance of citation types ____ effective conclusion

Organization _____ logical sequence of ideas _____ order and structure is effective Voice _____ expressive, natural voice Sentence Fluency ____ varied length ____ varied structure Word Choice

16 pt

1

2

3

4

_____ clear, easy to understand _____ sense of completeness 12 pt 1

_____ transitions 2 3 4

_____ appropriate for audience and purpose (more formal) 12 pt 1 2 3 4

_____ active sentences _____ uses complete sentences _____ sentences are clear to reader 12 pt 1 2 3 4

______ uses precise words that best describe, identify or fit context ______ appropriate words for audience and purpose _____ varies words and phrases Conventions 16 pt 1 2 3 4

_____ follows rules of standard English (conventional language and structure) _____ follows standard grammar rules: sp punct. caps noun/pronoun antecedent _____ mechanics do not interfere with the message: sub/verb agreement consistent verb tense 90 points are required to pass this portion of the research 11

Product Log

Date Description

StudentName: ____________________________ Location Hours Total

I certify that the above log is a true and accurate representation of the time I spent on the "product" portion of my culminating project.

Student's Signature

Date Completed

I certify that the above-named student completed the activities as identified on the above log.

Parent or Mentor Signature as Appropriate 12

Date Completed

Information

13 pages

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