Senior Cumulative Experience

Table of Contents

Page(s)

· Cumulative Experience Calendar........................................................................ 3

· Cumulative Senior Experience Overview........................................................... 5-7

· Letter of Intent...............................................................................................8

· Sample Letter of Intent................................................................................... 9

· Senior Experience Approval Form...................................................................... 11

RESEARCH PAPER

· Guidelines to Research.................................................................................. 13

· Research Paper Specifications........................................................................ 14

· Plagiarism Policy.......................................................................................... 15

· Evaluating Internet Sources........................................................................... 17

· Research Paper “Yes” Test............................................................................. 19

· Research Paper Rubric................................................................................... 20

THE PRODUCT

· The Product – Overview................................................................................ 21

· Product Mentor Role and Responsibilities........................................................ 23

· Mentor Evaluation Form................................................................................ 25

· Product Log................................................................................................ 27

· Product Judging Sheet.................................................................................. 29

THE PRESENTATION

· The Presentation – Overview........................................................................ 31

· Guidelines for the Presentation................................................................ 32-33

· Rehearsal and Delivery................................................................................ 34

· Delivery Checklist....................................................................................... 35

· Oral Project Evaluation................................................................................ 37

THE PORTFOLIO

· Portfolio Rubric / Evaluation Sheet................................................................ 39

· Letter to the Judges.................................................................................... 41

· Resume Writing – Overview.......................................................................... 42

· Resume and References Suggestions.............................................................. 43

· Resume Checklist........................................................................................ 44

· Resume Cover Letter.................................................................................... 45

· Resume and Cover Letter Resources............................................................... 46

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“Act as if what you do makes a difference.
It does.”

– William James

Senior Cumulative Experience Calendar

Spring 2011

The Senior Cumulative Experience is a requirement for Senior English classes. To ensure success, it is essential that students complete tasks for the Senior Cumulative Experience satisfactorily by the established due dates. The following steps must be completed and accepted in order to successfully complete the experience.

ACTIVITIES _______ DUE DATES

¨ Paper instruction begins ...............................Thurs., Jan. 20
* Distribute manuals and contract of responsibility

¨ Cover Letter................................................Thurs., Jan. 27

¨ Topic, Graphic Organizer, Topic Outline
3 Sources (Skimmed),
3+ Source Cards,
and Thesis Statement................................Thurs., Feb. 3

¨ Résumé......................................................Tues., Feb. 8

¨ Contract of Responsibility,
Letter of Intent,
Mentor Form,
Plagiarism Policy........................................Thurs., Feb. 10

¨ 6+ Source Cards (total) with sources...............Thurs., Feb. 17

¨ 40+ Note Cards............................................Thurs., Feb. 24

¨ Annotated Bibliography..................................Tues., Mar. 1

¨ ALL Note Cards.............................................Thurs., Mar. 3

¨ Full-Sentence Outline.....................................Thurs., Mar. 10

¨ 1st Two Pages of Research Paper...................Tues., Mar. 15

¨ Edited Research Paper – Rough Draft ..............Thurs., Mar. 24
(including source pages – i.e., internet – outline,
research paper, works cited, peer critiques)

¨ One-on-One Meeting.....................................by April 1

¨ Final accepted paper due................................Fri., April 1

¨ Portfolio, Product, Product Grade, Experience Time Log,
Mentor Evaluation, and Letter to Judges.........Wed., April 6

¨ Practice Speeches..........................................April 14-21

¨ Senior Boards...............................................April 26-29

¨ Senior Fair................................ Thurs., April 14
Sturgis Community Center
6:15-7:15 p.m.

Students who do not successfully complete all portfolio, presentation, and project requirements by the due dates
will receive deductions for the respective grades.

Extrinsic Value = appx. 1,200 Points
Intrinsic Value = PRICELESS

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“You’ve got to continue to grow or you’re just like last night’s cornbread
– stale and dry.”

– Loretta Lynn

Senior Cumulative Experience

Phases of the Experience

Introduce idea
Letters of intent
Parent acknowledgement form
Personal mentors
Research component
Product component
Presentation practice
Presentation
Follow up – thank you/reflection

Rationale

Each senior English student at Sturgis Brown High School will complete a Cumulative Senior Experience as a requirement for the class. The purpose of the project is to allow the student to demonstrate the knowledge and maturity that he/she has gained during the course of his/her education. The project must be a “learning stretch,” meaning that it must go beyond what one already knows or has experienced. The Cumulative Senior Experience is a four-part process involving an annotated bibliography, a research paper, a project/product that is an extension of the research, and an oral presentation.

Selection of the Topic

The topic should be of great interest to the student.
The topic should be project-friendly, meaning it should easily lend itself a project or product. For example, the topic of time travel might be quite interesting but does not lend itself to a project. On the other hand, the topic of poverty in third world countries lends itself to many options such as volunteering at the non-profit organization, such as The Banquet, etc.

Annotated Bibliography

Locate at least six sources on a topic and do an annotated bibliography entry for each. Students are required to use three different types of sources (periodicals, interview, books, Internet, etc.)
The summaries of each source should be one-third to one-half page long.

An annotated bibliography is an alphabetical listing of resources including a descriptive summary and evaluation of topics covered in them. Each source is cited according to MLA style and arranged in the proper alphabetical order. The purpose of an annotated bibliography is to use it as a reference for the researcher as he/she prepares his/her paper. While you are researching your topic, you will come across all kinds of information; some will be useful, some will not be of much use. However, you will not know exactly what you will need until you have pored through many books, periodicals, and websites. After this first phase of researching and summarizing, you will have a clearer understanding of what you want to do, and this bibliography will be of enormous help.

Each entry will be between one-third to one-half page (double-spaced, size 12 font)
You should include the major areas covered in the source, special features (charts, maps, etc.) and significant information that might be of use to you.
You do NOT need to read the entire book. Skim through it; look at the table of contents, read the jacket cover. This is not a research paper at this point; this is a preliminary information gathering stage.
You do NOT need to include specific statistics, details or quotes.
Do not write, “I will use the chapter on….” Do write, “The portion of the book covering X will be useful.”

Acceptable Sample Annotated Bibliography

Bredekamp, S., et. al. What Does Research Say About Early Childhood Education? 13 Sept. 2000. <http://www.ncrel.org/sdrs.areas/stw_eys/5early_ch.html>.

This research site offers an objective look at what early education really includes. The article suggests that early education needs curriculum and new assessment guidelines. The authors list a number of ideas for improving early childcare and education. They also provide teachers and parents with a list of questions they can ask themselves to see whether or not the preschool environment is a suitable learning one for children. Within the publication, there are examples of what teachers and children should do during the day at either a preschool or a day care center. The authors also add information about the reasons why more and more parents are choosing day care as an alternative to at-home care.

Unacceptable Sample Annotated Bibliography Entry

Tribiani, Joey. Time Travel. New York: Random House. 1972.

I picked this book because the cover caught my attention. I am going to write about time travel in my paper. The book was written in 1972 so I think it will be really good especially when I discuss the universe. The author tells you about the history of time travel beginning with the Romans and continuing on to the present day. The Romans were famous for making the first time machine which was constructed out of marble and granite in 15 A.D. According to the author, “The Romans were a progressive civilization that led to the book 20,000 Leagues Under the Sea by Jules Verne and many other similar books. This will help me a lot.

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Complete Research Paper

Title page should include title of paper, your name, teacher’s name, class, and due date.
See your current MLA writing stylus for the first page and all subsequent page format ...i.e., 1" margins, header and page number(s), etc.
It should be at least 7-10 pages, typed, double spaced, Times New Roman, 12 pt. font.
It should contain a formal outline and thesis statement in the introductory paragraph.
The information should be cited with parenthetical documentation, MLA style. (Nearly every paragraph will have a source!)
Writing should be clear with transitions provided between ideas.

Product / Project

Project should be “real world” application of research paper.
Shadowing hours can count for the project if approved, appropriate, and in a professional setting.
Some community service is encouraged as part of the project.

Product Ideas

Food preparation: presentation: menu selection – cookbook – handmade aprons
Fire safety/prevention: product: set a fire – committee members put it out
Learn a new instrument
Civil War re-enactment (or any war)
Window dressing for business
Special Olympics
Stages of Fetal Development
Genealogy
Fantasy Literature
Portrait Photography
Create House Plans
TV Production
Quilting
Crocheting

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Mentors

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

Your teacher will check that you are staying on the timeline and provide assistance academically.
Specialist mentors provide an interview, guidance and suggestions, and possibly sources.
At least three mentor meetings need to be scheduled with your mentor and a follow-up must be signed after each meeting. Without this evidence, you will not receive credit for the contacts.
Remember that your mentor’s time is valuable. Be respectful of this fact and schedule your meetings in advance and the convenience of the mentor. When you schedule a meeting – BE THERE!

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Presentation

10-15 minutes
Introduction should explain why you selected the topic and your research.
The body of the presentation will explain and demonstrate how your project/product was an extension of your research. Be sure to show and explain your product and/or shadowing hours.
If applicable, describe the role your mentors played during the course of your project.
In conclusion, explain how the senior project has affected or influenced your personal development, intended area of study or employment.
Your presentation must include visual aids and must incorporate technology.

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LETTER OF INTENT

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

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

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Sample Letter of Intent

123 Main Street (your home address)
Sturgis, South Dakota 57785
February 13, 2009 (current date)

(QS) 4 returns or three blank lines

Teacher’s Name
Sturgis Brown High School
12930 E. Hwy. 34
Sturgis, SD 57785
                    (DS) 2 returns or one blank line
Dear Members of the Senior Experience Approval Committee,
                    or
Ladies and Gentlemen of the Senior Experience Approval Committee,
                    (DS) 2 returns or one blank line
In the first paragraph you are to describe the general area of interest, such as art, communications, social problems, physical fitness, automotive, etc. Explain why you chose this area and what you already know or have accomplished in this area. Identify what you hope to learn or accomplish by completing this experience.
                    (DS)
In the second paragraph, be specific about what you will be researching, what you hope to gain from your investigation, and any sources you plan to use. Include names of at least two people/authorities you plan to interview as primary sources for information and identify their expertise/background.
                    (DS)
The third paragraph should describe your project, giving very specific details-what the senior project will be, what you will actually do, who and what will be involved, and what you will need to consider completing your project. You should also list possible mentors to help you, estimated cost, and estimated time required to complete the project. Explain clearly how this project will be a learning stretch for you that will take you beyond current knowledge and/or current skills. This is not an opportunity to do again something which you already have done using current knowledge. It is here that you can explain the connection between the research paper and the product portion of the Senior Cumulative Experience.
                    (DS)
In the fourth paragraph you should explain what plagiarism is and the consequences of plagiarizing or falsifying any information, including the fact that this would result in failing the Senior Experience and possibly English 12. Conclude with a clear statement affirming that you will not plagiarize or falsify any information in your research, your research narrative, or your project itself.
                    (DS)
Sincerely yours (or other appropriate complimentary close)

                    (QS) 4 returns or 3 blank lines
    (Your signature)

Your Typed Signature

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

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“An idea is salvation by imagination.”

– Frank Lloyd Wright

SENIOR EXPERIENCE APPROVAL FORM

STURGIS BROWN HIGH SCHOOL

Research Topic_______________________________________________________________

Product Idea__________________________________________________________________

Student Signature _________________________________Date_________________

Parent Signature __________________________________Date _________________

Review Committee

Topic Approved ________________ Product Approved_________________

Topic Not Approved*_____________ Product Not Approved*_____________

Reason Not Approved:

There is no apparent "learning stretch" for you in this project.
This project closely resembles one that is already part of the SBHS curriculum and is a project that is already completed by many students.
The proposal has elements that violate school/county policies.
The project has potentially dangerous elements.
Other_________________________________________________________

Comments ______________________________________________________________________________

______________________________________________________________________________

Teacher Signature _________________________________ Date ______________

*You must resubmit unapproved components.

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“There’s only one corner of the universe you can be certain of improving and that’s yourself.”

– Aldous Huxley

GUIDELINES TO RESEARCH

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

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

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

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

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RESEARCH PAPER SPECIFICATIONS

Format Specifications:	Follow MLA Handbook (2008 edition or later)
Style:	All papers must be typed in 12-point Times New Roman font, double-spaced in black ink.
Length:	7-10 pages Body pages do not include Works Cited or outline pages in these totals.
Margins:	Margins must be set at one inch: top, both sides, and bottom.
Outline page:	Outline must follow teacher guidelines.
Heading:	The heading should be in the upper left-hand corner of the first page with the following information double-spaced: 1. Student name 2. Teacher name (first initial and last name) 3. Course and block (English 12-2) 4. Date (day month year) 30 October 2008.
Paper title:	The title for the paper must follow these guidelines: 1. First page, centered 2. Double-space after the last line of the heading 3. Use initial caps only 4. No underlining, quotation marks, or bold print.
Page numbers:	1. The pages must be numbered in the right hand corner, ½" from top on page one and following pages of the outline. (View, Header/Footer) 2. Student’s last name and the page # appear in top right corner. Ex.: Davis 1, Davis 2, etc. 3. Follow the same format through Works Cited.
Paper citations:	The paper must incorporate parenthetical documentation (see Writing Stylus for specifications).
Works Cited:	1. The title of Works Cited is centered at the top of the page. 2. The document must be double-spaced. 3. All entries must be in alphabetical order by the author's last name or the first word in the citation. 4. Put periods at the end of each citation (See Writing Stylus for specifications).
Sources:	1. A minimum of six sources must be used and properly cited. 2. One source should be an interview, if applicable. 3. One source must be from the Internet or the Wide Web. 4. Due to its nature, Wikipedia is inadmissible as a source. 5. Be certain that any internet sites used are valid sources, not blogs.
Citations:	1. All citations must be incorporated into the respective sentence(s). 2. If a source is listed on the Works Cited page, it must be used in the paper either in a direct quote or a paraphrase with proper parenthetical documentation.
Paper order:	The paper must follow this order: 1. Thesis/Outline page(s) 2. Paper Body 3. Works Cited Page(s)
NOTE:	Teacher will require all preliminary notes and rough drafts. DO NOT THROW ANYTHING AWAY!
Submit the following for grading:	Final Drafts (Outline, Paper Body, Works Cited Page) Rough Drafts (Outline, Paper Body, Works Cited Page) Graphic Organizer Source Materials – printed copies of internet sources, interview(s), etc. Source Cards – in the alphabetical order of the Works Cited page Note Cards – in the order of the outline Research Paper Grading Rubric – from this packet Research Paper “Yes Test” – from this packet

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STURGIS BROWN HIGH SCHOOL PLAGIARISM POLICY

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

Plagiarism is defined as:

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

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

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

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

Student's Signature_______________________________________________

Date___________________________________________________________

Parent's Signature________________________________________________

Date___________________________________________________________

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“Until you try, you don’t know what you can do.”

– Henry James

EVALUATING INTERNET SOURCES

1. Authorship

· Who wrote the site?
· What are the author's credentials?
· Is the web information within the author's specialty?

2. Publishing Body

· Is this an official organizational site or a personal web page?
· Is the sponsoring organization credible?

3. Content

· What is the purpose of the web page?
· Is there evidence of bias?
· What is the source and date of the information?

4. Context of the work

· Does the site include a bibliography?

5. Accuracy or credibility

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

6. Source

· What is the full URL address?

7. Scope

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

Guides to evaluating Internet sources

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“By learning you will teach;

by teaching you will learn.”

– Latin proverb

RESEARCH PAPER "YES TEST"

Name_______________________________________________________

Teacher/Block________________________________________________

The following requirements must be present for teacher to evaluate the paper.

Yes / No

____ / ____ Introduction/Conclusion

____ / ____ Thesis

____ / ____ Proper citations within paper

____ / ____ *Minimum 6 sources
(No more than two Internet sources, three different sources)

____ / ____ 7-10 pages, not including outline or works cited page(s)

____ / ____ Works Cited page

____ / ____ Correct format, double-spaced

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CUMULATIVE SENIOR EXPERIENCE
RESEARCH PAPER RUBRIC

	Points Possible	Points Earned
Format · Follows MLA guidelines (heading, margins, font, page numbers, title, double-spaced, etc.) · Outline organized and correctly formatted	30
Content (6+1 Writing Traits) · Informative · Intro/thesis reflects content · Topic sentences in paragraphs support thesis · Paragraph coherence/smooth transitions · Effective introduction and conclusion · Supporting details	100
Use of Sources · Multiple sources used (six) · Works Cited parenthetically match citations · Mixture of writer's own words, quotes, and paraphrases · Quotes incorporated and integrated in text · Works Cited page follows MLA format	40
Mechanics · Consistent verb tense · Sentence variety, mature vocabulary, audience considered · Grammar, spelling, punctuation, capitalization · Consistent point of view	30
TOTAL POINTS	200

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200 Points

200 - 186....... A

185 - 172....... B

171 - 156....... C

155 - 140....... D

139 - below.... F

100 Points

100 - 93........ A

92 - 86........ B

85 - 78........ C

77 - 70........ D

69 - below... F

40 Points

40 - 37.......... A

36 - 34.......... B

33 - 31.......... C

30 - 28.......... D

27 - below..... F

30 Points

30 - 28.......... A

27 - 26.......... B

25 - 23.......... C

22 - 21.......... D

20 - below..... F

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

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

You will find below examples of products other students have completed. Do not use this as a list to stifle your creativity but rather to open your mind to the possibilities awaiting you!

· Teach an elementary class
· Conduct a fundraiser for a local charity
· Rebuild an engine
· Restore an antique automobile
· Develop a brochure introducing our school to visitors
· Develop a fitness plan for teens

The list could go on and on. The possibilities are endless!!

Senior Experience Review

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

The Product log will be used to document the time you spend working on your Product. You are required to spend a minimum of seven hours working on your Product. All the time you spend working on your Product should be documented on the Product log. The mentor documents, with signature, the actual time he/she works with you. The activity will be a brief description of what you did during the work session. The next step column will specifically list the next activity to be done toward completing your Product and will aid you in your planning. You will find the next step column especially helpful when you have lapses of time between your work sessions. The Product log requires your signature as well as the signature of your mentor.

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

A career professional has much to offer students working on a Senior Cumulative Experience.
The professional has the expertise and resources to offer a more realistic perspective on the overall Product. The students are required to work with a mentor who has the following responsibilities:
· Meet with student a minimum of three times
· Offer Product suggestions and improvements
· Verify student work times
· Evaluate student task performance

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

Mentor's Name________________________________________________________________________

Name of Business______________________________________________________________________

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

The community mentor evaluation is a very important part of the Culminating Experience. We would greatly appreciate your honest appraisal of the student including any other specific information you feel may be helpful to this student. This evaluation will become a part of the student’s final portfolio for graduation. Thank you so much for your time and commitment to our student’s personal growth.

Did you meet with the student at least twice during his/her experience to provide input, feedback, make suggestions and determine if the student was applying the feedback? Yes No

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

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

I recommend this student: With Reservation Fairly Strongly Strongly Enthusiastically

This is a truthful account of the time I worked on my Product.

______________________________________________
Student Signature / Date

Comments: _____________________________________________________________________________________

________________________________________________________________________________________________

At the end of Language Arts 12, seniors will present the culmination of their work to a panel of judges. The student will speak about the research paper, the product application, the lessons learned, and the problems encountered while doing the project. When the eight- to ten-minute formal speech is over, the student must be prepared to answer questions about the different phases of the project from the panel of judges. In essence, the presentation is an oral self-evaluation that enables the student to reflect on what he/she has accomplished.

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

· The student will give the presentation during the last month
of the semester enrolled in Language Arts 12.
· The student will present orally, using any resources for support.
· The student will speak for eight-ten minutes.
· The student will use an audio/visual aid, not including the portfolio.
· The student will dress appropriately.
· The student will be prepared for a question/answer session with the judges.

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

In other words, get the attention of the audience; state your central ideas or purpose; briefly identify your main points; and make your audience interested in what you have to say.
"Hook" your audience. Why is this important to them?

1. What is your name? (first and last)
2. What subject did you research?
3. Why did you choose that subject?

As you progress from the introduction to the body of your speech, keep the audience's attention by using one or more of the following:

· An interesting quotation
· An amazing fact or startling statement
· An illustration or colorful visual aid
· A series of questions
· A strong statement showing the relevance of your topic by demonstrating how it relates to important political, social, or scientific issues.

The body of your speech contains the main message, including the primary arguments and supporting evidence. The evidence that supports your argument should outline such materials in detail. Details usually consist of descriptive settings, images, figures of speech, examples and illustrations, comparisons and contrasts, and references to charts, diagrams, models, quotations, etc. The way you organize information is very important because the audience must understand it after hearing it only once.

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

1. What is your product?
2. How does it relate to your subject of research?
3. What research was involved in preparing your project?
4. What process was involved? (How did you do it?)
5. What problems did you encounter (skills, finances, etc.)?

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

1. Again, what was your primary objective in pursuing this topic?
2. How does your product relate to your research?
3. What successes and failures did you encounter when researching the paper and completing the project?
4. What did you learn from this project? Anything about yourself?

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

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

Think about your purpose, topic, and audience. Then outline your speech as follows:

· Opening statement in sentence form
· All main points in sentence form
· Quotations written in full
· All supporting numbers, technical details, and sources listed
· Closing statement in sentence form
· Notes indicating visual aids you plan to use.

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

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

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

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

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

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

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

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

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

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

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

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

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

Student's final grade...................................................................................... ___________

Judge's Comments:

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

Discuss in the first paragraph what you learned while completing this experience.

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

In the fourth paragraph, touch on the easiest and most difficult areas of the experience and the ways you predict this experience will benefit you later in life.

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

A good resume presents
Who you are.
What position you want.
What skills you possess.
What accomplishments you have made.
What jobs you have held previously.

Remember
A resume is not an autobiography; it is a sales brochure.
Only two out of one hundred resumes result in an interview.
Keep it short; make it sizzle!
A resume needs to be one page to pass the ten-second test.

While writing DO
Be concise.
List in reverse chronological order.
Stress skills and accomplishments.
Use job-related key words.
Use one-inch margins all around.
Use good white, ivory or gray bond paper.
Make your resume attractive and neat.
Proofread, proofread, proofread, and then have someone else proofread!
Always include a cover letter.
Include references. If this needs to be on a second page use an identical
heading and style as used on the resume.

While writing DON'T
Lie or exaggerate.
Include salary history.
Use pronouns or abbreviations.
Overdo use of bold or italics or fancy fonts.
Use more than one font.
Use small type or overcrowd.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Signature

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