CULMINATING
SENIOR PROJECT MANUAL
Nooksack Valley High School
2005-2006
Table of Contents
Principal’s Message
Graduate Profile
Culminating Senior Project Overview
Culminating Senior Project Calendar
Proposal and Project Fall Checklist
Culminating Senior Project Introduction
Project and Paper Topic Selection
Parameters and Basic Expectations
Sample Projects and Papers
Proposal Yes Test
Senior Project Proposal
Senior Project Proposal – Bad Example
Senior Project Proposal – Good Example
Letter to Mentor, Template & Sample
Culminating Senior Project Time Log
Culminating Senior Project Time Log Example
Choosing Your Mentor
Important Dates Involving Mentors
Community Mentor Verification Form
Research Paper Sequential Checklist
Research Requirements and Brainstorming for Ideas
Research Paper Note Cards
Your Research Paper
Senior Project Research Paper Organization, Mechanics, Outline
Citing and Documenting Sources
Works Cited Page
Senior Project Notebook Checklist
Item #1 – Letter of Introduction
Item #2 – Writing a Resume for Readers and Scanners
Chronological Resume Example
Skills-Based Resume Example
Item #3 – Proposal
Item #4 – Proof of Process
Item #5 – Project Time Log
Item #6 & 7 – Performance Evaluation and Letter of Recommendation
Item #8 – Draft Research Paper
Item #9 – Final Research Paper
Senior Project Presentation Checklist
Presentation Overview
Presentation Details to Remember
The Senior Project Presentation Structure
Culminating Senior Project – Presentation Evaluation
Acknowledgements
1
2
3
4-6
7
8
9
10-11
12
13
14-16
17-19
20-22
23-24
25
26
27
28
29
30
31
32
33
34-37
38-40
41-45
46
47-48
49-50
51
52
53
53
53
53, 54, 55
53
53
56
57
58
59-62
63-64
65
Senior Project
Principal’s Message
Dear Senior:
Welcome to your senior year! The Culminating Senior Project you choose has the potential to
yield a number of benefits for you. Our project requirements are designed to:
• give you the opportunity to explore a career pathway in depth
• practice and reaffirm important skills of researching, writing, speaking, and creating
• learn from people and resources in your community
• encourage independent problem-solving and achievement
• provide a focus and major goal for your senior year
I hope you have chosen a topic about which you feel passionate. The Culminating Senior Project
requires a lot of time and energy, and will be a better process when you care about what you are
doing.
Your Culminating Senior Project is based in your Civics and English classes. For NVHS
students, project work will comprise a portion of the course grades. Running Start students will
complete the project outside of class, receiving support through regular contact with NVHS staff.
Sue Ann Heutink, Culminating Senior Project Coordinator, is available in the Nooksack Valley
High School counseling office for direction, support, and any questions. She may also be reached
at: phone, 360-988-2641; fax, 360-988-7058; or email, sueann.heutink@nooksackschools.org .
On the following pages you will find all of the information and requirements to complete your
project. Please read it carefully to ensure that you completely understand all requirements. This
project is tied to the Nooksack Valley School District Graduate Profile found on the following
page. It describes the attributes we would like you to have as you leave NVHS. Completing this
project will enable you to meet the attributes of a well educated high school graduate.
Please give your project and paper serious thought and consideration. This will become a major
portion of your life over the next eight months and the benefits can last a lifetime. The most
common theme we hear from students who struggled with their projects is that they didn’t put
enough thought into the topic or they chose what looked easy instead of a meaningful topic they
really cared about.
Although your project may seem overwhelming at some points, if you meet deadlines, give it
your best effort, enjoy the process, and risk a little, you will GRADUATE FROM NOOKSACK
VALLEY HIGH SCHOOL, knowing that you have accomplished something important.
Sincerely,
Robert W. Prosch, Principal
Nooksack Valley High School
1
Senior Project
Nooksack Valley School District
Graduate Profile
When students leave the Nooksack Valley School District they will be able to demonstrate the
following attributes:
Graduates from Nooksack Valley schools are educated citizens.
They can:
• read with comprehension
• write with skill
• communicate freely and responsibly
• use information technology skillfully and responsibly
• demonstrate skills for learning and mastery of content in the arts, geography, mathematics,
civics, and history (world awareness/diversity and civic duty), health and fitness, social
sciences, physical and life sciences (environmental awareness), and vocational arts (know
vocational strengths and weaknesses)
• use research skills
Graduates from Nooksack Valley schools are productive citizens.
They can:
• think analytically and creatively
• solve problems and make well-informed decisions in their personal, work, and community
lives (life skills, time management, and organizational skills)
• apply their knowledge and their learning skills to new situations
• work in a team
• continuously learn
Graduates from Nooksack Valley schools are responsible citizens.
They:
• understand their rights and responsibilities
• are tolerant of others
• are responsible
• are respectful of others and self
• persevere
• have a positive self esteem
• are confident
• are adaptable
• have a strong work ethic
• self evaluate
Nooksack Valley High School
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Senior Project
Culminating Senior Project Overview
The Culminating Senior Project at Nooksack Valley High School seeks to build a bridge for
students between educational skills and their relevancy in the real world. The three phases of
Culminating Senior Project include a 20 hour investment in a project of choice, an eight to ten
page research paper on a related topic, and a 10-15 minute presentation before a panel of staff
and community judges to synthesize and summarize the experience. Students must pass all three
phases of the project within the prescribed time line in order to graduate.
Project
Students are required to spend a minimum of 20 hours outside of school on a project of their
choice. It is expected that the projects will take students beyond their present skills and activities.
To be accepted, students’ projects must incorporate two of the following criteria:
• Academic – project involves formal instruction from a professional in the field outside of
Nooksack Valley High School.
• Community Service – project provides viable service to the community.
• Career – project involves potential future employment.
• Personal Growth – project represents a unique personal challenge.
Each student needs to identify a person in the community who has expertise in his/her chosen
project area. The student initiates and establishes a relationship in which the two work together
closely. The community mentor is asked to:
• Guide, encourage, and direct the student within the boundaries of the particular project
and area of endeavor;
• Verify the time the student spends on the project (minimum of 20 hours) by signing the
Project Time Log; and
• Write a letter of recommendation for the student based on the quality of work, interest,
and involvement in the project.
Paper
Each student is required to write an eight to ten page research paper. The student selects his/her
own paper topic, but there must be a clear relationship between the paper and the project.
Instruction for the writing process takes place in the English classroom. Evaluation of the papers
involves the Nooksack Valley High School staff. The student is responsible for revising the
paper as many times as necessary until he/she has successfully met all the requirements.
Presentation
The final phase of Senior Project is the presentation. Each student is required to give a 10-15
minute speech before a panel of staff and community judges. The speech, using visual support,
describes both the paper and project. At the conclusion of the speech, students respond to
questions from the presentation panel. Each student is required to give a practice speech before
he/she is eligible to present.
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Senior Project
Culminating Senior Project 2005-2006 Student Calendar
(Updated as of June 2005. Please check back periodically for further updates.)
Date(s)
Experience
First week of school
September 2004
Review of Culminating Senior Project – in English class
Running Start student mtg. – Tentatively Sept. 9, time TBD.
September 15/16
Agreement to Participate (Off-Campus Forms) Due, if not already
turned in
September 15/16
Revised Proposal due – in English class
R. Start rev. proposals due to Mrs. Heutink by 3 pm, Sept. 16.
September 22/23
Signed Letter to mentors due – in English class
R. Start letter to mentors due to Mrs. Heutink by 3 pm, Sept.23
September 29/30
Letter to mentor and all mentor forms must be delivered by
students (if not done last spring) – applies to all students, including
Running Start. Note: Students may request NVHS to mail letter and
forms to mentors.
Week of Oct. 10-14
Fall mentor meeting – Mrs. Heutink will determine specific date.
October 13/14
Completed Mentor Forms due – and delivered to NVHS
Applies to all students
Once proposal has been approved, all mentor forms and off-campus forms are completed and
turned in, project may begin. Students not meeting these requirements will be contacted by Mrs.
Heutink. Applies to all students.
October 20/21
Contact by Mrs. Heutink with all students not meeting
requirements to date. Running Start students included.
October 20/21
Review of project & notebook requirements – in Civics
Running Start students should review project checklist
November 7/8
Research for research paper begins – in English class
Running Start students begin on own time, using manual for reference.
See Mrs. Heutink if you have questions.
December 1/2
Note cards due – in English class
Running Start students have note card check–off by Mrs. Heutink by 3
pm, Dec. 2
December 8/9
Outline due – in English class
Running Start students: Send outline to Mrs. Heutink by 3 pm,
Dec. 9
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Senior Project
Culminating Senior Project 2005-2006
Student Calendar (continued)
December 8/9
Project progress check #1 – in Civics class
Running Start students: Check #1 due to Mrs. Heutink by 3 pm
Dec. 9th. Also, please email or call Mrs. Heutink between now and
Jan.7th to review progress.
January 5/6
Paper draft #1 due – in English class
Running Start students drop off, email, mail or fax first draft of
research paper to Mrs. Heutink by 3 pm, January 6.
January 24-27
All seniors: If your mentor hasn’t been able to complete paperwork
or have time to help you with your project, it’s time to find a new
mentor. See Mrs. Heutink for assistance, if needed.
Also: Running Start students that are behind are required to meet with
Mrs. Heutink at NVHS to review progress.
February 9/10
Paper draft two due – in English class
Running Start students: Second draft due to Mrs. Heutink by
3 pm, Feb.10th (or earlier).
February 9/10
Project progress check #2 – in Civics class
Running Start students: Progress check #2 due to Mrs. Heutink
by 3 pm. Feb. 10.
February 15
Staff review of research papers (draft #2)
March 13/14
Final draft of paper due – in English class
Running Start students - final draft due to Mrs. Heutink by 3 pm, March
14 (or earlier).
March 13/14
Project progress check #3 – in Civics class
Running Start students: progress check #3 due to Mrs. Heutink
by 3 pm. March 14; also begin to put notebook together, using
manual as reference
March 27-31
Prep for presentation begins – in Civics class
AV equipment requests due to Mrs. Heutink by March 28.
Running Start students begin on own. Contact Mrs. Heutink for
assistance if desired.
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Senior Project
Culminating Senior Project 2005-2006
Student Calendar (continued)
April 3-7
Practice presentations – in Civics class
1) Running Start students may schedule an appointment for practice
presentation and notebook help during the week of April 3-7. Contact
Mrs. Heutink for appt. Notebooks must be completed by 3 pm, April 21st.
2) First practice presentation session is optional but strongly encouraged.
April 20/21
1) Project must be completed by/before April 20.
2) Notebooks due (checklist completed) – in Civics class
3) Final equipment requests/changes for final presentations due to
Mrs. Heutink by 3 pm, April 21.
Running Start student projects completed, notebook due, and final
equipment requests due to NVHS by 3 pm, April 21.
****Note to all Students: you will not be scheduled for presentations if
your notebook, which verifies all parts of your Senior Project, does not
meet quality standards and/or is not 100 % complete and turned in by
this date. If late, you will be required to appear before the NVHS
Appeals Board and may not be allowed to participate in graduation
ceremonies.
April 17-20
Mandatory Practice presentations – details to be announced.
Running Start students must contact Mrs. Heutink to schedule a time
for presentation practice. If a student doesn’t receive passing score,
they will need to reschedule.
May 9-11
Senior presentations – All students will be assigned a date and time.
Do not schedule any other obligations on these days/evenings. We are
unable to schedule around your work schedule, etc.
May 15-19
YEA!!! Final Assignments: Thank you letters to mentor and panel
members – in Civics class.
Running Start students complete thank you letters by May 19.
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Senior Project
Proposal and Project
Fall Checklist
Responsibility
Due Dates
Revised Proposal due (if needed) Thursday/Friday, September 15/16, 2005
Off-Campus forms due (if not
already turned in)
Letter to Mentor – Due to English Thursday/Friday, September 22/23, 2005
teacher (if not already done)
Letter to Mentor – Delivery
Deadline
Mentor Verification Form &
Nooksack Valley School
District Volunteer Forms
Friday, September 23, 2005
Thursday/Friday, October 13/14, 2005
completed & delivered to NV
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Senior Project
Culminating Senior Project Introduction
CHOICE . . . PROJECT!
Question Yourself!
Your project must go beyond your present skills and activities and fulfill two
of the four project selection criteria. Changed projects and/or papers must
be approved by a panel of NVHS staff members.
Your project needs to demonstrate self-initiative and active involvement.
CHOICE . . . COMMUNITY MENTOR!
Introduce Yourself!
Use your mentor for advice and assistance. They know things you don’t
know! Your mentor may be able to help you save time, effort, and frustration.
Your community mentor will verify the time you spend on you project
(minimum of 20 hours) by signing your Project Time Log. However, you
can’t do your project without their input and/or assistance and expect them to
sign your time log.
Your community mentor will complete an evaluation of your work.
CHOICE . . . RESEARCH PAPER!
Challenge Yourself!
Your paper must show a definite link to your project. You must clarify how
the paper and the project are related in your proposal and in your presentation.
Your second draft and final copy will become a part of your project notebook.
CHOICE . . . PRESENTATION!
Express Yourself!
Your presentation will allow you to summarize your paper and project in a 1015 minute speech.
You must utilize a visual aid that enhances the presentation.
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Senior Project
Culminating Senior Project
Topic Selection
Your project and paper selection for Culminating Senior Project deserve a great deal of
contemplation and discussion. It has been our experience that people who take great care in their
decisions enjoy Culminating Senior Project immensely; on the other hand, those who make
casual decisions and fail to challenge themselves tend to worry the most and reap fewer rewards.
1. Dare to Dream! Rather than making quick decisions regarding your topic, make a list
of the exciting possibilities. Seek advice and input from your parents, family
members, and friends.
2. Work within the Nooksack Valley School District Guidelines! Be aware of
restrictions and basic expectations (see following pages).
3. Don’t get discouraged! Seek out faculty members and other interested adults to
connect you with potential community mentors and resources.
4. After approval of your proposal, give careful thought to your choice of a mentor!
Your mentor will be your most valuable resource and the quality of your project will
be directly affected by the choice of your mentor. (See page 24 for information on
choosing mentors.)
5. Above all, don’t give up on your dream! If you truly want to try something, there is a
resource or organization willing to dream with you. Some students give up on ideas
after a few rejections. Your Senior Project Coordinator will be glad to help you find
the perfect project and community mentor!
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Senior Project
Project Parameters and Basic Expectations
Appropriateness of projects: Parameters for the selection of project topics have been
established with your safety, NVHS, and district policies in mind. All project topics, including
those which may focus on controversial issues, must meet the standards of Nooksack Valley
High School and the Nooksack Valley School District. All proposals will be reviewed for
appropriateness. If you think your desired topic might be considered questionable, it needs to be
submitted to Mrs. Heutink and Mr. Prosch before you proceed.
Projects That Are Not Allowed
•
•
•
•
•
•
•
No on-the-water or underwater projects (boating, sailing, water skiing, fishing, white
water rafting, jet skiing, scuba diving, etc.)
No above ground projects (flying, sky diving, bungee jumping, hang gliding, hot air
balloons, etc.)
No mountain climbing
No rollerblading/skateboarding
No skiing or snowboarding
No motorized races or contests (auto racing, demolition contests, motorcycle and go-cart
races, tractor pulls, stunting, etc.)
No weapon or the making of weapons
Fund Raising: Any senior project which includes fundraising efforts must be approved by
the principal.
Projects Involving Learning a New Skill: If you are considering doing a project which
involves skill development -- eg., photography, learning a musical instrument, learning a sport,
etc.--you must either take organized classes (classes at NVHS may not be used for projects) or
learn from an expert on a regular basis. You also must have some sort of outcome/demonstration
of your skills, which does not include your presentation. Examples might be a recital, a finished
videotape demonstrating all skills learned and perfected, a videotaped test, a series of finished
photographs that are framed (for photography), etc.
Starting a Club: If you are planning on starting a club, you must have an advisor from
NVHS. The club may not be immediately approved by the ASB for funds.
Using Nooksack Valley School District Facilities & Supplies: If you are doing a
project that involves the use of a Nooksack Valley School District building, including the PAC,
fields, etc., you must have a Nooksack Valley staff person as a mentor who will commit to
attending your event(s) to supervise. No school paper is to be used for the project and phone
calls for senior project are expected to be made from your home phone.
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Senior Project
Partner Projects
If you want to work with a partner, you must show a clear division of project duties in your
proposal. Don’t say, “We will both work on it.” Research topics must be separate and
presentations will be separate.
Project Hours and Time Log
A minimum of 20 hours hands-on time must be spent on your project and verified by your
parent/guardian and mentor. These hours are in addition to your research. Use the Project Time
Log included in this manual to document your hours. Most students will spend more than 20
hours on their project. Don’t just do the minimum… spend whatever time it takes to do a quality
project.
Examples of Project Evidence or Proof of Progress
Acceptable evidence shows dated proof of sequential steps toward project completion.
• A comprehensive series of pictures, slides, or video of you working on the project. Video
as evidence could be raw footage and does not need to be edited but needs to be
appropriate.
• Audio tapes (for language learning or musical instrument practice)
• Samples of materials or fabric
• Drawings
• Pictures
• Plans/lesson plans
• Designs
• Rough drafts
• Journal writings
• Multiple receipts for materials
• Other appropriate examples
Honesty Policy
Honesty and integrity are important characteristics of an upstanding citizen. Dishonesty or
plagiarism on any part of the Culminating Senior Project will result in not being allowed to take
part in commencement exercises and possibly not graduate at all.
Outstanding Senior Project Awards
At the conclusion of panel presentations, one or more individuals may be honored with
Outstanding Senior Project awards at the end of the school year. In order to be considered for
one of these awards, a student’s project must meet the following criteria:
• Exceed the standards required for the project
• Excellent depth of research
• Challenging project for individual student
• Meaningful application of research to project
• Outstanding presentation
• Top quality, relevant research paper
• All assignments turned in on time
Nooksack Valley High School
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Senior Project
Sample Projects and Papers
Pathway
Topic
Research Paper Thesis Product
Arts/Communication
Foreign Language
Interpreter
Police forces with interpreters
on staff have better community
relations
Arts/Communication
Literary Magazine
Business & Marketing
Advertising
Students’ skills improve when
they write for publication, not
just for a class
Newspaper advertising must
learn from TV to be effective
Business & Marketing
Business Plan
Undercapitalization is the
biggest factor in most small
business failures
Science, Agriculture &
Environmental
Resources
Science, Agriculture &
Environmental
Resources
Greenhouse
Greenhouse production can
extend season for Northwest
market growers
Habitat is the critical element
in a salmon run’s survival
Industrial Technology
and Engineering
Wood Splitting
Industrial Technology
and Engineering
Health/Education/
Human Services
Architecture
Health/Education/
Human Services
Aerobics
Stream Restoration
Early Childhood
Education
Hydraulic technology is the
most efficient method to split
wood quickly and cleanly
Innovative uses of recycled
wood products
Brain research indicates young
children should not watch TV
Elderly people can live longer
and improve their quality of
life through regular aerobic
exercise
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English/Spanish
phrasebook for
common law
enforcement situations,
designed in
consultation with the
Everson Police
Department.
Produce a high school
literary magazine
Series of
advertisements
designed for local
businesses to reach a
teen audience
Business and financial
plan for a business you
intend to start after
high school
Design and build a selfventilating greenhouse
Demonstrate your
learning by improving
the salmon habitat on a
section of stream
Design and build a
hydraulic wood splitter
Design for vacation
cabin
Create packet of lowcost family alternative
to watching TV.
Present to families at
an elementary school
parent night.
Design and lead a lowimpact aerobics class at
a senior center
Senior Project
Proposal Yes Test
Formatting Requirements:
______ 1.
______ 2.
______ 3.
Format Used: Template from website
Typed answers are in blocked, single-spaced paragraphs, double-spaced between
paragraphs
Font Type: Times New Roman – 12 point
Content Requirements:
______ 1.
______ 2.
______
______
______
______
______
______
______
______
______
______
______
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Clear plan of accomplishment
Project must incorporate two of the following criteria:
• Academic
• Community Service
• Personal Growth
• Career
Clear end product
Major steps in reaching goals are clear and attainable
Cost estimate included
Three specific and relevant research topic areas identified
Career Pathway identified
Relationship to student’s future identified
Project represents a challenge for this student
Three proofs of progress identified
Three evaluation criteria for student’s project are listed
Identifies assistance required from mentor
Required signatures from parent/guardian and student are included
Note: No proposal will be accepted or
reviewed until it meets all the
Yes Test requirements.
Please attach this page to your proposal.
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Senior Project
Senior Project Proposal
Student Name_____________________________Partner______________________________
Civics Teacher ________________________________________Period___________________
English Teacher_______________________________________Period___________________
Before you start, identify 2 of the 4 criteria below that will be fulfilled by your project.
• Criterion #1: Academic – project involves formal instruction from a professional in
the field outside of Nooksack Valley High School
• Criterion #2: Service – project provides viable service to the community
• Criterion #3: Personal Growth – project represents a unique personal challenge
• Criterion #4: Career – project involves potential future employment
1. I am going to accomplish the following for my Senior Project:
2. My project will use the following two criteria from the list above: ___________________
and ___________________________. I intend to satisfy these two criteria by __________
___________________________________________________________________________
___________________________________________________________________________
3. My end product for this project will be:
•
•
4. Major steps for reaching this goal are (list at least 5 major steps, in order):
•
•
•
•
•
Note: Each person in a partner project must be responsible for different steps taken to reach
overall goal.
5. I estimate the cost of this project to be ________________________.
6. A minimum of three specific and relevant topic areas I will research for my project
and/or paper are:
•
•
•
Note: partner projects must involve different research topics.
7. The Career Pathway that this project involves is: ________________________________
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Senior Project
8. This project relates to my future in the following way(s): __________________________
9. Write a paragraph describing why you chose this project.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10. This project will challenge me in at least the following three ways:
•
•
•
11. Three types of evidence or proof of my progress, excluding my final product will be:
•
•
•
12. My product will be evaluated in at least the following three ways:
•
•
•
13. Two types of assistance I will require from my mentor are:
•
•
Parent/Student Informed Consent and Commitment Section:
As parent(s)/guardian(s) and student, we are aware the Nooksack Valley School District requires that all
three phases of the project: research paper, project, and presentation must be passed in order to graduate
from Nooksack Valley High School. We understand that if the project is a product, it must be physically
present at school as a part of the presentation. If too large to physically take to school, the project will be
subject to other methods of verification. If the project is a service or an activity, it must be documented by
photos or a video which will be a part of the presentation, showing the student doing the activities.
We fully understand that this project selection decision is made independently of the staff and
administration of the high school, but is subject to school approval. This project selection and approval is
student and parent centered. We therefore assume all responsibility for any risks and costs which might be
inherent in the project chosen.
_________________________________ (Student’s full name) has my/our consent and authorization to
participate in ____________________________________________ as part of the student’s senior
project. My/our student will participate in activities which include_______________________________
____________________________________________________________________________________.
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Senior Project
I/we realize that the Nooksack Valley School District will not have staff present during the time that our
student is participating in senior project activities. I/we assume full responsibility of supervising our
child for all activities involved in their senior project.
I/we understand that the educational purpose of the senior project is to help students to organize and
conduct a project, carry out and document research, and learn to present to a panel of adults in an
organized and professional manner that is up to standards required in the business world.
I/we understand that grades for any part of senior project may be connected to assignments in Civics and
English. Students may receive credit for completion and submission of forms, written reports and
presentations detailing their experiences. Students not enrolled in senior English or Civics classes will
not receive any grades but are required to meet the same minimum standards of accomplishment for any
and all parts of the senior project as students enrolled in NVHS English and Civics classes. The district is
not sponsoring the activities and will not be responsible or liable for any activities the students choose for
the senior project.
Further, we as parent/guardian and student understand that faking or plagiarizing the paper or project will
lead to failure of Culminating Senior Project, resulting in possible failure to graduate as well as loss of
assignment grades in corresponding English and Civics classes.
I/We are fully aware of the special dangers and risk inherent in the activities my student has chosen to
participate in for this project, including any and all physical injuries, death, or other consequences that
may arise or result directly or indirectly from the activities. Being fully informed and aware of the risks
associated with these activities, I/we hereby give my/our consent for the above named student to
participate in the activities described. Additionally, I/we assume all risk of injury or liability and waive
any right of recovery from or to bring suit against the Nooksack Valley School District for any personal
injury, death, or other consequences arising out of participation in the activities, except for the sole
negligence of the District.
Parent/Guardian Signature_____________________________________Date______________________
(Parent of legal guardian signature reflects their knowledge and approval of the activities described)
Student Signature____________________________________________Date______________________
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Senior Project
Senior Project Proposal One - Bad Example
Student Name_____________________________Partner______________________________
Civics Teacher ________________________________________Period___________________
English Teacher_______________________________________Period___________________
Before you start, identify 2 of the 4 criteria below that will be fulfilled by your project.
• Criterion #1: Academic – project involves formal instruction from a professional in
the field outside of Nooksack Valley High School
• Criterion #2: Service – project provides viable service to the community
• Criterion #3: Personal Growth – project represents a unique personal challenge
• Criterion #4: Career – project involves potential future employment
1. I am going to accomplish the following for my Senior Project: For my senior project I’m
going to fix up my car. It’s got a lot wrong with it and I’d like to sell it so I can get something
better. Some people collect old Chevy Novas, so I have a chance at getting a good price.
2. My project will use the following two criteria from the list above: Academic and Career.
I intend to satisfy these two criteria by learning new information about fixing cars and I
may do this for a living.
3. My end product for this project will be:
• The car, looking good.
• I will take pictures and keep a diary of what I did.
4. Major steps for reaching this goal are (list at least 5 major steps, in order):
• Make some money so I can afford to fix the car.
• Figure out what I can afford to do with it.
• Find a garage somewhere so I don’t have to work outside.
• Figure out what tools I need.
• Do the work in a timely manner.
• Get everything done in time for presentations.
Note: Each person in a partner project must be responsible for different steps taken to reach
overall goal.
5. I estimate the cost of this project to be $500.00 because I can get some stuff free.
6. A minimum of three specific and relevant topic areas I will research for my project
and/or paper are:
• Prices for parts
• Prices people pay for fixed up Novas
• How to do a timing check
• Body work
Note: partner projects must involve different research topics.
7. The Career Pathway that this project involves is: Industry, Technology, and Engineering
Nooksack Valley High School
17
Senior Project
Senior Project Proposal One - Bad Example (Continued)
8. This project relates to my future in the following way(s): My senior project will help me
graduate so I can have a good life.
9. Write a paragraph describing why you chose this project. I picked this project because if
I have to do a culminating project I at least should have a chance to make some money off of
it. I’m not that into working on cars, but it’s worth it if I can make some money off the deal.
Also, it will be a great chance to work with my uncle; he’s someone I really admire a lot.
10. This project will challenge me in at least the following three ways:
• Making enough money
• Getting it done on time
• Figuring out how to do the work
11. Three types of evidence or proof of my progress, excluding my final product will be:
• Types of evidence or proof of progress
• A list of what I did and what I bought
• Pictures
• The fixed up car
12. My product will be evaluated in at least the following three ways:
• How good the car looks
• How hard I worked
• See how much I sell my car for
13. Two types of assistance I will require from my mentor are:
• Keeping me on track
• Answering my questions
Parent/Student Informed Consent and Commitment Section:
As parent(s)/guardian(s) and student, we are aware the Nooksack Valley School District requires that all
three phases of the project: research paper, project, and presentation must be passed in order to graduate
from Nooksack Valley High School. We understand that if the project is a product, it must be physically
present at school as a part of the presentation. If too large to physically take to school, the project will be
subject to other methods of verification. If the project is a service or an activity, it must be documented by
photos or a video which will be a part of the presentation, showing the student doing the activities.
We fully understand that this project selection decision is made independently of the staff and
administration of the high school, but is subject to school approval. This project selection and approval is
student and parent centered. We therefore assume all responsibility for any risks and costs which might be
inherent in the project chosen.
_________________________________ (Student’s full name) has my/our consent and authorization to
participate in ____________________________________________ as part of the student’s senior
project. My/our student will participate in activities which include_______________________________
Nooksack Valley High School
18
Senior Project
____________________________________________________________________________________.
I/we realize that the Nooksack Valley School District will not have staff present during the time that our
student is participating in senior project activities. I/we assume full responsibility of supervising our
child for all activities involved in their senior project.
I/we understand that the educational purpose of the senior project is to help students to organize and
conduct a project, carry out and document research, and learn to present to a panel of adults in an
organized and professional manner that is up to standards required in the business world.
I/we understand that grades for any part of senior project may be connected to assignments in Civics and
English. Students may receive credit for completion and submission of forms, written reports and
presentations detailing their experiences. Students not enrolled in senior English or Civics classes will
not receive any grades but are required to meet the same minimum standards of accomplishment for any
and all parts of the senior project as students enrolled in NVHS English and Civics classes. The district is
not sponsoring the activities and will not be responsible or liable for any activities the students choose for
the senior project.
Further, we as parent/guardian and student understand that faking or plagiarizing the paper or project will
lead to failure of Culminating Senior Project, resulting in possible failure to graduate as well as loss of
assignment grades in corresponding English and Civics classes.
I/We are fully aware of the special dangers and risk inherent in the activities my student has chosen to
participate in for this project, including any and all physical injuries, death, or other consequences that
may arise or result directly or indirectly from the activities. Being fully informed and aware of the risks
associated with these activities, I/we hereby give my/our consent for the above named student to
participate in the activities described. Additionally, I/we assume all risk of injury or liability and waive
any right of recovery from or to bring suit against the Nooksack Valley School District for any personal
injury, death, or other consequences arising out of participation in the activities, except for the sole
negligence of the District.
Parent/Guardian Signature_____________________________________Date______________________
(Parent of legal guardian signature reflects their knowledge and approval of the activities described)
Student Signature____________________________________________Date______________________
Nooksack Valley High School
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Senior Project
Senior Project Proposal Two - Good Example
Student Name_____________________________Partner______________________________
Civics Teacher ________________________________________Period___________________
English Teacher_______________________________________Period___________________
Before you start, identify 2 of the 4 criteria below that will be fulfilled by your project.
• Criterion #1: Academic – project involves formal instruction from a professional in
the field outside of Nooksack Valley High School
• Criterion #2: Service – project provides viable service to the community
• Criterion #3: Personal Growth – project represents a unique personal challenge
• Criterion #4: Career – project involves potential future employment
1. I am going to accomplish the following for my Senior Project: I plan to restore the body,
replace the upholstery, and install a CD player in my 1976 Chevy Nova.
2. My project will use the following two criteria from the list above: Personal Growth and
Career. I intend to satisfy these two criteria by challenging myself to do an entirely new
type of work on cars. I have worked on engines before, but never on body or upholstery. I am
considering a career in auto restoration, which would combine my interests in cars and in
art.
3. My end product for this project will be:
• The car, restored to its original quality interior and exterior,
• Sound technology that was not available at the time the car was produced.
4. Major steps for reaching this goal are (list at least 5 major steps, in order):
• Learn techniques for body work, painting and upholstery
• Do body work and painting
• Order upholstery supplies
• Do upholstery
• Install radio/CD player
Note: Each person in a partner project must be responsible for different steps taken to reach
overall goal.
5. I estimate the cost of this project to be $1500.00. <parent/guardian initial needed due to cost>
6. A minimum of three specific and relevant topic areas I will research for my project
and/or paper are:
• Original colors and upholstery styles for Novas
• Research do-it-yourself autobody and painting supplies and techniques
• Learn more about Novas and the reasons they are no longer made
Note: partner projects must involve different research topics.
7. The Career Pathway that this project involves is: Industry, Technology, and Engineering
Nooksack Valley High School
20
Senior Project
Senior Project Proposal Two - Good Example (Continued)
8. This project relates to my future in the following way(s): It will help me decide whether
or not to pursue a career in auto restoration.
9. Write a paragraph describing why you chose this project. I’ve always liked working on
cars, but I no longer think I want to be a mechanic as a career. I want something more
creative, so I am thinking of going into auto restoration. I expect to learn as I do this project
whether I want to make my living in the automotive field or whether I would rather work on
cars for my own enjoyment.
10. This project will challenge me in at least the following three ways:
• Budgeting time and money
• Learning the techniques of upholstery. I feel confident I can do the patching and painting,
but installing upholstery is bound to test my patience.
• Learning the most cost-effective way to install a CD player in a car that was not originally
designed for one.
11. Three types of evidence or proof of my progress, excluding my final product will be:
• My research notebook documenting upholstery techniques
• My materials lists and budget record
• Photos of me working on the car
12. My product will be evaluated in at least the following three ways:
• How close I came to meeting my original budget estimates.
• The quality of the upholstery as evaluated by my mentor
• The increase in value of the car as a result of my work
13. Two types of assistance I will require from my mentor are:
• Demonstration of autobody bonding and filling
• Advice on time management: how long will each step take?
Parent/Student Informed Consent and Commitment Section:
As parent(s)/guardian(s) and student, we are aware the Nooksack Valley School District requires that all
three phases of the project: research paper, project, and presentation must be passed in order to graduate
from Nooksack Valley High School. We understand that if the project is a product, it must be physically
present at school as a part of the presentation. If too large to physically take to school, the project will be
subject to other methods of verification. If the project is a service or an activity, it must be documented by
photos or a video which will be a part of the presentation, showing the student doing the activities.
We fully understand that this project selection decision is made independently of the staff and
administration of the high school, but is subject to school approval. This project selection and approval is
student and parent centered. We therefore assume all responsibility for any risks and costs which might be
inherent in the project chosen.
_________________________________ (Student’s full name) has my/our consent and authorization to
participate in ____________________________________________ as part of the student’s senior
project. My/our student will participate in activities which include_______________________________
____________________________________________________________________________________.
Nooksack Valley High School
21
Senior Project
I/we realize that the Nooksack Valley School District will not have staff present during the time that our
student is participating in senior project activities. I/we assume full responsibility of supervising our
child for all activities involved in their senior project.
I/we understand that the educational purpose of the senior project is to help students to organize and
conduct a project, carry out and document research, and learn to present to a panel of adults in an
organized and professional manner that is up to standards required in the business world.
I/we understand that grades for any part of senior project may be connected to assignments in Civics and
English. Students may receive credit for completion and submission of forms, written reports and
presentations detailing their experiences. Students not enrolled in senior English or Civics classes will
not receive any grades but are required to meet the same minimum standards of accomplishment for any
and all parts of the senior project as students enrolled in NVHS English and Civics classes. The district is
not sponsoring the activities and will not be responsible or liable for any activities the students choose for
the senior project.
Further, we as parent/guardian and student understand that faking or plagiarizing the paper or project will
lead to failure of Culminating Senior Project, resulting in possible failure to graduate as well as loss of
assignment grades in corresponding English and Civics classes.
I/We are fully aware of the special dangers and risk inherent in the activities my student has chosen to
participate in for this project, including any and all physical injuries, death, or other consequences that
may arise or result directly or indirectly from the activities. Being fully informed and aware of the risks
associated with these activities, I/we hereby give my/our consent for the above named student to
participate in the activities described. Additionally, I/we assume all risk of injury or liability and waive
any right of recovery from or to bring suit against the Nooksack Valley School District for any personal
injury, death, or other consequences arising out of participation in the activities, except for the sole
negligence of the District.
Parent/Guardian Signature_____________________________________Date______________________
(Parent of legal guardian signature reflects their knowledge and approval of the activities described)
Student Signature____________________________________________Date______________________
Nooksack Valley High School
22
Senior Project
Template of Letter to Mentor
May 11, 2005 (Date)
Mr./Ms. Mentor’s Name
111 Street
City, WA 98--Dear Mr./Ms. Last Name:
Paragraph 1: Introduce yourself and your project briefly. (Enter twice)
Paragraph 2: Request for them to be your mentor and describe what you need from a mentor.
Paragraph 3: Explain volunteer forms that are attached, including copy of approved proposal
Paragraph 4: Explain mentor responsibilities
Paragraph 5: Honesty Statement
Paragraph 6: Give deadlines and thank you
Sincerely, (Enter 4 times for signature)
Your Name
Nooksack Valley High School
3326 East Badger Road
Everson, WA 98247
Nooksack Valley High School
23
Senior Project
Sample Letter to Mentor (use standard size 12 font)
May 11, 2005
Mr. James McGill
Humongous Industries
3345 Life Street
Bellingham, WA 98225
Dear Mr. McGill:
I am Joan Graduate from Nooksack Valley High School. First I would like to thank you for speaking to me on
Tuesday, May 10, 2005. As you may remember, I am going to redecorate my brother’s room as part of my senior
culminating project.
This project will present me with challenges. In particular, I will need help with determining the sequence of tasks,
budgeting my time and money, and choosing an effective color scheme. Your experience as an interior designer
will be tremendously helpful to me. Therefore, I would appreciate your mentoring me in this project.
Please find the attached mentoring forms, deadlines and requirements, and a copy of my approved project proposal.
Briefly, we will need to meet at least twice and you will have to fill out a Mentor Verification form and Nooksack
Valley volunteer application. These forms must be delivered in person to the high school. There will be a short
meeting for all mentors on ______ (fill in date) at 7:00 p.m. in room 102 of the high school. You may bring your
forms in at that time. If you are unable to attend the meeting, please drop the forms off at the high school or district
office at your convenience between the hours of 7:30 a.m. to 4:00 p.m.
Briefly, as we work together, I will need your advice on my project, we will need to meet at least twice for project
verification, and you will need to sign off on the progress of my project. Upon completion of my project, I will need
a letter of recommendation from you.
I am committed to doing my best work on this project and appreciate your help. My family and I have signed the
following contract, which is included for your information:
I understand as a student that faking or plagiarizing the paper or project will lead to failure of
Culminating Senior Project, resulting in possible failure to graduate as well as loss of assignment
grades in corresponding Nooksack Valley High School English and Civics classes.
In order for me to work on my project during the summer, the mentor forms are due before the last day of school on
June 10, 2005. If you are unable to be a mentor at this time, please contact me at school (360) 988-2641 and leave a
message for me or email (your teacher’s email address) as soon as possible. I look forward to meeting with you and
planning our work together.
Sincerely,
Joan Graduate
Nooksack Valley High School
3326 East Badger Road
Everson, WA 98247
Nooksack Valley High School
24
Senior Project
Nooksack Valley High School
Culminating Senior Project Time Log
Name__________________________Civics Teacher________________________Period____
Project Description_____________________________________________________________
Mentor’s Name________________________________________________________________
Mentor’s Title____________________________________Phone________________________
Start Date
Month/Day/Year
Completion Date
Number of Hours
Total Hours
Description of Project Activity
(Additional information may be added to the back of this page, if needed.)
As a mentor, I assure that a minimum of twenty hours has been spent by the student on the
project.
Mentor Signature__________________________________________Date________________
Parent/Guardian Signature__________________________________Date________________
Nooksack Valley High School
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Senior Project
Nooksack Valley High School
Culminating Senior Project Time Log Example
Name
Joe Dokes
Civics Teacher Mr. Tate
Period 4
Project Description Lobbying for improvements to Safeco Field
Mentor’s Name Sally Tupper
Mentor’s Title Political consultant
Phone 360-555-0000
Start Date
Completion Date
Total Hours
11-1-05
4-1-06
21.0
Month/Day/Year
Number of Hours
11-1-05
12-8-05
1-22-06
2-12-06
2-23-06
4-1-06
4.0
3.5
4.5
3.0
3.0
3.0
Description of Project Activity
Attended Strategy Session/Hometown Fans
Distributed Leaflets/Mariners Game
Called Voting Constituents/King County
Attended “Save the Mariners” Rally
Met with King County Council
Held an Informational Sign at Intersection
21 hours total
(Additional information may be added to the back of this page, if needed.)
As a mentor, I assure that a minimum of twenty hours has been spent by the student on the
project.
Mentor Signature Sally Tupper
Date 4-1-05
Parent/Guardian Signature Mrs. Dokes
Date 4-1-05
Nooksack Valley High School
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Senior Project
Choosing Your Mentor
What is a Project Mentor?
A mentor is “a wise and trusted counselor or guide.” Your mentor will be your most valuable
resource. He/she must be a practicing professional or someone well versed - a minimum of two
years experience in the field. He/she will provide you with the advice and feedback necessary for
you to complete your project successfully. The quality of your project will be directly affected by
the choice of your mentor.
What is the Role of the Mentor? It includes the following:
•
•
•
•
•
•
•
Clarify with the student what the student’s project will be, including scope, timeline,
learning goals, level of hands-on experience, and expected outcomes;
Communicate clearly to the student what the mentor’s role will be, when they can meet
with the student, and what their time and skill limitations are;
Meet at least twice with the student during his/her work on the project to provide input, to
make suggestions, to see how the student is applying feedback and to judge whether or
not the student understands feedback;
Provide topic suggestions and resources to support the student’s research paper;
At the conclusion of the student’s Senior Project discuss the experience to determine if
and how well the student met his/her goals;
Write a letter of recommendation for the student upon completion of the project; and
Verify the time the student spends on the project (minimum of 20 hours) by signing the
Project Time Log and complete the final evaluation form. Students must have all required
documents turned in by Friday, April 21.
Before You Choose a Mentor:
•
•
•
Clearly define your project.
Be clear and specific about what you expect from your mentor, including the time
commitment from mentor.
Be able to show how entering into a mentorship will benefit the mentor.
How Do I Choose a Mentor?
•
•
•
•
Brainstorm for possible experts within your chosen field of interest
Talk with parents, friends, and teachers for possibilities
Look for someone who has expertise and interest to mentor you through your project
When you approach a potential mentor, act as though you are doing a job interview.
Dress nicely, give them the facts about your plans, and sell yourself! A personal
discussion will be far more effective than a phone call.
Who is NOT a Mentor?
•
•
•
•
•
A fellow student, at this or any other high school
A recent graduate – within five years
A parent or close family member (one of the purposes of a mentorship is to connect you
to the larger community)
Anyone with a criminal record
Anyone your parents aren’t 100% comfortable with
Nooksack Valley High School
27
Senior Project
Important Dates Involving Mentors/Mentor Forms
Responsibility
Date Due
Letter to Mentor Delivered
By September 30
(If not already completed in Spring 2005)
Completed Mentor Verification Form
By October 14 to NVHS
(Please bring to mentor meeting or drop off in the
high school office. May also be delivered to
NVHS via senior student.)
Nooksack Valley School District
Volunteer Form (Mentor must bring to the
mentor meeting, high school office, or district
office with copy of driver’s license attached.
Signature must be witnessed by designated NVHS
personnel.)
Progress (of Project) Check #1
December 9
(Forms available in Nov. from Civics teacher)
Progress (of Project) Check #2
February 10
(Forms available in Jan. from Civics teacher)
Progress (of Project) Check #3
March 14
(Forms available in Feb. or March from Civics
teacher)
Mentor’s Final Evaluation, signed Time
Log and Recommendation Letter
April 21
(Forms in Sr. Project manual)
Nooksack Valley High School
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Senior Project
Community Mentor Verification Form
Culminating Senior Project at Nooksack Valley High School seeks to build a bridge for students between
educational skills and their relevancy in the real world. The three phases of Culminating Senior Project
include a 20 hour investment in a project of choice, an eight to ten page research paper on a related topic,
and a 10-15 minute presentation before a panel of judges to synthesize and summarize the experience.
You are being approached by a senior of Nooksack Valley High School because you possess expertise in
an area of the student’s personal interest. Because the project must incorporate two of the following
criteria - academic, community service, career, or personal growth - you will service as both a guide and
mentor and should seek to become as involved with the project as is reasonably possible. Two mentor
meetings are held each year to give mentors an overview of sr. project, discuss expectations (of both
mentor and student) and take care of required paperwork. These meeting are in late May/early June for
students wishing to work on their project during the summer prior to their senior year and in early-to-mid
October. Your student should notify you of the exact date and time. You are welcome to attend either
meeting!
The role of the Community Mentor includes the following:
•
•
•
•
•
•
•
Clarify with the student what the student’s project will be, including scope, timeline, learning
goals, level of hands-on experience, and expected outcomes (ask for a copy of their proposal);
Communicate clearly to the student what your role will be, when you can meet with the student,
and what your time and skill limitations are;
Meet at least twice with the student during his/her work on the project to provide input, to make
suggestions, to see how the student is applying your feedback and to judge whether or not the
student understands your feedback;
Provide topic suggestions and resources to support the student’s research paper;
At the conclusion of the student’s Culminating Senior Project discuss the experience to determine
if and how well the student met his/her goals;
Write a letter of recommendation for the student upon completion of the project; and
Verify the time the student spends on the project (minimum of 20 hours) by signing the Project
Time Log and complete the final evaluation form. Students must have both of these documents,
plus the letter of recommendation turned in by Friday, April 21.
Recent graduates of our high school have made decisions about their futures, obtained scholarships,
awards and jobs directly related to this program, thanks, in great part, to the many community mentors
who have agreed to share their knowledge and wisdom with the students of our high school. Thanks in
advance for your participation!
1. Please verify that you are willing to serve as a mentor for __________________________by signing
below and providing contact information.
2. Please Print or Attach a Business Card
Name: _____________________________________________
Title: ______________________________________________
Address (incl. City and zip): ____________________________
Day Phone:__________________________________________
Email (please!): ______________________________________
Signature: ___________________________________________
3. Our school district also requires that any person volunteering to work with students complete the
attached volunteer packet. (Mentor must bring this packet to the mentor meeting, high school office,
or district office with copy of driver’s license attached. Signature on “Applicant Disclosure Form”
must be witnessed by designated NVHS personnel.)
Nooksack Valley High School
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Senior Project
Research Paper Sequential Checklist
Responsibility
Due Date
Note cards (75 minimum)
Thursday/Friday, December 1/2
Outline
Thursday/Friday, December 8/9
Draft One
Thursday/Friday, January 5/6
Draft Two
Thursday/Friday, February 9/10
Final Draft
Monday/Tuesday, March 13/14
Nooksack Valley High School
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Senior Project
Research
You will need to research in order to complete your final product and to write the required paper.
The project and paper will be related, but they will not be identical. (See page 12 for some
examples of the relationship between your product and your paper.)
Requirements for Research
•
•
•
•
A minimum of 10 different, reliable sources
At least three different types of resource; for example: books, newspaper or magazine
articles, personal interviews, scholarly journals, video or audio tapes, pamphlets,
classroom instruction, meetings, electronic databases, Internet websites, software
programs, etc.
Research supports both your final product and your paper
You must have all the information for an MLA citation in order for a research source to
count.
Brainstorming for Research Ideas
Ask yourself these questions:
• What do I need to know?
• What materials do I already have?
• What kinds of sources can I access at school?
• What other places/libraries can I use?
• What kinds of resources do I need in order to create the final product?
• What do I need to know to choose my thesis and write my paper?
• What video or audio broadcast or recording can I take notes from?
• What people can give me information or lead me to other resources?
• Can I watch a demonstration of a skill and take notes?
Nooksack Valley High School
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Senior Project
Note Cards
(75 minimum, 5 minimum from each documented source)
Definition
It is essential for a writer doing research to keep track of the information he/she is reviewing. A
note card is the preferable method. By using note cards, the writer is able to arrange cards in a
particular order, e.g. chronologically or by significance. In addition, the writer can remove cards
that will not be used and cards that are not helpful.
To make the most efficient use of note cards, the writer should be sure to put only one idea on
each card. Place all verbatim (word for word) notes in quotation marks; otherwise, the
information should be paraphrased. The idea should be recorded accurately and clearly, and it
should be written mid-way down the card.
Directions
The following four elements must be included for identification purposes:
1. Tag – short statement which summarizes what the information is about, place on upper
middle of the card.
2. Source Number – number of working bibliography source from which the information is
taken; place in top right corner of card.
3. Page Number – for purpose of documentation; place in bottom right corner of card. For
example, give the book or magazine page that you took your information from.
4. Outline Reference Number - eventually, these cards will be organized and numbered
according to the outline section in which the information will be used; place in upper top
left corner of card.
Sample Working Bibliography Card and Corresponding Note Card
Bibliography Card
Behind Desk/Library
Chambers, R. (1988, April 7).
Place to lay their heads.
The Church Herald, 2-7.
Note Card
2
2
Source Number
Tag
Homeless-Personal Closeup
A man sitting on the Chicago sidewalk
held this sign. “There’s no hope left-pity to
us all.”
Page Number
Nooksack Valley High School
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p.11
Senior Project
Your Research Paper
Your research paper will be a response to the research you have done, with your own ideas and
analysis. It is not a simple factual report about your topic. You are not going to simply tell what
you did for your project, or write down quotes from other people. You will respond to the
research you have done with your own ideas and analysis. Like a report, your paper will require
you to collect, organize, and present information. It will also require that you develop and defend
a position. Your position will be clear in the report title.
Title Examples
1. Not this:
Maybe this:
2. Not this:
Maybe this:
3. Not this:
Maybe This:
The history of the Corvair
The Corvair: An unappreciated landmark in automotive design
Symptoms of Alzheimer’s disease
Music helps alleviate depression in Alzheimer’s patients
Types of hardwood floors
Oak flooring is worth the extra time and money
You are not expected to know your final paper topic as soon as you pick your project. It may
change and develop out of your research. Final topics will be approved by your English teacher,
and your paper will be part of your English 12 grade as well as a required component of your
project. Running Start students may clear their paper topics with an NVHS English teacher
familiar with senior projects or with the Senior Project Coordinator.
General Rules
1.
2.
3.
4.
5.
6.
7.
Paper – white, 8.5” x 11”
Length – eight to ten pages
MLA format
Type – 12 point font, word processed, black print, single-sided
Margins – one inch from left, right, top, and bottom.
Stapling – upper left corner of paper
Double spacing – body should be double-spaced unless typing one of the following:
A. Lists: Each list should be indented and single-spaced; double-spaced between items
B. Long quotations: Direct quotations of forty words (four lines) or more should be singlespaced and indented one inch from the left margin.
8. Page numbers – start on page two of the text, number consecutively in upper right-hand
corner, one-half inch from the top. Do not number the title page or outline.
9. Your paper will follow the following format:
A. Title page
B. Outline
C. Introduction/statement of thesis
D. Develop topic by reviewing information from different sources
E. Position section
F. Conclusion
G. Works Cited
H. Appendix (optional)
Nooksack Valley High School
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Senior Project
Senior Project Research Paper Organization and Mechanics
Title Page of Research Paper
Definition
The title page will identify the title of your paper, give your name, and contain information that
will help organize and simplify the evaluation process. Remember, the title must be your own
creation and represent ideas presented in the paper.
Directions for the Title Page
1. Justification – Center all lines
2. Title – 2.5 inches from top of paper, size 14 bold font
3. Name – 5 inches from top of paper, size 12 font
4. English Teacher and Period – Single-space after name
5. School Name – Down to 8.25 inches from top of page
6. Date and Year – Single-space after school name
Outline of Research Paper
Definition
An outline is an orderly arrangement of related ideas, It is a sketch of what the final paper will
look like; it is a guide which keeps the writer on the correct path; it is a blueprint which makes
clear where the information belongs. An outline must be flexible in the planning stage so as to
allow for needed changes; however, it must be rigid enough to keep the writer from wandering
off the topic. In the planning stages, your outline should be a changing, working outline; in its
final form, your outline should be a permanent guide to your completed paper.
The details in an outline should be listed from general to specific. Each section begins with a
general topic, followed by the major subtopics and the supporting details and examples.
The most important element of the outline may be the thesis statement. The thesis statement of
the Culminating Senior Project paper appears in three places: in the outline following the title, in
the last sentence of the two-paragraph introduction, and paraphrased in the first sentence of the
two-paragraph conclusion. Use bold print and italicize the two thesis statements in your paper!
The thesis statement is not merely a fact; it is a position or interpretation based on the facts
of your research. The thesis statement alerts your audience to what they will read and the nature
of what to expect in the pages that follow in the paper. It most fit these three criteria: 1. It has a
point of view. 2. The topic is researchable. 3. It can be supported through facts.
Thesis Statement Example:
Artificial insemination has greatly contributed to the survival of the dairy industry.
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To create a thesis statement for your research paper, begin by evaluating your research topic and
central idea. Ideas that may help:
1. Predict consequences.
2. Claim that a problem exists about which readers are unaware.
3. Offer a solution to a problem.
4. Claim to have discovered information about which readers know little.
5. Point out a cause-and-effect relationship.
6. Draw a historical (or other) parallel.
7. Assert a conclusion (which you will justify through the information in the paper).
Another Thesis Statement Example:
Advancement in the science of D.N.A. fingerprinting may lead to changes in the death penalty.
Directions for the Outline
1. Title – One inch from top of paper
2. Thesis Statement – four lines below title; begin at left margin. Write out in sentence form.
3. Topic Outline – double-spaced from thesis statement to begin.
A. The outline points out the main topics to be covered. (Don’t subdivide the introduction
and conclusion.)
B. Use standard outline form.
C. Double-spaced before and after Roman numerals.
D. Each main heading (I, II, etc.) is a division of your paper’s topic.
E. Each subdivision must have at least two parts.
F. Place a period after each label (ex. I., A., 1., a.).
Outline Format
Topic Outline
Title
Energy Crisis of 1973
Thesis Statement:
I.
II.
III.
IV.
V.
Introduction
Thesis Statement: America’s supply of resources is vast, but not unlimited, as shown in
the energy crisis of 1973.
I.
Introduction
II.
Gasoline shortage
A. Long lines
B. Gas rationing
1.
Station closings
2.
General fear
A.
B.
III.
Voluntary energy conservation
A. Gasoline
B. Electricity
A.
B.
IV. Forced energy conservation
A. Fuel allocation
B. Speed limit
A.
B.
1.
2.
Position Section
VI. Conclusion
V.
America’s limited resources
VI. Conclusion
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Text of Research Paper
Definition
The Culminating Senior Project research paper is highly structured; it contains a two-paragraph
introduction, several developmental sections, a position section, and a two-paragraph
conclusion.
The easiest and most organized approach is systematic and involves note cards. The total process
description will follow.
Format Directions for the Paper
1. Indent - five spaces for each paragraph.
2. Double-space - all text except quotes for 40 words or longer
3. Section Headings – omit
4. Do not leave extra space between paragraphs.
Directions for the First Page
1. Page Number – omit
2. Title – omit
3. Begin text – two inches down from top of page
Introduction of Research Paper
The introduction will consist of two paragraphs. The first paragraph will be a general paragraph
about your topic, and the second paragraph will be more specific, culminating in the thesis
statement, which must be printed in bold print and italicized in drafts one and two. For the
final draft, return to regular print.
Format Directions for Subsequent Pages
(Note: first developmental section will begin immediately after the introduction which will
probably be on first page of text).
1. Page Number – upper right corner of page, one-half inch from top, starting with page two.
2. Margins –Remember one-inch margins from top, left, right, and bottom.
Developmental Sections of Research Paper
This is the place for clear, focused, logical information. It is not the place for poetic creativity or
a strong personal voice. Each section after the formal introduction should have its own
introductory paragraph, supporting paragraphs, and a summarizing paragraph as a conclusion.
Each paragraph needs a well-planned topic sentence to help you stay on track.
Each section should be written by using note cards. Organize each card according to the topic
identified by the tag on the note card and the place on the outline to which it relates. Once
organized, add to the Outline Reference number. You may find out you need more notes to
complete a section, you need to drop a section for lack of information, or you may need to add a
section because of information you forgot you had. That’s all right. Your draft outline is a work
in progress. Your developmental sections should balance each other and show a variety of ideas
from your research.
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Position Section of Research Paper
Until this section of the paper, the research has taken an objective look at the topic. Now the
writer revisits the idea of the thesis and uses specific information to prove his/her position.
It is important for the writer to use objective language. “It would appear that…” is an
appropriate approach to a position, rather than “I believe…,” which is first person and not
allowed. Remember to persuade the reader rather than knock him over; “It seems…” is always
preferable to “It is obvious...”.
Citations strengthen the position the thesis promotes. Stronger papers contain strategic evidence
that supports the writer’s position while subtly leading the reader to the same conclusion.
Conclusion of Research Paper
The conclusion will include two paragraphs. In the first paragraph, the writer should restate the
thesis and summarize the points covered in the paper. The final paragraph should be more
general and leave the reader with a clear understanding of the meaning and significance of the
paper.
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Citing and Documenting Sources
(10-citation minimum)
Definition
Citing sources, or documenting sources as it is also called, gives credit to the author whose
original work you use. It also allows readers to locate a source if they want to check your
accuracy or to read more about the topic. Citing sources helps your credibility; however, you
must be careful to limit the use of sources so that you can focus on your own thinking. Too many
quotations and lack of variety in sources detract from a writer’s ideas, making your paper read
like a list of what other people think. Sources are used to support and clarify the writer’s ideas,
not to take the place of the writer’s ideas.
Kinds of Sources
In addition to citing books, magazines, and newspapers (quality print sources), a writer must
also cite such sources as interviews, telephone conversations, television programs, computer
programs/software/on-line services, song lyrics, personal letters, dialogue from plays, charts,
diagrams, graphs, and pictures (alternative sources). Quality print sources accessed on line (for
example, material from an online edition of the New York Times), still count as quality print
even if you never actually held that newspaper in your hands.
“Do I Have to Cite Everything?”
In general, you must cite a source every time you use a quotation, fact, statistic, or opinion. You
must do this whether or not you quote it verbatim (word for word) or paraphrase (put it in your
own words). Someone else’s idea in your own words is still someone else’s idea and must be
cited. Here are the exceptions: your own ideas and opinions and well-known information that is
available from a variety of sources. For, example it is a well-known fact that Bellingham is the
biggest city in Whatcom County and a writer would not need to cite it. On the other hand, the
writer who learns that Great White Sharks have been swimming up the Nooksack River toward
Everson would need to cite this little-known piece of information.
Citations serve two main purposes:
1. Readers who are interested in the information you have presented can go to the source and
learn more for themselves.
2. You are protected against plagiarism because every time you use words or information that
are not your own, you credit the source right there in the paper.
In addition, those of you who are going on to an academic college or to a business that requires
research presentations will be prepared for the kind of documentation that is needed.
Your research paper will cite sources in two ways:
1. In the paper itself, you will cite all direct quotations and opinions and all unfamiliar facts and
statistics. These are called parenthetical or in-text citations.
2. At the end, you will include a Works Cited page. This is a specific version of the familiar
bibliography.
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The Nooksack Valley School District uses the Modern Language Association (MLA) format for
citations for both internal citations and Works Cited Lists in research papers. Many but not all
university departments and professional journals also use MLA.
MLA format follows the author-page method of citation within research pages. This means that
the author’s last name and the page numbers from which the quotation is taken must appear in
the text, and a complete reference including the title of the work should appear in your Works
Cited list.
The following guidelines are excerpted from Write for College: a student handbook, by Patrick Sebranek, Verne Miller, and
Dave Kemper, copyright 1997 by Great Source Education Group, Inc., Wilmington, MA
Citations within the paper
An author’s name may appear within the sentence itself. This is recommended if you are
going to use the source for a lot of different information. Then you just put the page
number after each separate fact.
For example:
In Great Cars of the Last Century, auto historian Samantha Gearhead * recommends a
second look at the design of the 1976 Nova hatchback, calling it “years ahead of its time” (34).
She says people who think hatchbacks are ugly are ignorant (36).
* Note that the words “auto historian” tell us something about the author, so that the reader knows why we should pay attention
to her opinion
Alternatively, the author’s name may appear in parentheses along with the page number.
For example:
The fact that only 450,000 Ford Edsels were ever sold (Gearhead 32) gives these cars a
special place in the collector’s heart.
Author/page citations will look the same in your paper whether the source is a book, a magazine, or a newspaper. The
citations on the Works Cited page will be different.
For nonprint or electronic sources, such as films, TV series, websites and electronic
databases, use the first words of the Works Cited page entry. That would be the author’s
last name, if there is an author, or the title of the article, website, or program. If the title is
very long you may use a shortened version. For example, if you watched “Eternal Sunshine
of the Spotless Mind” as research, you might write:
Jim Carrey doesn’t just do comedies such as “Dumb and Dumber.” His rubbery face can also
show confusion, sadness, and genuine loving emotion (Eternal Sunshine…).
For personal interviews, which obviously have no page number, use the name of the person
interviewed, and the year of the interview. For example:
Chester Fester, whose knowledge of autos is legendary in his community of
Nooksack, Washington, still thinks his Corvair was the best car he ever had
(2005).
Or
At least one person thinks his Corvair was the best car he ever had (Fester 2005).
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Sometimes you may have to use an indirect quotation. Maybe a website you are reading has
a quote from a book, and you want to use that quote. For example, a website called
“Student Motivation” might have a quote from the Greek philosopher Plato’s book The
Republic. You could do the citation like this:
Teachers have always known that students have trouble learning if they don’t care about the
subject. Writing nearly 3000 years ago, the Greek philosopher Plato noted that “knowledge
gained under compulsion obtains no hold on the mind” (qtd. in Student Motivation).
Sometimes more information is needed to identify the source from which a quotation is
taken. If you cite more than one work by a particular author, include a shortened title for
the particular work you are quoting so you can tell them apart. Let’s say you have two
sources, both written by Floyd Schmoe:
Schmoe says Corvairs were “true examples of American genius” (Collector Cars 23) and also
that the failure of the model was “a great American tragedy” (Meaning of Motors 153).
Short Quotations - If you are quoting up to four typed lines of prose or three lines of verse,
enclose the quotation in regular quotation marks and put it in the regular text.
For example:
Schmoe loves Corvairs so much he wrote a poem about them, calling the car “the loveliest
thing I ever saw/makes your car look sick.” (Meaning of Motors 157).
Long Quotations - If you are quoting more than four typed lines of prose or three lines of
verse, put them in their own block of typewritten lines and don’t use quotation marks.
Start the quotation on a new line, indented one-inch from the left margin, and maintain
single spacing; your citation should come after the closing punctuation mark.
Night turns to day
And I still have these questions.
Bridges will break
Should I go forwards or backwards?
Night turns to day
And I still get no answers.
Just a whisper, whisper, whisper, whisper
A whisper, whisper, whisper. (Coldplay)
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Works Cited Page
All your citations in the paper have to connect to the Works Cited page. That is where readers
can see all the information about your research.
Listed below are examples of how to set up your Works Cited section.
Important points
•
•
•
•
Double-space all your citations. They are single-spaced here to save paper, but proper
form is double-spaced.
The second and succeeding lines of each citation are indented one-half-inch under the
first line. This is called a hanging indent.
Citations are not numbered, they are alphabetized by the first word in the citation, not
counting A, An, or The.
All outside sources of information must be cited, including TV shows, films, emails, and
personal conversations. See the information below and keep notes.
To Cite Books
One Author
Format:
Author’s Last Name, First Name. Title. City where Published: Publisher, Date.
Example:
Kaku, Michio. Hyperspace: A Scientific Odyssey through Parallel Universes,
Time Warps, and the Tenth Dimension. New York: Oxford UP, 1994.
Two to Three Authors
Format:
Author’s Last Name, First Name, and First and Last Name of 2nd and/or 3rd
Author. Title. City where Published: Publisher, Date.
Examples:
Ostrander, Sheila, and Lynn Schroeder. Superlearning. New York: Delacorte,
1979.
Rabkin, Eric S., Matin H. Greenberg, and Joseph D. Olander, eds. No Place Else:
Explorations in Utopian And Dystopian Fiction. Carbondale: Southern
Illinois UP, 1983.
More than Three Authors
Format:
Author’s Last Name, First Name, et al. Title. City where Published: Publisher,
Date.
Example:
Quirk, Randolph, et al. A Comprehensive Grammar of the English Language.
London: Longman, 1985.
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An Anonymous Book
Format:
Title. City where Published: Publisher, Date.
Example:
New York Public Library Student’s Desk Reference. New York: Prentice, 1993.
Pamphlets: Treat a pamphlet as you would a book.
Format:
Author’s Last Name, First Name (if known). Title of Pamphlet. City where
Published: Publisher, Date.
Example:
Best Museums: New York City. New York: Trip Builder, 1993.
To Cite Periodicals
Signed Article in a Magazine
Format:
Author’s Last Name, First Name. “Title of Article.” Title of Magazine Date:
Pages.
Example:
Matthews, Tom. “What Can Be Done?” Newsweek 21 Mar. 1988: 57-58.
Unsigned Article in a Magazine
Format:
“Title of Article.” Title of Magazine Date: Page(s).
Example:
“Then There’s Rent Control.” The New Republic 11 Apr. 1988: 22.
To Cite Newspaper Articles
Signed Newspaper Article
Format:
Author’s Last Name, First name. “Title of Article.” Title of Newspaper Date:
Pages.
Example:
Lee, Jessica. “Bush Plans ‘to build on’ Budget.” USA Today 10 Jan. 1989: 4A.
Unsigned Newspaper Article
Format: Begin citation with title of article in quotations and then continue as above.
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To Cite Other Print and Nonprint Sources
Television and Radio Programs
Format:
“Title of Story, Episode or Segment.” Title of Program. Narrated by, if
appropriate. Television or Radio Network. Local Station, City. Date.
Example:
“Yes…but is it Art?” Sixty Minutes. Narr. Morley Safer. CBS. WCBS, New
York. 19 Sept. 1993.
Recordings
Format:
Composer, Conductor or Performer (depending on the desired emphasis). Last
Name, First Name. Title of Song. Other contributors, if appropriate.
Production Co., Date.
Examples:
Holiday, Billie. The Essence of Billie Holiday. Columbia, 1991.
Sondheim Stephen. Into the Woods. Orch. Jonathon Tunick. Perf. Bernadette
Peters and Joanna Gleason. Cond. Paul Gemignani. RCA Victor, 1987.
Films, Videocassettes, and Slide Programs
Format:
A film entry usually begins with the title, underlined, and includes the director, the
distributor, and the year. You may include other data that seems pertinent - such as
names of the writer, performers, and producer - between the title and the distributor.
Cite a videocassette or slide program like a film, but include the original release date
(if relevant) and the medium, before the name of the distributor.
Film Examples:
It’s a Wonderful Life. Dir. Frank Capra. Perf. James Stewart, Donna Reed, Lionel
Barrymore, and Thomas Mitchell. RKO, 1946.
Like Water for Chocolate (Como aqua para chocolate). Screenplay by Laura
Esquivel. Dir. Alfonso Arau. Perf. Lumi Cavazos, Marco Lombardi, and
Regina Tome. Miramax, 1993.
Videocassette Example:
It’s a Wonderful Life. Dir. Frank Capra. Perf. James Stewart, Donna Reed, Lionel
Barrymore, and Thomas Mitchell. 1946. Videocassette, Republic, 1988.
Slide Program Example:
Alcohol Use and Its Medical Consequences: A Comprehensive Teaching
Program for Biomedical Education. Prod. Project Cork; Dartmouth
Medical School. Slide program. Milner-Fenwick, 1982.
Performances
Format:
Title. Screenplay Writers’ Names. Director. Location of Performance, City. Date.
Example:
Les Miserables. By Alain Boublil and Claude-Michel Schonberg. Dir. Trevor
Nunn and John Caird. Broadway Theatre, New York. 5 Apr. 1988.
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Personal or Telephone Interview
Format:
Last Name of Person Interviewed, First Name. Personal or Telephone interview.
Date.
Example:
Brooks, Sarah. Personal interview. 15 Oct. 1988.
Lectures, Speeches, and Addresses
Format:
Speaker’s Last Name, First Name. “Title of Presentation.” (if known) OR Address
OR Lecture. Name of Conference or Meeting. City. Date.
Example:
Angelou, Maya. Address. “Opening General Session.” NCTE Convention. St.
Louis. 18 Nov. 1988.
To Cite From Electronic Sources
The point of an electronic reference is to credit the author and to enable the reader to find the
material.
Format:
Author’s name. “Title of article.” Name of specific database. Format. Date of
publication.
Example:
Smith, Rita. “Malasian Art.” The New Grolier Multimedia Encyclopedia. CDROM. 1998.
For Internet sources, include as much of the following information as available: author or
editor, publication date, article title, periodical or Web site title, Web site producer, database
name, online address (URL) and access date (the date you got the information). There are
formats for all sorts of electronic information, including emails, mailing lists, and electronic
bulletin boards. If you do not find what you need here, consult the MLA Handbook For Writers
of Research Papers in your English classroom.
Electric Library - all Electric Library citations will have the same URL (web address).
Format:
Name of Author (if known). “Title of Article.” Publication Name Date. Electric
Library. http://www.elibrary.com/education Date of Access.
Example:
“Stomp as much fun the fourth time around.” Star Tribune 7 February 1997.
Electric Library. http://www.elibrary.com/edfucation 10 September 2000.
Proquest
Format: use same format as Electric Library.
Example:
“Stomp as much fun the fourth time around.” Star Tribune 7 February 1997.
Electric Library. http://www.elibrary.com/edfucation 10 September 2000.
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World Wide Web
Format:
Author’s Last name, First Name (if known). “Title of Work.” Title of Complete
Work (if applicable). Document date if different from access date.
Protocol and address, access path or directories (Date of Access).
Example:
Hylton, Jeremy. “Shakespeare Quotations.” The Complete Works of William
Shakespeare. 1996. http://the-tech.mit.edu/Shakespeare/works.html (19
October 1998).
Email Messages
Format:
Author’s Last Name, First Name. The author’s email address, enclosed in
brackets. The subject line from the posting in quotation marks. The date of
publication. The kind of communication (i.e., personal email). The date of
access in parentheses.
Example:
Franke, Norman. <frankel@linl.gov> “SoundApp 2.0.2.” 29 April 1996. Personal
email. (3 May 1996).
The Source for citing your sources…!
The examples given for each of the resources are done in the correct format as defined in
Writer’s Inc,Write for College: A Student Handbook or Writer’s Inc, School to Work: A Student
Handbook by Sebranek, Kemper and Meyer. Copies of both of these books are located in
Nooksack Valley High School English classrooms, the Career Center, and the NVHS Library.
You may also use the internet for instructions about MLA Style. One website to try is:
http://www.ccc.commnet.edu/mla
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Senior Project Notebook
Checklist
Completed
Responsibility
Due Dates
□
1. Letter of Introduction to panel–
directions on pgs. 47-48
April 2006 (In English – exact due
date determined by teacher)
□
2. Resume – directions on pages 49-50
April 2006 (In English – exact due
date determined by teacher)
□
3. Proposal – directions on pg. 53
Completed in English – either in
Spring 2005 or Sept. 2005
□
4. Proofs of Progress (3 minimum) –
directions on pg. 53
April 20/21 (In Civics)
□
5. Project Time Log – directions on pg.
53
April 20/21 (In Civics)
□
6. Performance Evaluation (by mentor) – April 20/21 (In Civics)
directions on pgs. 53-54
□
7. Mentor Recommendation – directions
on pgs. 53-55
□
8. One draft of Research Paper (with
Completed in English –
evaluation/comments) - directions on pg. December 2005 - January 2006
53
□
9. Final Research Paper (with
evaluation) – directions on pg. 53
Completed in English –
March 2006
□
10. Practice Speech Certificate (received
from staff/junior practice panel)
Completed by April 20
April 20/21 (In Civics)
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Item #1 - Letter of Introduction
The purpose of the letter of introduction is to give the senior board judges a sense of you and
your senior project. The letter should include four paragraphs on the topics listed below. Use the
questions (below) that apply to you to help you write each paragraph. You do not have to answer
all the questions. Just pick ones that relate to you..
Single space within each paragraph, and double space between paragraphs. Do not indent. The
letter of introduction must be computer generated. Your letter should also include the following:
Your Name
Nooksack Valley High School
3326 East Badger Road
Everson, WA 98247
Date
Judges, Senior Project Panel
Nooksack Valley High School
3326 East Badger Road
Everson, WA 98247
Dear Judges:
Paragraph Contents and Questions for Consideration
Paragraph One: Project Selection
1. How did you go about selecting your project topic?
2. As an underclassman, did you entertain thoughts of a particular senior project? Did you stay
with it? Why or why not?
3. What was your first idea? How did you come up with it? Why did you abandon it? (Repeat
this question for other ideas that led up to your final choice.)
4. What role did the four senior project categories (academic, community service, career, and
personal growth) play in driving your decision?
5. Was there an experience that led you to your senior project? Example: I saw a homeless
woman with her child, sleeping on the sidewalk, and I decided I wanted to do something to
help homeless families .
Paragraph Two: Project Reflection
1. Looking back on your senior project experience, did it meet your expectations? Did it exceed
them? Why or why not?
2. What did you learn from your project experience?
3. How has your senior project choice changed you?
4. What would you do differently if you had the opportunity to do it all again?
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Paragraph Three: Future Plans
1. What are your educational and career plans after high school?
2. Discuss who you have been, who you are now, and who you envision yourself to be in the
future. For example, who were you five years ago as an eighth grader? What were your
dreams at that point? Have those dreams changed? How? How would you describe yourself
now? Where do you see yourself in ten years as a person/learner/etc.?
Paragraph Four: Note of Thanks to Judges
Things to consider:
1. The judges are people with families, jobs, and other responsibilities.
2. They take time out of their lives to express an interest in the projects of total strangers (like
you).
3. Your presentation has the potential to teach the judges something about your topic.
4. The judges may teach you something about your topic and/or provide networking
opportunities related to your future plans.
Sincerely,
(Signature)
Your Name (typed)
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Item #2 - Writing a Resume for Readers and Scanners!
Writing a top quality resume is not difficult, but it does take time and careful thought. Effective
layout invites employers to read your resume thoroughly.
Today, a resume needs to appeal to live readers and also be readable by computer scanners.
Increasingly, employers are using scanners to read resumes, matching their needs with the skills
listed on the resumes. The more skills you have the better your chances for an interview. So
creating a single resume for both computer and people makes good sense. The following
information should help you write a knockout, slam-dunk resume that can be read by humans
and scanned by computers.
Once you get started, remember that using standard headings is best, such as Objective,
Experience, Education, and Interests and Activities.
Format:
Make the resume easy-to-read, well organized, simple and personal. Grab their attention by
putting the most important information at the top. Resume templates in Microsoft Word are
available on the school computers.
Qualifications or Profile:
A Qualifications or Profile section may be added to your resume right after the objective. The
qualifications or profile section is designed to sell your most marketable abilities and
experience. It summarizes your background as well as your strengths. Whether you list specific
qualifications or describe yourself in a profile statement, either one should match the job you are
seeking. If you include a qualifications or profile section, you may choose to eliminate the
Objective, if desired. The bottom line for businesses is what you can do for them. If used, the
profile statement should be short and powerful.
Example of Profile Statement: Recent graduate with marketing course work, ability to
work independently or on a team and hands-on experience with a variety of computer
software.
Example of Qualifications Statement: Experienced child-care provider with
certification in First Aid, CPR, and STARS course-work; able to perform duties of
mother’s helper for up to four children at one time; specialize in infant and toddler care.
Content: (Experience, Activities, Awards)
Content is everything! Granted work experience is important, but even if you are an entry-level
job seeker with little work experience, you can fill the resume with solid information. Focus on
education, related courses, GPA (if it is above 3.0), academic and personal achievements,
committees, volunteer work and leadership roles, transferable skills, organizations, and clubs.
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Content: Experience, Activities, Awards (Continued)
These can compensate for lack of work experience. Always emphasize the positive! Participation
in other activities can show that you have alternative relevant experiences. Be sure to list your
most recent experiences first.
Using action verbs is important for the live reader when writing the resume.
Example: planned, designed, developed, implemented, assisted, prepared
Avoid words in the form of “to be” such as was, is, am and NEVER use I.
Abilities and Skills -- OR -- Interests and Activities (choose one or the other,
not both):
Use lots of words (nouns especially) that describe your abilities and skills or interests and
activities. Descriptive nouns are keywords picked up by scanners. This section gives additional
information about you, providing the reader with a better picture of who you are.
Example #1: Experience with Excel, Microsoft Word, and Publisher.
Example #2: Enjoy outdoor sports and tasks that require working as a team member.
References:
References are generally included if you lack experience but they can be eliminated on a resume
as your experience, background, etc., grow. The phrase References available upon request can be
placed at the bottom of the resume or left off entirely. If you use this phrase, have a second page
with your list of references to give to a prospective employer should they ask for it. Don’t forget
to contact references before actually giving or listing their name as a reference.
Last But Not Least!
DO NOT use underlining, italics, boxes, columns or fancy typefaces as it may confuse the
scanner. Limit use of bold lettering. Make it visually interesting for live readers but not
confusing for scanners.
Nooksack Valley High School
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Senior Project
3666 Telegraph Rd.
Everson, WA 98247
360-966-3333
dgreer@hotmail.com
Chronological Resume
Deborah Greer
Objective
A retail management position
Profile
Highly motivated and creative. Recognized for leadership abilities.
Resourceful. Able to get along well with people of all ages.
Experience
March 2005–present
Sales Clerk
Arbor Shoes
Bellingham, WA
• Operated the cash register, stocked shoes, and provided excellent customer
service.
• Demonstrated ability to work both alone and as a team member.
Summers 2003–2004
Farm Laborer
Rader Farms
Lynden, WA
• Worked on a berry picker during strawberry harvest.
• Required to pay attention to detail and work long hours.
• Achieved “blue hat” status; in charge of other workers on the machine.
2002-2004
Child Care Provider
•
•
•
•
Education
Smith and Brown families
Everson, WA
Babysat on regular basis for children, ages 1-5.
Demonstrated ability to solve problems, be creative, and discipline children.
Provided responsible and reliable service.
Certified in infant/child CPR
2003-present
Nooksack Valley High School
Everson, WA
• Currently a senior with 3.3 GPA.
• General education courses.
Interests & Activities
References
•
Swim team member – 2 years
•
Fast pitch team member – 4 years; received Captain’s award senior year.
•
Enjoy traveling, hiking, four-wheeling, and shopping.
Available upon request
Nooksack Valley High School
51
Senior Project
3666 Telegraph Rd.
Everson, WA 98247
360-966-3333
dgreer@hotmail.com
Skills-based Resume
Deborah Greer
Objective
A retail management position
Profile
Highly motivated and creative. Recognized for leadership abilities.
Resourceful. Able to get along well with people of all ages.
Skills
Interpersonal & Thinking Skills
Fall 2004, 2005
LHS Swim Team
Lynden, WA
• Participated as a relay team member and individual performer
• Consistently decreased times
Spring 2003, 2004
NVHS Fastpitch Team
• Received Captain’s Award 2004
• Encouraged and supported team members
Everson, WA
2000-present
Greer Family
Everson, WA
• Have had regular responsibility for care of younger brother since he
was born
• Able to make decisions and solve problems in child care situations
• Responsible for making dinner one night per week for the last two
years
• Regularly carry out weekly housecleaning and yard work chores
Technology Skills
• Proficient at installing software and upgrading computers
• Have taken Computer Applications I & II
• Often help adults at school problem solve computer program questions
Interests & Activities
Enjoy traveling, hiking, four-wheeling, and shopping.
Education
2003-present
Nooksack Valley High School
• Currently a senior with 3.3 GPA.
• General education courses.
Refer
Available upon request
Nooksack Valley High School
52
Everson, WA
Senior Project
Item #3 - Proposal
A signed (by parent and student) copy of your final, approved proposal must be included as the
third item in your senior project notebook.
Item #4 - Proof of Progress
Three (minimum) proofs of progress are included as the fourth notebook requirement. Clearly
label each proof of progress and put in chronological order from earliest to latest. More than 3
proofs of progress may be included if desired.
Item #5 - Project Time Log
Your Time Log (from pg. 25 in the manual) must be typed and complete. It is the fifth
requirement for your notebook. The total number of hours spent on your project needs to be
shown on the bottom line. Don’t forget mentor and parent signatures. The Time Log is due on
April 20/21, 2006.
Items # 6 & 7 - Performance Evaluation and Letter of Recommendation (both
to be completed by mentor)
A Performance Evaluation and a Letter of Recommendation are the sixth and seventh
requirements for your Culminating Senior Project. Samples/directions are on the next two pages.
Both of these items must be delivered to your mentor at least two weeks prior to April 21.
DO NOT wait until the last minute to ask your mentor to complete these tasks. Both the
Performance Evaluation and the Letter of Recommendation are due on April 20/21, 2006.
Item # 8 - Draft Research Paper
The eighth item in your notebook is the first draft of your research paper, completed in English
in January. Label it neatly.
Item # 9 - Final Research Paper
Item number nine is a neat, final copy of your research paper, completed in your English class in
March. Include the evaluation completed by your teacher.
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Senior Project
Nooksack Valley High School
Senior Project
Mentor’s Final Performance Evaluation Form & Suggestions for Mentor’s Recommendation
The mentor evaluation is a very important part of the Senior Project 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 part of the student’s senior project notebook. Thank
you so much for your time and commitment to our student’s personal growth.
Mentor Name: ________________________________ Signature: _______________________________
Student Name: ________________________________________________________________________
Description of student’s project: __________________________________________________________
Did the student spend 20 or more hours on his/her project?
Yes _______
No ________
Did the student meet with you at least twice during his/her project so that you could provide input,
feedback, make suggestions and determine if the student was applying the feedback?
Yes __________
No __________
What are the first words that come to your mind to describe the student? __________________________
Student Performance Evaluation
(Please place a check mark in the appropriate column listed below)
Unsatisfactory
Satisfactory
Exemplary
Appearance
Attendance
Attitude
Efficiency
Effort
Follow through
Punctuality
Shows initiative
Overall Assessment
(Please check only one box)
Failed to meet minimum requirements … Met requirements successfully … Exemplary
Comments (please include comments on how the student could have improved the student-mentor
relationship, if applicable) If you would like to write on the back or attach an additional page, please feel
free to do so. _________________________________________________________________________
I recommend this student: … With reservation … Confidently … Enthusiastically … Don’t Recommend
Please return this form & recommendation letter to the student no later than April 20, 2006. The student
must turn both in to the school on Friday, April 21st. Thank you for your participation in this program and
in the lives of our young people.
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Senior Project
Mentor’s Letter of Recommendation
Please write a letter of recommendation for your senior student. If possible, a typed letter in
business-letter format is preferred. (See the sample letter below.) Suggested topics to include
might be the student’s work ethic, problem solving skills, and interpersonal skills. Include other
topics as you see fit but please address only those items that you can be positive about! (If your
positive comments are limited and you can only write a short letter, that’s OK!)
Thank you!
SAMPLE RECOMMENDATION LETTER:
Current Date
Ladies and Gentlemen:
This year I had the pleasure of working with John Doe on his culminating senior project. John
met with me about welding techniques to improve his skills in building a flatbed.
John was rewarding to work with because he was respectful of my time by calling in advance
and being punctual for our meetings. He was diligent in learning the procedures and techniques
that I demonstrated to him.
I am impressed by the flexibility John showed when dealing with complications in his project.
Those problem solving skills will serve him well in the future.
Sincerely,
Mr. James Mentor
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Senior Project
Senior Project Presentations
Checklist
Responsibility
Date Due
1st Practice Speeches
April 3-7 in Civics
Mandatory Evaluated Practice Speeches
April 17-20
Practice Speech Certificate – (Item #10
in notebook)
April 20
Senior Presentations
May 9-11
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Senior Project
Presentation Overview
The final phase of Culminating Senior Project is the Presentation, the speech that each senior
gives before a panel of judges. The panel of judges typically consists of 1-2 Nooksack Valley
High School staff members and 2-3 community members. This presentation, using visual
support, explains your research paper and project. Before the judges hear your presentation, they
have read through your Senior Project notebook to become familiar with you and your project.
The panel listens to the presentation, judges whether or not the presenter met the required
expectations, and determines if the presentation passes or fails.
Item # 10 - Practice Speech Certificate
1. Each student will be required to give his practice speech to an assigned staff member and
group of students before being allowed to give the speech to a panel.
2. Qualifications for the speech:
A. Ten to fifteen minutes long.
B. The presentation must incorporate a visual aid. If you have created a product, have the
product with you at your presentation as well as photographs/video of the process
involved in creating the product.
C. Visual presentation - if a video, may only use two minutes.
D. There must be a recognizable introduction and conclusion.
E. Both the paper and the project should be discussed in the speech. You need to clearly
explain the connection between your paper and project.
3. To receive this certificate, students must successfully meet the required expectations. Each
student must have a signed Practice Speech Certificate before he/she may be allowed to do a
Senior Project Presentation.
4. There will be a five minute question and answer period following each presentation.
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Senior Project
Presentation Details to Remember
1. Time
Presentations will take place on Tuesday, Wednesday, and Thursday,
May 9 - 11, 2006.
2. Dress
Return to school on your assigned day dressed professionally, bringing
your visuals, notes, and other materials to be used in your presentation.
3. Supplies
All final equipment requests must be turned in to the Career Center by
April 2`. We will do everything we can to meet your request but in the
end it is your responsibility to check and double-check that
requested equipment is available and working properly prior to your
presentation.
4. Preview
Your judges will have previewed the contents of your portfolio to
become familiar with you and your project. This includes looking at your
research paper and evaluations, your proposal, resume, and other
required portfolio items.
5. Audience
Three to five volunteer community members will serve as both panel
audience and judges of your presentation. Panelists will attend a training
session prior to listening to presentations. They may or may not be
experts in your topic area. If there are concerns about potential panel
members, students should contact the sr. project coordinator in advance
of presentations. Students may invite parent(s)/guardian(s) and their
mentor to attend the presentation. Other spectators are not allowed.
6. Questions
Each speech will be followed by a five minute question and answer
period. Panel members will ask you questions. Be at ease.
7. Evaluation
Each panel member will fill out an evaluation form of your presentation.
Scores will be averaged. You won’t find out your status until the
morning after your presentation. The minimum (averaged) score required
for passing is 35.
8. Notebook
Your notebook will be returned to you. Nooksack Valley High School
will retain a draft of your paper, your note cards, and your bibliography
cards.
9. What happens if you
don’t pass?
The mandatory practice presentations help students avoid this
situation! However, a “make up” presentation night is always scheduled
for students who either don’t pass the first presentation or have
emergencies arise that make it necessary for them to reschedule.
Students that don’t pass the first time will be expected to prepare and
practice with one or more NVHS staff members to help them reach a
passing level with their second presentation.
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Senior Project
The Senior Project Presentation Structure
There are six major components of the Senior Project Presentation. They are:
1. The Introduction
2. The Body
3. The Delivery
4. The Visual Aid
5. The Conclusion
6. The Question and Answer Period
The Introduction
The introduction is the most important part of any speech. Listeners often base their opinions
about a 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 of the
speech. Tell your audience your purpose and what direction your speech will take.
Examples of Introductions
Topic: People who drive should not drink.
Story:
Tell a story of a teenage couple who were killed instantly in a car
crash because the driver of their car had been drinking heavily at a
party.
Startling Statement:
Over two-thirds of all teenage car accidents are due to drinking.
Quotation:
“The road to the grave is paved with good intentions. A teenager’s
good intention to remain alert behind the wheel may be destroyed
by that last drink and drive.”
Question:
Have you ever seen the wreckage of a head-on collision? The
scattered glass, broken bodies, twisted metal? If you have, you
would never drink and drive.
Humor:
The only thing you get by giving coffee to a drunk is an alert
drunk. Many people feel that drinking coffee when leaving a
drinking party will insure they will be sober drivers. This is not the
case.
Demonstration:
Show five pictures of the results of a head-on collision.
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Senior Project
Reference to Audience
or Occasion:
Look at the people sitting on each side of you. There is a 75
percent chance that one of the three of you will be involved in a
traffic accident with a drunken driver at some time in your life.
Personal Experience:
This is painful for me to talk about, but it is something I feel most
strongly about. For the past eight months my best friend has been
in the hospital because of a New Year’s Eve accident involving a
drunken driver.
Statistics:
Eighty percent of all fatal accidents involve at least one drunken
driver.
The Body
Contained in the body 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 both the paper and project components of the Senior Project and how they
relate to one another, and
4. Make clear that genuine learning has taken place, and how that learning will be applied
later in life.
The Delivery
The delivery contains verbal and non-verbal cues.
Verbal cues include:
1. Use of voice
A. Rate/speed – not too fast/not too slow – an even pace is maintained
B. Volume – can be easily heard in the back of the room
C. Pronunciation – words are expressed clearly and correctly
Non-verbal cues include:
1. Poise and professionalism
2. Appropriate dress and appearance
3. Eye contact
4. Incorporation of visual aid
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Senior Project
The Senior Project Presentation (Continued)
The Visual Aid
Each presentation must incorporate a visual aid. When used effectively, visual aids can be an
excellent means of reinforcing or clarifying your ideas. If, however, the visual aid is used
incorrectly, it can detract from rather than improving your speech. Consider the following
guidelines for using visual aids.
1. It is expected that your visual aid demonstrates thought and preparation.
2. The visual needs to be incorporated in the speech. You should point out the visual aid as
the information is discussed.
3. During your presentation, the judges want to see what you have learned through your
project experience. If you have created a product, have the product with you at your
presentation as well as photographs/video of the process involved in creating the product.
4. A visual aid must be large enough to be seen by the entire audience. If you are using a
poster or chart, make sure that your lettering or drawings are dark or vivid enough so that
those farthest away will get the information. Unless each member of your audience can
see your visual aid clearly, don’t use it.
5. Avoid visual aids that are overly complex. A complicated drawing or too many words or
statistics will defeat your purpose. A listener must be able to grasp the meaning of your
visual instantly.
6. Your visual aid should clarify or reinforce your point. Displaying a picture of yourself
holding a string of bass during a demonstration on how to fillet fish might do something
for your ego but will add nothing to your audience’s understanding.
7. Make sure that you maintain good eye contact when referring to your visual aid. It is for
the audience, not you to look at. Besides, looking out at your audience will help you
determine if you are displaying your visual aid in a way that can easily be seen by all.
8. If possible, keep your visual aid out of sight except when you are using it. Attention is
intermittent. A person pays attention to something for a while, stops for a moment or so,
and goes back to paying attention again. If you leave an interesting visual aid out to look
at, chances are that some in your audience might find themselves paying attention to it
rather than your speech.
9. Organize your visual aid(s) in the order you will be using them and use your visual aid
when practicing your speech. Become so familiar with each visual aid that you can refer
to any part of it with little loss of eye contact. Know where it will be when you want it
and where you will put the aid when it is not being used.
10. Make sure that your visual aid does not take up too much time. Remember, you are using
a visual aid to support a point you are making in your speech, not as a section of the
speech itself.
11. Never pass a visual aid through the audience. If you do, you will lose the attention of at
least three listeners – the one looking at the aid, the one who has just passed it on, and the
one who will be getting it next. An exception would be if you were passing out an aid or
handout to each member of your audience. There is less chance that this activity will be
distracting if you pass the items out near the end of your speech, perhaps even at the
conclusion.
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Senior Project
The Conclusion
Speech conclusions are usually brief and account for only five percent of the total speech.
However, if you are going to work at getting the audience’s attention at the beginning of the
speech, you should also put considerable effort into the conclusion.
Examples of Conclusions
Topic: Colorization of Movies
Summary:
Therefore, the adding of color to movies originally black and white
is an attempt to make them more appealing to today’s audience
that have grown used to color films.
Emotional Appeal:
Changing the historic value of black and white movies destroys the
legacy of the original from which today’s movies have been
created.
Request for Action:
Don’t rent colorized movies at your local video store. Tell them
you oppose colorization.
Quotation:
As one scholar of film studies has stated, “Black and white films
have an important place in the history of the movie industry.” We
must preserve films in their original state.
Tying Conclusion
and Introduction:
Whether it is “The Great Train Robbery” or any other film I
mentioned in this introduction, I hope you will take the time to see
the films.
The Question and Answer Period
At the conclusion of your speech, you will respond to questions from the panel of judges. 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.
Once the question and answer period has begun the speaker should keep several points in mind:
1. Be impartial in recognizing listeners who have questions.
2. Be concise and complete in your responses.
3. Don’t be afraid to ask for a question to be restated or answer “I don’t know but that’s a
good question and I will find out the answer” when appropriate.
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Senior Project
SENIOR PROJECT PANEL PRESENTATION EVALUATION
Senior’s Name: __________________________
Speech Start Time: _______
Speech Finish Time: _______
Total Speech Time: _______
Panelist’s Name: _________________________
Please score for each standard on front and back of this sheet. To pass, a student is expected to earn a minimum of 35 points. The objective is for a student to earn a
majority of “Meets Standard 3 Points”. Please complete the tally at the bottom of the back sheet and write comments. The student appreciates your constructive
comments. Thanks!
Criteria for
Below
Approaching
Meets
Exceeds
Panelist
Panelist Comments
Speech
Standard
Standard
Standard
Standard
Score
1 point
2 points
3 points
4 points
No eye contact
Needs to work on better eye
Looks at the audience most
Looks directly at the audience
Eye Contact
Quality of
Voice
Attitude/
Enthusiasm/
Poise
Attire
Opening/
Introduction
Speech Body
Visuals
contact
Projects voice well most of
the time; speaks clearly with
good volume.
of the time.
Clear articulation;
appropriate volume and
inflection; uses proper
grammar
Some enthusiasm
Enthusiastic and has
positive attitude
Too casual, informal
attire; inappropriate
or sloppy for
presentation
Neatly dressed but lacking
appropriate formality.
Non-existent
Has introduction; lacks
spark; needs improvement
For men: button shirt with
or without tie; dress slacks.
For women: skirts, dresses,
or slacks; appropriate shirt;
Dress shoes for all
Interesting; appropriate;
sets tone
Disorganized; lacks
transitions; ideas
choppy; talks too
fast; frequently uses
“ummmm” or other
fillers
Lacks visuals or
very poor quality
Ideas clear, transitions
inconsistent or missing;
talks at a somewhat
inconsistent pace (too fast
or too slow)
Organized; smooth
transitions; ideas clear and
shows in depth
understanding; talks at an
even and consistent pace
Uniquely insightful; makes a
strong statement or impact on
audience; talks at an even and
consistent pace
Has visuals but
inappropriate overall size or
content or may have a few
spelling errors; lacks
neatness; may not be used
effectively
Visuals are clear, good size,
correctly spelled; polished
appearance; used
effectively
Very professional look and
use of visual
Lacks voice
inflection; difficult
to hear; speaks too
fast; errors in
grammar.
No enthusiasm
with interest.
Skillfully uses voice
inflection and volume;
projects voice well; uses
proper grammar; expressive
voice
Positive attitude and
enthusiastic plus demonstrates
pride and passion towards
project.
Not applicable
Draws attention in unique
way
Questions for student:________________________________
___________________________________________________
Sub-total front page______
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Senior Project
Criteria for
Speech
Below
Standard
1 point
Approaching
Standard
2 points
Meets
Standard
3 points
Depth of
Knowledge
Research not
evident or
unrelated to project
Lacks depth of knowledge
as it is applied to project;
research lacks depth
Applied research to quality
project; shows depth of
knowledge
Research was extremely
meaningful and project is of
superior quality; shows indepth knowledge of topic
Answers
Audience
Questions
Conclusion
Inconsistent,
unclear statements;
cannot answer
multiple questions
Answers questions but
without real depth;
struggles with some
questions
Answers questions
honestly, thoughtfully, and
with substance
Answers questions with
assurance and with in-depth
knowledge
Lacks conclusion
Clear and consistent with
topic; sense of completion
Letter of
Introduction
(in notebook)
Less than 1 typed
page; disorganized;
lacks depth;
multitude of errors
Included but somewhat
irrelevant or inconsistent
with speech body; abrupt
1 page typed; focus of
project is weakly
presented; lacks clarity;
some errors in spelling and
grammar
Uniquely insightful; makes a
strong statement or impact on
the audience
1 page typed; correct
grammar and spelling;
outstanding summation of
project with in-depth
thinking
Under 8 minutes or
over 15 minutes
Between 8-10 minutes or
over 15-17 minutes
Not applicable
Not applicable
Speech length is between
10 and 15 minutes (The
Standard)
Prepared with materials
ready to present
(if none available,
give 0 points)
Speech
Length
Arrival
Time
Exceeds
Standard
4 points
1 page typed; correct
grammar and spelling;
focus of project is logical
and clear
Panelist
Score
Panelist Comments
Not applicable
Not applicable
s
Sub-total back page
______
Sub-total front page
______
Total points
(35 points required to pass)
Check one
______
______ Meets Standard
______ Does not meet Standard
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Senior Project
Acknowledgements
Many thanks to Governor John R. Rogers High School and Sumner High School for sharing their
ideas and senior project manuals with us. They provided excellent models as reference
throughout the process of re-vamping this Culminating Sr. Project Handbook.
Special thanks is due the NVHS Sr. Project Task Force of Sandy Austin, Bobbin Wilson, Adam
Craig, Aaron Bagwell, Ingrid Grant, Mickey Schuster, Kellie Edwards, Dan Wood, Lane
Morgan, Carol Lagasse, Dave Olson, Patti Wells, Brad Stephan, Joni Heutink, Sharon Reese,
Diana Quinn, Rob Prosch, Sue Ann Heutink, and 2002 graduates Lennon Bronsema, Susan
Meixner, and Abbie Holt. Their vision and desire for educational excellence is part of the
foundation for change at Nooksack Valley High School.
Some information printed with the permission of Far West Edge, Inc., Medford, Oregon.
Typing and proofreading by Susan Everett.
Resume examples from Microsoft Word Templates, Windows XP.
Research References:
Sebranek, P., Meyer, V., & Kemper, D. (1996). Writers INC. Lexington, Massachusetts:
D.C. Heath and Company.
Culminating Senior Project Staff 2002-2005
Toni Dahlquist, Special Education
Sue Ann Heutink, Coordinator
Lane Morgan, AP Lit and English 12
Robb Myhre, Civics
Rob Prosch, Principal
Sue Robinson, Business English
Brad Stephan, Civics
Nooksack Valley High School
3326 E. Badger
Everson, WA 98247
(360) 988-2641 Fax (360) 988-7058
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