Irvington High School
Table of Contents
Second Semester Timeline.............................................................................................................2
Essential Question Draft................................................................................................................4
Non Profit Organization Interview ..............................................................................................6
Annotated Bibliography ................................................................................................................7
Source Check Directions ...............................................................................................................8
Source Check Sample ....................................................................................................................9
Thank You Letter ........................................................................................................................10
Policy Paper ..................................................................................................................................11
Policy Paper Simplified Diagram ...............................................................................................13
Policy Paper Rubric .....................................................................................................................14
Service Project Requirements .....................................................................................................16
Service Verification Form ...........................................................................................................18
Documenting Your Service .........................................................................................................20
Policy Presentation.......................................................................................................................21
Policy Presentation Rubric..........................................................................................................24
Answer to Essential Question .....................................................................................................26
Government Advocacy Letter .....................................................................................................27
Sample Government Advocacy Letter .......................................................................................28
QUEST Binder Checklist ............................................................................................................30
QUEST Testimony .......................................................................................................................32
QUEST Testimony Rubric ..........................................................................................................34
Citation Examples/References ....................................................................................................35
Simple QUEST Rubric ................................................................................................................36
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QUEST 2015-2016 Timeline (2nd Semester)
Feb 16th
Non-Profit Interview Notes (Eng)
Essential Question Draft (Econ/Eng)
Feb 23rd
Source Check #5 (Econ)
Thank You Letter (Eng)
March 8th
Source Check #6 (Eng)
March 22nd
Policy Paper (Econ)
Final Annotated Bibliography (Eng)
April 5th
Service Verification (Econ)
April 5th to April 22nd
Policy Presentation (Eng)
April 12th
Answer Paper (Eng)
Government Advocacy Letter (Econ)
April 19th
Binder Check (Eng)
April 29th
Last Day to Turn in Work!
May 18th and 19th
Testimonies (Grade in Eng)
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ESSENTIAL QUESTION
Remember that your final Essential Question should have a “solution” component added to it (ie “How
do we fix this?). Some essential questions may already have this component.
Student Name __________________________________________________________
English Teacher _________________________________________________________
Government Teacher _____________________________________________________
ESSENTIAL QUESTION:
SUBMIT THIS AND EACH EQ REVISION TO YOUR ENGLISH AND GOVERNMENT TEACHER. Save
each draft submitted. Your final essential question should be written in italics, centered above
the first line of your Policy Paper (Due March 22nd).
Your essential question may change many times. Keep all copies of attempted essential
question with the teachers’ comments on them. Only final draft receives the signature of both
English and government/economics teacher.
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Non-Profit Interview
Due February 16, 2015 (English)
Your Non-Profit Interview is the second formal interview with your Consultant and/or contact
person at the non-profit. Turn in your signed and dated (by the contact person at your nonprofit) notes from this interview to your English teacher by February 16th. For this interview, you
will need to create 10 new and relevant questions guide your research to for a successful Policy
Paper and Advocacy Letter.
Guidelines:
1. Make sure you take your 10 questions with you to have your Non Profit Contact
Person sign and date them as proof you did the interview.
2. You do not need to write a word for word account (no transcript). Write the answers or
the main ideas as the response to your questions.
3. Make sure your questions are relevant. You already have 8 Research sources to prepare
questions that are specific and focused on finding solutions to your social issue.
4. Refer to the first semester packet for interview hints and suggestions.
Turn in: 10 questions, typed; notes from Consultant
interview; and Consultant signature and date on the bottom
of the page Remember: You are interviewing this person as
an expert on the content of their field, not their personal or
work life. Try to write questions that your consultant would
know from his or her expertise and experience.
Many students find it awkward or uncomfortable to
interview an adult in the professional world. Being prepared
and organized will help to alleviate such feelings. You have
completed somewhat extensive research on your topic,
gathered your conclusions and made connections in writing
as well as presented your findings to your peers and
teachers. You now have the ability to ask specific, probing
questions based on the work you have completed. If you ask
questions of the same depth and ignorance as your first
interview, this will seem like an exercise in redundancy.
However, if you ask questions that demonstrate how much
your knowledge and interest has evolved, the interview will
reveal your aptitude and dedication. Your consultant will
feel like they have played an important role in your
achievement, which is never embarrassing.
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So what should I ask?
• Ask if there are any disagreements or
differing opinions on how to deal with
the social issue.
• Ask what obstacles are preventing
progress (Why don’t we just…?).
• What are some other ways that others
are dealing with it? You’ll need to
discuss several in your Policy Paper.
• Ask what responsibility the
government has in the problem. You’ll
need to find the appropriate official to
receive your Advocacy Letter.
• Ask what this NPO is currently doing to
solve or at least deal with the problem.
• Do we need new laws? What can
families/citizens/voters do? What can
activists do?
• Ask more about how your service fits
into the solution.
• Always ask follow up questions.
Irvington High School
QUEST Annotated Bibliography
(see chart for due dates)
An annotated bibliography is a works cited page that includes a summary for each source, along with
commentary on how you plan to use it in your research. For the QUEST project, you will gather sources in
order build an annotated bibliography over time by completing “Source Checks” (see directions for
creating these on the following page). In each source check you will be responsible for reading,
summarizing and citing two or three different sources. By the end of the first semester, you should have
at least 8 different sources summarized, and by the end of the project you should have a minimum of 12
different sources summarized.
Remember that we are not expecting you to find 12 different sources all at once! You will be turning in
“Source Checks” regularly in order to build your annotated bibliography over time. Your Annotated
Bibliography and source check due dates are outlined below:
Annotated Bibliography/Source Check Schedule
Assignment
Source Check #1
Teacher
English
Due Date
10/20/2015
Number of Sources
2
Source Check #2
Government
11/10/2015
2
Source Check #3
English
12/1/2015
2
Source Check #4
Government
12/8/2015
2
Annotated Bibliography #1
Government (turnitin.com)
12/15/2015
8 Sources Total
st
nd nd
th
1 Semester Ends January 22 /2 Semester Begins January 25
Source Check #5
Economics
2/23/2016
2
Source Check #6
English
3/8/2016
2
Annotated Bibliography #2
English (turnitin.com)
3/22/2016
12 Sources Total
Annotated Bibliography Requirements:
1. Must be in standard QUEST style
2. All sources from your “Source Checks” must be pooled together and then arranged in alphabetical
order
3. Minimum Sources: Annotated Bibliography #1 (1st semester) must have at least 8 (these should be
taken directly from your source checks); Annotated Bibliography #2 (2nd semester) must have at
least 12 (the first 8 sources will be those from 1st semester, which means you will need to find 4
new sources to include)
a. You may always include more sources than the required minimum, but all sources
submitted for “Source Checks”, must be included in your Annotated Bibliographies.
4. Each source must address a specific question from your RFI questions (“Source Check”
instructions will explain how to document this)
5. Annotated Bibliography #1 and #2 must be submitted via turnitin.com and must be present in
your QUEST Binder for each of your QUEST presentations
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QUEST Source Check Directions
(Remember that second semester sources should be focus on ways that your social issue
is being addressed, and whether or not any of these strategies are working)
Objectives:





Read and reread sources, then annotate and retell the content of the article in your own
words.
Evaluate the source, as well as the author, considering the purpose and any potential biases.
Figure out the intended audience and interpret the intended purpose the author is trying to
achieve.
Produce a properly formatted MLA works-cited entry for each source.
Answer questions created in the RFI.
For each source you read, you will need to create a Source Check Entry. This is the same as an
entry in your annotated bibliography. It consists of two parts:
1.
Citation: This includes all of the same information as an entry in your Works Cited Page
in MLA format.
2.
Source Description: This is a paragraph that:
a. Summarizes the content of the source (exactly what the source says)
b. Analyzes the validity of the source (what makes it worthy of being in your
project?) including information on the author (such as purpose, audience,
authority, or bias) and discussion of any rhetorical strategies employed.
c. Reflects on the use or value this source had on your project. It may have
answered one of your RFI questions, alerted you to a new issue, debunked a
previous misconception, etc.
Reminder!!! Each source check assignment that you turn in will eventually go into your annotated
bibliography. As long as you complete your source checks on time, and make corrections
suggested by your teachers, all you will have to do for the annotated bibliographies is cut and
paste from your source checks! Here is the schedule again to remind you.
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Sample Source Check Entry
Nijhuis, Michelle. "When the Snows Fail: The Great Desert State of California and Their Search for
Water." National Geographic. Oct. 2014: 58-77. Print.
In the National Geographic magazine article “When the Snows Fail: The Great Desert State of
California and Their Search for Water”, author Michelle Nijhuis, science Journalist for National
Geographic and The New Yorker, explains the agricultural and water systems in California in relation
to the ongoing drought. Using the Diener farming family in the Central Valley as an example, Nijhuis
illustrates how water shortages caused by the drought have forced farmers like the Dieners to scrap
profitable but water-intensive crops in exchange for drought tolerant crops. The author goes on to
describe how farmers rely on surface flows and groundwater, as rain is scarce and inefficient. Given
that water is so valuable in California, Nijhuis also defends farmers who gamble on cash crops that
yield higher profits despite their high rates of water consumption. She then transitions to the root
cause of the drought in California: climate change, or more specifically, the lack of snowfall that
gradually melts to supply water into rivers and other sources. Michelle Nijhuis relates this to
Australia’s past predicament, ultimately connecting it all to the need for change and adaption, such
as water use regulations and reforms. This is an article for citizens concerned about the agricultural
market and the drought overall to better understand the root causes of the water crisis and what has
been done to adapt to changes. This answers my inquiries as to the environmental and social
implications of the current water shortage, thus contributing to the answer of my essential question.
Each source check entry will be scored out of 5 points on the following scale:
Excellent (5)
Good (4)
Acceptable (3)
Redo
Annotations include:
Annotations include:
Annotations include:
Annotations are
 comprehensive
 Adequate summary
 Summary of
missing one or more
summary of content
of content
content
pieces (summary,
 insightful analysis of
 Adequate analysis
 Accurate analysis of analysis, reflection,
context and
of context/
context/ audience
connection, quotation/
intended audience.
audience
 Connection to
paraphrase).
 Meaningful
 Connection to
QUEST project.
connection to
QUEST project.
QUEST project.
 Answer to RFI
question
*Deductions: (.2) points will be deducted for mistakes in MLA format; (.1) points will be deducted
for mistakes in grammar or mechanics
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Thank You Letter
Due February 22nd, 2016 (English)
Use the following format for your letter. Your letter should mirror this exactly! Attach your signed
letter with a self-addressed (with return address), stamped envelope. DO NOT SEAL THE ENVELOPE.
Your Return Address (no abbreviations for Street, Avenue, etc.)
Your City, ST zip code
Today’s date (write it out, i.e. February 23, 2016)
First and last name of the person you are writing (include forms of address if appropriate, ie. Dr.)
Title (only include if appropriate; i.e. don’t write “Teacher”, but do write “President”)
Company Name
Address
City, ST zip code
Dear Mr./Ms./Dr. Person: [note the colon] (do not put just your consultant’s first name)
Indentations for paragraphs are not used. The body paragraphs are single spaced in a business letter.
But, you should double space between paragraphs. In this first paragraph you should thank your
Consultant for the valuable time, expertise, and patience he/she has provided you during your meetings.
You, hopefully, have a greater understanding of “xyz” (whatever your topic is/their expertise is), ...you
want to be making broad statements like these in this opening paragraph.
In the second paragraph, be more specific. Give examples of how you benefited from the time you
have spent with your Consultant. Be sure to be positive about your experiences and don’t write
them a vague, effortless, boring summary that sounds like a glib form letter. Remember how
grateful you were when they agreed to help you earlier? You owe them a sincere thank you.
In the last paragraph, conclude your letter. Thank your consultant one last time. If you wish, invite them
to your testimony: “I am not certain of the exact date or time yet, but I would like it if you could attend
my QUEST testimony on May 18 or May 19, 2016. I will contact you once I have the specific day and
time.” Or, some statement like this.
Sincerely, (appropriate closings include: Very truly yours, Sincerely yours, Cordially)
Sally Student
A business letter is not restricted to one page. Remember that this is a concise, but sincere thank you to
your consultant for their time.
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Irvington High School
Semester 2 QUEST Packet
QUEST Policy Paper
(Due 3/22/2016)
Purpose: The purpose of a policy paper is to propose change in society by building a case that action
must be taken, and then suggest specific actions to be taken.
Objectives:
 Establish your social issue in order to convince the audience that action must be taken.
 Investigate 3-4 strategies/policies (government action) for working toward solutions to your
social issue.
 Objectively explain/compare/explore/evaluate the varying perspectives on your topic.
 Include your specific Service Plan/Project as one of these strategies to be evaluated.
 Make recommendations as to which strategy or combination of strategies you believe should be
used and how this process should be initiated.
Requirements:
 Cite and discuss the work of multiple sources (including at least 2 Scholarly Articles) about your
social issue.
 Write a 6-8 page Policy Paper which recommends an action plan meant to help solve your social
issue by analyzing the viewpoints of various authors and experts in the field.
 Write a Works Cited page (in MLA format).
 No 1st Person Narratives (save that for your presentations)
 Respond to these various sources, combining them to formulate your own reasoning and
viewpoint.
Organizing Your Policy Paper
Section 1 (1.5-2.5 Pages): Establish Your Social Issue (This should be a shortened version of your social issue
research paper. Remember that we must prove that there is a problem before we can start trying to find ways
to solve it).
-
State the social issue (the problem) and prove that it exists with research and data.
Discuss the scope and severity of the social issue (How widespread is the problem? How bad is it?).
Discuss the background/history of the social issue.
Identify causal factors to your social issue (there should be several), and support this with research
and data (remember that very often, things that we think are direct causes, are in fact simply
correlated but that’s OK! Acknowledging correlation with data to support it is great research!).
Section 2 (1-2 Paragraphs): State the Essential Question
-
-
This paragraph should serve as the transition from analyzing the problem (the Social Issue) to
proposing options for making progress towards a solution. Think of this as a conclusion to section 1
and as the introduction to the rest of your paper.
Wrap up the discussion of your social issue with a thesis statement that advocates for a solution to
your social issue.
State your options for solutions to your social issue (a huge part of the rest of your paper will involve
analysis of these options, so don’t worry about supporting them with research/data yet).
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Semester 2 QUEST Packet
Section 3 (3-5 Pages): Discourse
-
-
-
This section of the paper will consist of you stating 3-4 options for addressing your social issue in
order to work toward a solution. AT LEAST ONE OF THESE SHOULD INVOLVE POLICY CHANGE (ie
What can the government do? Cite specific laws/proposals. DON’T JUST MAKE UP
SOMETHING!)These options may range from strategies that are very costly, and would take a great
deal of time, effort and funding to those that can be carried out by the average American in their
daily life. These can and will probably be strategies/solutions that are already being carried out or
proposed.
For each of these options, address the following:
o Explain the strategy/option in depth
o Explain the benefits, including how the strategy would directly or indirectly help solve your
social issue? Use case studies/research (when possible) to show instances wherein the
strategy has been successful.
o Explain costs and/or obstacles to implementing this strategy (If it benefits society, why is not
widespread already?)
One of these strategies should resemble your own personal service project. It doesn’t necessarily
have to be the best option for solving your social issue, but discuss your own project as one of the
strategies (but maintain 3rd person perspective).
Section 4 (1-2 Pages): Your Recommendations
-
Having discussed several potential strategies which could be used to help address your social issue,
which of these do you recommend to be implemented, and why?
Is there one specific strategy that we as a society should prioritize, or should it be a combination of
several? If several, which, and why?
Are any of these strategies not worth what they would cost to implement? Why?
Are there opportunity costs to any of these strategies? Meaning, if you implement one, would it
prevent you from implementing any of the others?
How would these strategies be implemented? Who would need to be involved? Government
officials? Private companies? School boards? The average citizen?
What would it take to actually implement your recommendations? Where should we start?
Section 5 (1 Paragraph): Conclusion
-
Reword your thesis and recommendation in simple, easy to understand language
Include only the most important main ideas.
Stop. Reread your whole paper and think about the tone. Is it hopeful? Encouraging? Pleading?
Admonishing? Accusatory?
Think about how you want to leave the audience feeling.
Leave the audience a final thought that supports the tone you’ve chosen for your paper.
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Semester 2 QUEST Packet
Policy Paper Simplified
Establish the Social Issue
Prove that the problem is worth trying to solve.
Conclude the discussion of your social
issue and transition to solutions. State
the “How do we fix it?” portion of your
essential question. Develop and state a
thesis advocating a solution to your
social issue.
Discuss 3-4 strategies/policies aimed toward addressing specific aspects of your social issue.
For Each: Explain the strategy/policy in depth. Explain the potential benefits and exactly how this strategy
would address specific parts of the social issue. Explain the costs/challenges which are, or could potentially
impede progress.
Strategy 1
Strategy 2
Strategy 3
Strategy 4
Recommendations
Based on your understanding of your social issue, and your research into these different
strategies which could be used to help solve the social issue, what is your recommended
action plan to address the problem? Which strategy or strategies should be emphasized
and/or implemented? What would it take to do so? Address potential barriers/obstacles to
progress.
Conclusion
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Criteria
Semester 2 QUEST Packet
POLICY PAPER RUBRIC
A
B
C
Redo
-Background may lack
development or
information may be
somewhat irrelevant.
-A thesis expresses
judgment on the
issue.
-Multiple options are
presented in some
detail.
-Comparisons are
made between
options
-Service plan/project
is discussed as one of
the 3-4 strategies.
-Recommendation is
rational and
supported by at least
one piece of evidence.
-Background
uninformed or
missing.
-Thesis may be
missing or difficult to
identify.
May not have
enough explanation
or enough options to
make comparisons.
-Service plan/project
not discussed as one
of 3-4 strategies
-Recommendation
may be illogical, farfetched or not
supported with
evidence.
Paper is organized,
though it may not be
very efficient or
thoughtful
-Some techniques
used to manage what
complexity is present.
-Transitions used,
though they may be
underdeveloped or
ineffective
- At least one idea is
developed adequately
-Evidence is sensible
-Uses at least 4 valid
citations* from texts
and interviews
(minimum of 4
different sources,
including 1 academic
journal)
-No progression of
ideas exists.
-Essay may lack
sufficient complexity
to warrant
organizational
strategies
-Language and
discourse include
some domain specific
words, figures of
speech and academic
vocabulary reflecting
a good level of
understanding of style
and tone.
-Language and
discourse are
academic and attempt
to use domain specific
vocabulary reflecting
an adequate
understanding of style
and tone.
-Language is nonacademic
-Grammar and
mechanical mistakes
impede
understanding
-Reads like a rough
draft
- MLA formatted paper
with works cited page
and in-text citations for
quoted and
paraphrased material
with 2-3 types of errors.
- MLA formatted paper
with works cited page
and in-text citations for
quoted and
paraphrased material
with 4-5 types of errors
-More than 5 types
of errors in Works
Cited page or MLA
in-text citations
-Background is well
developed and includes
convincing data.
- A clear thesis marks the
transition from introduction
to discussion by presenting a
well thought out argument.
-Several options discussed
objectively and thoroughly.
-Relationships and
comparisons between
options are presented clearly
and specifically.
-Service plan/project is
discussed as one of the 3-4
strategies.
-Recommendation is
insightful and supported with
specific, clearly stated
reasons inferred from the
selected evidence.
-Each new idea builds on that
which precedes it to create a
unified whole
-Author uses strategies and
techniques to manage the
complexity of the topic
-Appropriate transitions link
elements and clarify the
relationships between them
Background contains
relevant information
and is moderately
well developed.
-A clear thesis is
presents a rational
argument. Judgment
is expressed.
-Several options
presented in
reasonable detail.
-Comparisons made
between options.
-Service plan/project
is discussed as one of
the 3-4 strategies.
-Recommendation is
rational and
supported with
reasoning from the
selected evidence.
-Some problems in
organization, text is
easily understood
-Strategies and
techniques used to
manage complexity
with some success
-Transitional words
and statements are
applied
--Each topic is developed
thoroughly using a variety
of high-quality, relevant and
significant sources of
information
-Each source is attributed
fairly and accurately without
disrupting the flow of ideas.
-Uses at least 8 valid
citations* from texts and
interviews (minimum of 5
different sources, including 2
academic journals)
-Most ideas are
developed
Style:
CCSS Writing 2: Use precise language,
domain-specific vocabulary, and
techniques such as metaphor, simile, and
analogy to manage the complexity of the
topic. -Establish and maintain a formal
style and objective tone while attending
to the norms and conventions of the
discipline in which they are writing.
-Language and discourse are
appropriate to the subject
matter including use of
domain-specific words and
phrases, figures of speech,
and well-chosen academic
vocabulary reflecting
sophisticated and mature
language.
MLA:
CCSS Literacy 8:
[avoid] plagiarism and overreliance on
any one source and following a standard
format for citation
-Correctly formatted MLA
paper with Works Cited page
and in-text citations for
quoted and paraphrased
material with no more than 1
type of error.
Content:
CCSS Writing 1: Write arguments to
support claims in an analysis of substantive
topics or texts, using valid reasoning and
relevant and sufficient evidence.
CCSS Writing 2: Write
informative/explanatory texts to examine
and convey complex ideas and information
clearly and accurately through the
effective selection, organization, and
analysis of content.
Organization:
CCSS Writing 2: Write
informative/explanatory texts to examine
and convey complex ideas and information
clearly and accurately through the
effective selection, organization, and
analysis of content.
Use of Evidence:
CCSS Writing 8: Gather relevant
information from multiple print and digital
sources, assess the credibility and accuracy
of each source, and integrate the
information while avoiding plagiarism.
CCSS Writing 9: Draw evidence from
literary or informational texts to support
analysis, reflection, and research.
*Citations may be paraphrased or directly
quoted. Quotes must not exceed 2 lines of text
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-Evidence is relevant
and significant
-does not over-rely on
a single source
-Uses at least 6 valid
citations* from texts
(minimum of 4
different sources,
including at least 2
academic journals)
-Ideas or topics
remain
undeveloped.
-Writing over-relies
on one source
-Does not have a
minimum of 4
different sources
Irvington High School
Semester 2 QUEST Packet
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Irvington High School
Semester 2 QUEST Packet
QUEST Service
The SERVICE component of QUEST is when you show the community what you now have discovered
about your social issue and the potential solutions that are currently being attempted. Your service
must be (or contribute to) a potential solution to your social issue.
SERVICE: FORMAT

Your SERVICE project will be something that you design with the help of your
government/economics teacher and an accredited non-profit organization. DO NOT base your
service on past projects. Each student’s service plan needs the approval of the non-profit that
you are working with and the QUEST Service Committee. The Committee’s decision regarding
approval is final.

Your service activities must be substantive in nature and truly serve the needs of a given
community/nonprofit organization.

Your service plan must be approved by your economics teacher BEFORE you may begin your
service project.

You must complete and verify AT LEAST 10 hours of approved service activities.

Service must be for a non-profit (501c3) or government agency and address a social issue. You
may not do a service for a company that makes money.
NO YOU MAY NOT HELP A TEACHER IN A CLASSROOM DURING SCHOOL HOURS FOR YOUR SERVICE.
YOU MAY NOT GIVE PRESENTATIONS TO STUDENTS IN THEIR CLASSES. THEY ALREADY HAVE A
TEACHER. THIS IS NOT SERVICE.
SERVICE: EXAMPLES

Social Issue: Human trafficking in California. Service: Gathering signatures on behalf of an
organization working to get CA initiative Prop 35 on the ballot (increased penalties for
human trafficking).

Social Issue: Traffic congestion in Fremont. Service: Volunteering for the Bay Area Air
Quality Management District’s “Spare the Air” program, working to get companies to sign
up and participate in the GREAT RACE FOR CLEAN AIR.

Social Issue: Substance abuse among parents of young/teenage children. Service: Volunteer
at 2nd Chance Shelter, assisting site manager with painting and maintenance.
A substantive service would fulfill a preexisting community need (not YOUR OWN!) and be completed
in a series of activities (i.e.: tutoring/coaching twice a week for 3 months) or in fulfillment of a
substantive service recognized by the QUEST Service Committee, which will determine what is of
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Irvington High School
Semester 2 QUEST Packet
substance and how many hours necessary to fulfill the requirement). The best way to find a service is
to ask an organization what it needs. (“What do you NEED volunteers to do for your organization?”)



A substantive service might be organizing and facilitating a group of students to volunteer one
day at an event. Only attending the event would not be enough.
Translating and handing out information at an event could work, just standing at a table all day
without actively contributing to the event would not.
Volunteering twice a week for month as a tutor for a non-profit is a series, dropping by once or
twice and helping a few kids would not.
Your SERVICE activities must be scheduled and publicized. The activities must be done at a location offcampus and must involve members of the greater community (non IHS people). You must have
evidence of your SERVICE activities, which can include photographs, videotape footage, written
reactions from participants, or samples of work created by the participants. Document everything!
Finally, you must have your SERVICE hours signed by your consultant/contact person and have it
authenticated by IHS Service Learning Coordinator in order to receive hours towards graduation.
Document everything! Be ready to show-off what you did in your Policy Presentation and Testimony.
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Semester 2 QUEST Packet
QUEST Service Verification Form
(Due 4/5/2016)
Student Name: ___________________________________ Student ID#: ___________________
Organization(s) Name(s) in full, no acronyms:
______________________________________________________________________________
Name of person to contact for verification:
Name: ___________________________________________ Phone:______________________
Email: ________________________________________________________________________
In the box below, please provide a complete description of the service activities you performed.
Date/Time
Location
Activity (Be Specific)
Hours
Logged
Contact Signature
x___________________
x___________________
x___________________
x___________________
By signing this form, I agree that the above description is accurate and honest.
Signature of contact person:_______________________________________ Date:_____________
*Contact persons from non-profit organizations must sign each individual service verification form entry in the
log AND on the line provided above.
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Irvington High School
Semester 2 QUEST Packet
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Irvington High School
Semester 2 QUEST Packet
Documenting your Service
All QUEST Service Projects are unique, therefore, a single common form for all students to use to
document their work has been found to be ineffective. Every senior must complete the QUEST Service
Verification Form and you must also choose to document your work in one of the ways listed below.
Remember, having multiple forms of documentation is always best! Also… It’s required, so do it.
Step #1
Complete the QUEST Service Verification Form. Submit the original copy of the form to your
Government/Economics teacher (this signed original version of the form must end up in your final
QUEST binder) and a copy to the Service Learning Coordinator to apply toward the 40 hours you need
for graduation. (use the servicekarma app!)
Step #2
Pick one or more of the following forms of documentation and ask your service supervisor:





If you can take pictures or video footage of you working with the community during your service. You
must use these during your Power Point presentations.
To write you a letter (written on the non-profit organization’s letterhead) detailing what you did and
how your work benefited a group within our community. You can scan this letter into your Power Point
presentations and include a copy in your QUEST binder. Make sure the letter contains contact
information and the total number of service hours you completed.
If you can collect examples of work you did with the community. For example, if you are working with
an after school tutoring program, ask to make a copy of a student’s work during your first session and
one during your last session to show the student’s improvement. You can scan this work into your
Power Point presentations and include a copy in your QUEST binder. Make sure to remove or cover the
any students’ names.
If they have alternate ideas for you to use for documentation, you must get your Gov/Econ teacher’s
approval to submit something other than these four types of documentation.
Use the Service Karma app! This is a fast and easy way to find, plan, and document service.
Step #3
Incorporate your documentation into your presentations and binder. A copy of your QUEST Service
Verification Form and any letters or pictures you receive must be placed in your final QUEST binder.
During your Policy Presentation and Testimony, you should incorporate any pictures or sample work
you have received.
Remember, regardless of the type of documentation you receive, it must be clear that you did the
activities that were approved in your Service Plan. As you discuss your service during your
presentations, your audience should be able to match your Service Plan activities with whatever
documentation you offer as proof of their completion.
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Irvington High School
Semester 2 QUEST Packet
Policy Presentation
(To Be Scheduled April 2016 at Your English Teacher’s Discretion)
Objectives:
#1 To provide insight into your social issue and its root causes by citing credible sources to support their claims
-Examine/evaluate symptoms of the social issue and the scope/severity of the problem
-Examine/evaluate causal factors to symptoms of social issue
#2 To investigate potential solutions to social issue
-Examine potential solutions which are currently being pursued
-Examine your service plan/project as one of those potential solutions
-Provide evidence of service project
#3 To provide insight as to how your consultant aided your research (establish credibility of consultant)
-Establish consultant’s professional/academic credibility
-Explain personal insight offered by consultant
-Explain if and/or how “experience” aided research
-Explain sources and/or leads provided by consultant
Presentation Requirements:

5-7 minutes in duration

Powerpoint Presentation (Prezi/Googledoc accepted)

Bibliographical Information (MUST PROVIDE SOURCES TO ALL RESEARCH!!!)

Integrate Graphics and visuals which HELP explain and enrich content

Outline of presentation required at time of presentation

Completed binder required at time of presentation including:
o
o
o
o
o
o
o
o
o
o
o
Social Issue Declaration Form
Consultant Agreement Form
Consultant Interview Notes
Non-Profit (Service) Interview notes
Service Plan (approved)
Service Verification Form
Source checks #1-#6 (Graded, and Approved)
Copy of Social Issue Research Paper
Graded Social Issue Research Paper Rubric
Copy of Policy Paper
Annotated Bibliography (should include at least 12 sources)
*For specific information to help you create your First Semester Research Presentation, see the Presentation
Guideline on the following page, as well as the Presentation Rubric on page 28.
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Irvington High School
Semester 2 QUEST Packet
Policy Presentation Guide
(Presentation must be 5-7 minutes long)
***Note that these are rough guidelines for your presentation. You do not need to stick to these topics or time
percentages exactly.
Introduction (Spend about 10% of your time on this)



Explain why you chose the topic
Identify your specific social issue
State your essential question
The Background of the Social Issue Problem (Spend about 10% of your time on this)


Address the symptoms, severity, and scope of your problem
What are the causal factors contributing to the problem?
Current Solutions/Policies (Spend about 30% of your time on this)





These should align with what you wrote and supported with evidence in your policy paper (cite your
sources!)
You may want to start with less effective and build up to most effective
Acknowledge limitations of solutions
Don’t try to advertise a “silver bullet” (humans are naturally attracted to a single solution, but this is
never the case)
Transition smoothly to show relationships between different solutions
Your Service (Spend about 30% of your time on this)









What non-profit organization did you work with?
What are the goals of the organization?
Give a detailed description of your service plan, and how what you did satisfied a need within the
organization.
How did your Non-Profit Interview help guide you to understand the complexity of the solutions?
Did the time you spent in your service generate any new questions for you?
What problems are preventing progress toward a solution?
What specific problems is your non-profit facing currently?
Why, in your opinion, is this issue still an issue today?
Describe your ideal service. If you had the training, access, funding, etc. how would you fix this?
Advocacy (Spend about 15% of your time on this)




What government authority oversees your social issue? (there may be more than one) and how do they
affect the day to day operation of the non-profit organization?
Who would be in a position of power to help your non-profit or similar ones?
What action could they do to help bring about the solution?
Consider counterarguments. There is probably a reason he or she hasn’t done it yet. What will you say
to convince them?
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Irvington High School
Semester 2 QUEST Packet
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Irvington High School
Semester 2 QUEST Packet
2nd Semester Policy Presentation Rubric
Communication Skills (10% of total grade)
Appropriate Voice (2%)
Appropriate Dress (2%)
Eye Contact (2%)
Body Language (2%)
Answers Questions Well (2%)
o
o
o
o
o
No
No
Non-existent
Distracting
Unprepared
o
o
o
o
o
o
o
o
o
o
Somewhat Inconsistent
Somewhat Inconsistent
Neutral
Limited Knowledge
o
o
o
o
o
Acceptable
Yes
Strength
Strength
Clear and Concise
Presentation Skills (24% of total grade)
Punctuality (3%)
-Not ready to present at
scheduled time
Outline (3%)
-None submitted
Quest Binder (6%)
-None submitted or
incomplete/not up-to-date
Opening of Presentation (3%)
-Not clear
-Clear (Hi, my name is...)
-Clear and engaging
Closing of Presentation (3%)
-Not clear
-Clear (Thanks for listening…)
-Clear and engaging
Time (6%)
-Does not meet time
requirement
Organization (22%)
CCSS Speaking and Listening 4: Present
information, findings, and supporting
evidence so listener can follow the line of
reasoning and the organization,
development, and style are appropriate to
task, purpose and audience.
CCSS Speaking and Listening 5: Make
strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations.
Sources/Citation (22%)
CCSS Writing 8: Gather relevant information
from multiple print and digital sources,
assess the credibility and accuracy of each
source, and integrate the information while
avoiding plagiarism.
CCSS Writing 9: Draw evidence from literary
or informational texts to support analysis,
reflection, and research.
-Improper
format
-Binder submitted and complete, all required
assignments present and approved
-5 > 7 minutes
Minimum Standards (11%)
- Social issue not
clear. No EQ.
-Scope/severity
and/or causes not
addressed, or not
supported with data
-Potential solutions
incomplete.
-Service not clear.
-Service link to
social issue not
addressed.
- Media serves as a
crutch
- Elements go
unexplained or
misinterpreted
- Significant lack of
organization makes
presentation hard
to follow
-No visual evidence
of service project
- Social issue is mentioned. EQ
Stated.
- Scope, severity and causal factors
are mentioned, and supported with
data
-Potential solutions clearly
presented but analysis is lacking.
-Service project described but not
clearly linked to solving social issue/
strengths/weaknesses not clear.
- All minimum content requirements
are met, but lack
cohesion/transitions
- Media features may be outdated.
Media may be included simply to
“dress up” the presentation.
- Media contains more than a few
grammatical and layout errors, but
still does not take away from its
effectiveness.
-Contains only one piece of visual
evidence of Service Project
- Most information is attributed and
cited to sources
- Citations may contain multiple
errors
- Sources are named, but not
evaluated
-Non-profit interview used as a
source
- Complete Works Cited Page
Included
Student Name:____________________________
(16%)
Exceeds Minimum Standards
Not Passing (0%)
- Blatant omission
of source citations
- Sources are
scarcely named, or
one source is used
to support most
claims
-Works cited
incomplete
-Proper format, follows order of presentation
Exceeds Minimum
Standards
Content (22%)
CCSS Writing 1: Write arguments to support
claims in an analysis of substantive topics or
texts, using valid reasoning and relevant
and sufficient evidence.
CCSS Writing 2: Write
informative/explanatory texts to examine
and convey complex ideas and information
clearly and accurately through the effective
selection, organization, and analysis of
content.
-Unclear or missing name,
ID#, or social issue
Exceeds Minimum
Standards
Content (66% of final grade)
Category/CCSS
-Ready to present at scheduled time
Exceptional (22%)
- Social issue is clearly established and
proven to exist. EQ Stated.
- Scope, severity and causal factors of
social issue are supported with data from
multiple sources
-At least 3 potential solutions addressed
including specific benefits to community,
what it costs, and challenges for each
supported by multiple sources.
-Detailed description of service project,
including strengths/weaknesses in solving
social issue.
- Each portion of the presentation contains
information supported fluently by
evidence which allows the listener to
follow the speaker’s line of reasoning
-Presentation has clear organization.
- Media features (photos, sound, maps,
charts, diagrams) enhance understanding
and raise interest level in the audience
- Media format is clean and clear, devoid
of grammatical errors or distracting layout
-Contains multiple examples of visual
evidence of Service Project
- Claims are clearly supported by evidence
from credible sources
- Sources are correctly cited
- Sources are discussed and evaluated in
order to establish credibility
-Non-profit interview used as a source
- Complete Works Cited page included at
the end of the presentation, but NOT
DISCUSSED
Time:_____________
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Irvington High School
Semester 2 QUEST Packet
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Irvington High School
Semester 2 QUEST Packet
Answer to Essential Question
Due April 12th, 2016 (English)
You have now completed a variety of work relating to your social issue. And for that, you should be
proud. You should also be able to answer your Essential Question in your own words. You will be
writing a complete and organized answer to your Essential Question.
Directions:
1. Look at your Essential Question. Notice that it contains multiple parts, and cannot be
answered with a list. It will require a well-planned and multi-part answer. Read over it a few
times.
2. Now, brainstorm all the possible parts and ideas needed to fully answer this question. Make a
thought-web or an outline. Be sure that each part of your answer can be supported with
further explanation.
Wait! What? No quotations?
3. Now, write a multi-paragraph answer to your essential
question. In the first paragraph, be sure to remind your
The answer to your essential
reader of your Essential Question, but avoid saying “My
question needs to be entirely
Essential Question is ...” Each paragraph of your answer
in your own words. You will
should be focused and supported, but should not
attribute all of this in your
include any new information, statistics, or quotations.
presentation, but you need to
prove that you can answer
4. In the last paragraph of your answer, explain how this
your question entirely using
project helped you and what it taught you about
your own vocabulary.
yourself and the world in which we live.
Your English teacher will grade your answer to your Essential Question for the following:
LENGTH: The answer should be between one and two pages in length.
ORGANIZATION: The answer is multi-paragraph, each with a focus and explanation.
COMPLETENESS: Your answer addresses ALL parts of your Essential Question using academic
language and precise, domain specific vocabulary. Include your Essential Question in the first
paragraph. You have read about multiple solutions to your social issue, but each is probably
limited in some way. People might disagree about the best way to deal with the issue and
there are probably still parts of the issue that are unclear to us. Be sure to demonstrate your
complex and multi-faceted understanding of your social issue and its possible solutions.
Formatting: Standard QUEST Style (See semester 1 packet for details)
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Irvington High School
Semester 2 QUEST Packet
Government Advocacy Letter
Due April 12th, 2016 (Economics)
Purpose:
Students will write a formal persuasive letter to a government official advocating for a government
solution to their social issue.
Requirements:
Step 1: Based on your research conducted for you Social Issue Research Paper, and Policy Paper, what
actions can government take to solve your QUEST social issue or alleviate its effects? Provide support
and a source citation.
Step 2: Research:

What level of government is best suited to take the above action? Circle One
Federal
State
County
City
Other: __________________
Explain your reasoning: __________________________________________________________

Which department or governmental organization carries out public policies related to your
social issue? Who heads this department? What is their address?
Name:
Organization/Department:
Address:
Step 3: Outline the argument you will make in your letter (make this a simplified version of your policy
paper)







Thesis:
Use at least one paragraph to describe your service and your involvement with your non-profit
organization. Detail the challenges faced by the non-profit organization on a daily basis as well
as those faced long term. Include insights gained from your non-profit interview:
Supporting Evidence from Academic Research:
Supporting Evidence from Expert Interviews:
Supporting Evidence from Service Observations:
Possible Counter Arguments:
Your Rebuttal to Possible Counter Arguments:
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Irvington High School
Semester 2 QUEST Packet
Sample Advocacy Letter
Finding The Right Person…
Figure out who should get your letter. Who you choose is up to you but local officials are usually best.
Click your way to your town's website to find the names and addresses of town and school officials.
Examples: U.S. Senator, U.S. Representative, State Senator, Governor, Mayor, City Council Member,
School Board Member
•
•
•
GlobalComputing.com is a great source for finding your state’s official website.
Senate.gov provides a list of all senators along with their D.C. addresses.
House.gov will give your representatives contact information.
Make Sure To Address Them in a Respectable Way…
*If writing to members of the U.S. House of Representatives:
Date
The Honorable (full name) United States House of Representatives
(get street address here https://forms.house.gov/wyr/welcome.shtml) Washington, DC 20515
Dear Representative (last name):
*If writing to members of the U.S. Senate:
Date
The Honorable (full name) United States Senate address (get street address
herehttp://www.senate.gov/general/contact_information/senators_cfm.cfm) Washington, DC 20510
Dear Senator (last name):
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Irvington High School
Semester 2 QUEST Packet
The Honorable Sherrod Brown
455 Russell Senate Office Building
Washington, DC 20510
RE: Safe Space for Youth
Dear Senator Brown,
I am a resident of Springdom, OH, and I am writing because there is a terrible lack of safe places for youth in my
community.
Springdom’s mayor and council are proposing a town-wide ordinance requiring that people under the age of 18 must be
accompanied by an adult while shopping at the Springdom Mega-Mall. They borrowed the idea from other
communities that have passed similar rules in response to incidents such as kids getting into minor fights on mall
property. Mayor Jackson believes that by requiring youth to be accompanied by chaperones, she will eliminate this
problem. Some of the strongest arguments against the idea are that it will dramatically reduce business and it may
actually increase danger - if kids can’t go to the mall, they’ll find other, not so well-guarded places to hang out.
As a young, concerned citizen of Springdom, I agree that youth violence at the mall is a big problem for both kids and
adults, but I think the best way to address this matter is by attacking it at its root. To be perfectly honest, there is
nothing to do in Springdom after school lets out. That’s why kids go to the mall! The youth of Springdom need a cool,
safe space where they can go after school to hang. I’ve spoken with several friends and teachers and we all agree that
Springdom would benefit greatly from the addition of a community space offering athletics, art and other activities so
that kids can socialize in a constructive manner.
Specifically, I am writing to ask you to promote the maintenance of community spaces and the creation of more parks
and nature trails. Springdom, for one, has thick woodlands. If you worked with the Ohio Parks Department to create
running and biking trails in communities such as Springdom, everyone, not only the youth, would benefit greatly. I
know that I for one, speaking as a youth and concerned citizen, would gain considerably from this program.
Thank you for considering this matter.
Sincerely,
(your handwritten signature)
Betsey Lopez
CC: Soandso, Jr. , Springdom School Board President
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Irvington High School
Semester 2 QUEST Packet
Binder Checklist
(QUEST Binder Due to English Teacher 4/19/2016)
Unless stated otherwise, all assignments included should be clearly graded and approved by your teachers.
Include all versions and attempts submitted and graded with the approved copy on top.
Label a Divider “First Semester”









-Social Issue Declaration Form
-Consultant Agreement Form
-(Signed) Consultant Interview Notes
-Experience Plan
-Experience Hours Log
-Source Checks 1-4
-Social Issue Research Paper
-Social Issue Research Presentation Outline
-Graded Social Issue Research Presentation Rubric
Label a Divider “Second Semester”











-Final Essential Question Form
-Service Plan
-(Signed) Non-profit Interview Notes
-Service Verification
-Source Checks 5-6
-Policy Paper
-Government Advocacy Letter
-Policy Presentation Outline
-Graded Policy Presentation Rubric
-Answer Paper
-Annotated Bibliography (This should be a clean copy. That means print out a new one)
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Irvington High School
Semester 2 QUEST Packet
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Irvington High School
Semester 2 QUEST Packet
QUEST Testimony
Testimonies May 18th and 19th, 2016
You’ve done all the work; now is the time to show off. Remember that your panel wants you
to pass. Give them a reason to do it!
What to Bring with you:
1. Bring 5 outlines for your panel. It’s better to have extras (and don’t forget to keep one for
yourself!) A sample outline is attached – yours should look very similar to this one! Outlines
should be one page (not two or three...ONE) long, single-spaced is fine. It must include your
name, teachers’ names, and your ID # on it. It also must have your italicized Essential Question
on it. You do not need a bullet point for every slide – you need to outline the ideas and
evidence for your presentation.
2. Bring your QUEST binder (without #2 and #3 YOU WILL NOT BE ALLOWED TO PRESENT)
3. Put your name, both English and Government teachers’ names, and your Student ID # on the
first slide of your presentation and on the top of your outline.
STRUCTURE:




12-20 MINUTE TIME FRAME
Professional attire
PowerPoint presentation
Required elements: Testimony must include
 Photographic evidence of your project (Experience and Service)
 Summaries, paraphrases, or direct quotation(s) from Research.
 Discussion of how your consultant(s)/experience helped you to gather knowledge
 Explanation how your research contributed to your choice of service/advocacy
 Cleary explain the details of your service project, and how it contributed to a solution to
your social issue.
 …and of course, a clear, comprehensive answer to your Essential Question!!!
This is the bare minimum – how you complete the rest is up to you. For additional
structure guidelines, see Testimony Rubric (pg. 32).
___________________________________________________________
Here are some tips!





BE ON TIME!!! In fact, be at your assigned Testimony site 25 minutes early.
Dress professionally; it’s on the rubric.
Have a good, attention getting intro, AND DON’TFORGET TO SAY WHO YOU ARE! (first AND
last names)
Do not conclude your presentation with “and that concludes my presentation.” Think of
something a little more original...leave your panel with some advice? Humor? A famous
quote?
Bring 5 outlines for your panel. It’s better to have extras (and don’t forget to keep one for
32
Irvington High School







Semester 2 QUEST Packet
yourself!) A sample outline is attached – yours should look very similar to this one! Outlines
should be one page (not two or three...ONE) long, single-spaced is fine. It must include your
name, teachers’ names, and your ID # on it. It also must have your italicized Essential Question
on it. You do not need a bullet point for every slide – you need to outline the ideas and
evidence for your presentation.
Bring your QUEST binder (without this, YOU WILL NOT BE ALLOWED TO PRESENT)
Put your name, both English and Government teachers’ names, and your Student ID # on the
first slide of your presentation and on the top of your outline.
Discuss your sources and tell you panel something about them. Any source you cite is fair
game for questions afterward. Know where you’re getting your information.
On the rubric one of the categories requires that you use “thoughtful transitions”. State
clearly what piece you are presenting. Is it service? Experience? Research? If you are making
reference to something previously said make sure you let your panel know.
Make sure to refer to your visuals...display board? Book? Photos? Letters? Weave these into
your presentation instead of using them as an afterthought (“Oh, yeah, these are pictures of
stuff I did. Bye!”) Include visuals alongside text to keep your presentation colorful and
maintain momentum.
BREATHE! When stressed, we often forget to do this...it helps immensely to take a deep
breath just before you begin your presentation. And during. And after.
How will you fill 12-20 minutes?!?! Start with your Social Research Presentation, throw in
your Policy Presentation, add a clear answer to your essential question and tell us about what
you did for 8 months! We love to hear details about your experience and service, so don’t be
shy about an interesting story from the interactive parts of your project.
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Irvington High School
Semester 2 QUEST Packet
Quest Testimony Rubric
Communication Skills (10% of total grade)
o
o
o
o
o
Appropriate Voice (2%)
Appropriate Dress (2%)
Eye Contact (2%)
Body Language (2%)
Answers Questions Well (2%)
o
o
o
o
o
No
No
Non-existent
Distracting
Unprepared
o
o
o
o
o
Somewhat Inconsistent
Somewhat Inconsistent
Neutral
Limited Knowledge
Presentation Skills (25% of total grade)
-Not ready to
present
Punctuality (4%)
o
o
o
o
o
Acceptable
Yes
Strength
Strength
Clear and Concise
-Ready to present at scheduled time
Outline (3%)
-None submitted
Quest Binder (6%)
-None submitted/Inc
Opening of Presentation (3%)
-Not clear
-Clear (Hi, my name is...)
-Clear and engaging
Closing of Presentation (3%)
-Not clear
-Clear (Thanks for listening…)
-Clear and engaging
Time (6%)
-Does not meet time
Content (65% of final grade)
Category/CCSS
Not Passing



Organization (25%): How is the
information being presented?
CCSS Speaking and Listening 4:
Present findings and
supporting evidence so
listener can follow the line of
reasoning and the
organization is appropriate to
task, purpose and audience.
CCSS Speaking and Listening 5:
Make strategic use of visual
displays of data to express
information and enhance
understanding of
presentations.
Sources/Citation (15%):
Where/Who did this
information come from?
CCSS Writing 8: Gather
relevant information from
sources, assess the credibility
of each source while avoiding
plagiarism.
CCSS Writing 9: Draw evidence
from informational texts to
support analysis and research.






-Binder submitted and complete
-12-20 minutes
Minimum Standards
Exceptional
EQ not stated
Social issue
unclear or not
supported with
data/research
Solutions are not
present or are far
fetched
Description of
Experience
incomplete
Description of
Service
incomplete
Answer to EQ
incomplete
SIGNIFICANT lack
of organization
makes
presentation
impossible to
follow
Visuals go
unexplained or
misinterpreted
No evidence of
Experience
No Evidence of
Service Project




Blatant omission
of source
citations.
Annotated
bibliography
missing from
binder.











EQ stated
Social issue is established using
relevant background information
supported with data/research
Options for solutions presented
and at least partially supported
by research
Description of Experience and
how it aided research.
Description of Service project
including impact toward
addressing social issue
Answers all parts of Essential
Question
Visuals may be outdated or may
be included simply to “dress up”
the presentation
Presentation contains several
organizational flaws, but still
allows listener to follow line of
reasoning
Media contains more than a few
grammatical and layout errors
Contains only one piece of visual
evidence each of Experience
Contains only one piece of visual
evidence of Service Project
Most information is cited to
sources
Annotated bibliography is
present in binder
Time:______________
34
Exceeds Minimum Standards

Comments
-Proper format, follows presentation order





Exceeds Minimum Standards


-Unclear, missing basic info





Exceeds Minimum
Standards
Content (25%): What
information is presented?
CCSS Writing 1: Write
arguments to support claims
using valid reasoning and
relevant and sufficient
evidence.
CCSS Writing 2: Write
informative/explanatory texts
to examine and convey
complex ideas and
information clearly through
the effective selection,
organization, and analysis of
content.
Comments

EQ stated
Social issue is clearly established using detailed
and relevant background information, supported
with data/research from multiple sources
At least 3 potential solutions addressed including
specific benefits to community, what it costs, and
challenges for each supported by multiple sources
Description of Experience and how it aided
research
Detailed description of Service project, including
impact, strengths/limitations in addressing social
issue
Clear and comprehensive answer to all parts of EQ
Each portion of the presentation contains
information supported fluently by visuals (photos,
charts, diagrams) enhance understanding and raise
listener’s interest
Presentation has clear organization which allow
the listener to follow the speaker’s line of
reasoning
Media format is clean and clear, devoid of
grammatical errors or distracting layout
Contains multiple examples of visual evidence of
Experience.
Contains multiple examples of visual evidence of
Service Project.
Claims are clearly supported by evidence from
credible sources
Sources are discussed and evaluated in order to
establish credibility
Comments
Irvington High School
Semester 2 QUEST Packet
Additional Source/Citation Samples
Personal Interview
Powell, Colin. Personal interview. 4 Jan. 1996.
Television or radio program
“Prime Suspect 3.” Writ. Lynda La Plante. Perf. Helen Mirren. Mystery! WNET, New York. 28 Apr. 1994.
Television.
CD-ROM: Article from a magazine/newspaper with a print version
Ingrassia, Michele and Karen Spingen. “She’s Not Baby Jessica Anymore.” Newsweek 21 Mar. 1994: 60-65.
InfoTrac Magazine Index Plus. CD-Rom. Information Access. Aug. 1995.
Internet: Article from a magazine/newspaper with a print version
Weiser, Jay. “The Tyranny of Informatlity.” New Republic 26 Feb. 1996. Web. 1 Mar. 1996.
<http://www.enews.com/magazines/tnr/crrent/022696.3html>. (counts as a periodical)
Internet: Web page/article
Swofford, Jennifer. “The Complete Guide to Keeping Green Iguanas in Captivity.” National Center for
Supercomputing Applications. 28 July 1995. Web. 5 Mar. 1996.
<http://gto.ncsa.uiuc.edu/pingleto/herps/iguanacare.html>.
Internet: Data Base
Tolson, Nancy. "Making Books Available: The Role of Early Libraries, Librarians,
and Booksellers in the Promotion of African American Children's Literature." African American
Review 32 (1998): 9-16. JSTOR. Web. 1 Oct. 2002. <http://www.jstor.org/search>. Path: Authors; S-T;
Tolson.
Film or video
Citizen Kane. Dir. Orson Welles. Perf. Orson Welles, Joseph Cotton, Dorothy Comingore, and Agnes Moorehead.
RKO, 1941. Film.
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Irvington High School
Semester 2 QUEST Packet
SIMPLE QUEST RUBRIC
CONTENT
FORMAT
Redo
C
B
Does not
incorporate all
content required;
makes few/weak
connections
between
assignment and
overall project/EQ
Incorporates all
content required;
makes connections
between assignment
and overall project/EQ
Incorporates all
content required;
makes clear
connections
between
assignment and
overall project/EQ



A
Incorporates all
content required;
makes strong
connections
between
assignment and
overall project/EQ

Does not
follow format
given in packet
no EQ at top of
assignment
incorrect
margin size



Follows format
given in packet
exactly
EQ in italics &
centered at top
of assignment
Name and date
typed in upper
right corner
1” margins
GRAMMAR &
MECHANICS
Many errors in
grammar or
mechanics
Some errors in
grammar or
mechanics
Few errors in
grammar or
mechanics
No errors in
grammar or
mechanics
SPELLING
Many errors in
spelling
Some errors in spelling
Few errors in
spelling
No errors in spelling
*This rubric applies to all assignments without rubrics in the QUEST packet.
*All QUEST work must be in final draft form to receive full credit.
*Any work receiving a REDO grade will be given 65% credit when the assignment is of passing quality.
*All REDO work must be submitted with the original graded draft.
*REDO work will be submitted as many times as necessary (to get to a passing level) to earn credit.
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