P.A.C.E.
at Bonita High School
2nd Semester
Handbook
P.A.C.E. at Bonita High School
CHECKLIST: Winter-Spring 2016
SECOND SEMESTER
January
*8- Research Paper Sentence Outline due
11- Posters Displayed
15- Outline returned
Write Advisory Draft
31- Advisory Draft Early Turn-in Day in the Computer Lab…Extra Credit!!!
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February
 *1- Advisory Draft due (before 7:30 a.m.)
 2, 3, 4, 5- Advisory Draft scored
 8- Return Advisory Draft begin revision for Master Draft Submission
 *23- Master Draft Due (before 7:30 a.m.)
 23, 24, 25, 26- Master Draft Scored
 29- Master Draft Returned
March
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7- Master Draft rewrite due (if necessary)
*16- Research Paper Self-Evaluation due
*23- Five Year Post High School Plan due
*30- Resume due and Board Speech assigned
April
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*20- Portfolio Due (before 7:30 a.m.)
25- Written speech due
May
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June
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2- Practice speeches begin
Dress rehearsals for Board Speeches
11, 12- Junior Portfolio Viewing
*24- Senior Boards
*25- Senior Boards
1- Junior Brainstorming/Application for Summer Hours due
9- GRADUATION !!!
*NOTE: All boldfaced assignments are SCHOOL-WIDE DEADLINES and
MUST be completed at a passing level in order to pass English at the
corresponding QUARTER or SEMESTER.
PROGRESS REPORTS DESIGNATING AN “F” WILL BE GIVEN ACCORDINGLY.
ADDING COMMENTARY: “WHAT, WHEN, WHY
AND HOW”
TYPE
1
2
3
WHAT IT
DOES
Clarifies
Simplifies
Explains
Develops
Analyzes
Justifies
Links
Connects
Combines
WHEN (AND WHY)
YOU DO IT
HOW TO START
When you need to make the
concrete detail as CLEAR as
possible . . .
“This means . . .”
“This can be defined as . . .”
“In other words . . .”
“To be more direct . . .”
“More simply . . .”
(Don’t assume your reader will
“get it.”
MAKE him get it.)
When you need to make the
concrete detail as
MEANINGFUL as possible . . .
(Don’t assume your reader will
see the significance of the fact
you present.
Provide some GUIDANCE.)
When you need to show the
RELATIONSHIP between
concrete details within
paragraphs . . .
(Do this when the fact is SELFEXPLANATORY and doesn’t
really need type 1 or 2 above.)
“Therefore . . .”
“Hence . . .”
“That is why . . .”
“For this reason . . .”
“This is because . . .”
“Consequently . . .”
“Also . . .”
“However . . .”
“Nevertheless . . .”
“Moreover . . .”
“Furthermore . . .”
“Besides . . .”
Adding Lead-ins and Lead-outs
Type
Where it goes
When and why you use it

Author attribution
Transitional Phrase
Beginning or end
Note: you do not add a
citation at the end of
the sentence, just the
page number if
necessary
Beginning or middle
Beginning
Writing a Complete
Sentence
To establish the
credibility/authority
of the author
In place of citation
The first time you
cite a source
When you quote
someone other than
the author ex. Quote
within a quote
(Lead in) John
Hechinger, senior
special writer for
the Boston Bureau
of The Wall Street
Journal, defines
social networking
as "..."

When you are
comparing,
contrasting or linking
ideas within a single
paragraph
Compared to...
Unlike...
On the Contrary...
Alternatively

When your concrete
detail is not a full
sentence
(independent clause)
on its own.
Other leaders also
"stood up against
the rights of those
less fortunate"
(Citation) during
the time of the
civil rights
movement.

If you want to
seamlessly weave
your commentary in
with your concrete
detail. This
demonstrates your
grasp of your use of
language and takes
practice.
Use an idea from
your commentary
bubble which is
not already used in
your commentary
sentence.



End
Both
Beginning
Adding Commentary
End
Both
What it looks like
(Lead out)
"Concrete detail"
according to Karen
Goldberg Goff,
feature writer at
The Washington
Times since 1992.
(Note: be careful
not to create runon sentences
Different Options for Lead Ins
Horowitz, Chaim. "’Final Solution’: Overview." United States Holocaust Memorial
Museum. Web. 16 May 2011.
<http://www.ushmm.org/wlc/en/article.php?ModuleId=10005151>.
The actual text: German SS and police murdered nearly 2,700,000 Jews in the killing
centers either by asphyxiation with poison gas or by shooting. In its entirety, the
"Final Solution" called for the murder of all European Jews by gassing, shooting, and
other means. Approximately six million Jewish men, women, and children were
killed during the Holocaust -- two-thirds of the Jews living in Europe before World
War II.
Lead In With
Attribution
Lead In With Critical
Thought
Lead in When The
Sentence is NOT a
Complex Sentence
Quote Paraphrase
Pulling from two
different sources
According to Dr. Chaim Horowitz, historical expert for the
Unites States Holocaust Memorial Museum, “German SS
and police murdered nearly 2,700,000 Jews in the
killing centers either by asphyxiation with poison gas
or by shooting.”
Because Hitler believed the Germans were racially superior
to the supposedly inferior Jews, “German SS and police
murdered nearly 2,700,000 Jews in the killing centers
either by asphyxiation with poison gas or by shooting”
(Horowitz).
Hitler commanded his SS to gather the Jews in
concentration camps and exterminate them by the million
by “asphyxiation with poison gas or by shooting”
(Horowitz).
Hitler systematically gathered millions of Jews and had
them killed in an effort to “purify” Europe (Horowitz).
“In 1921 the Nazi party was reorganized with Hitler as
chairman” (Calliope) and he immediately launched the
“’Final Solution’ [which] called for the murder of all
European Jews” (Horowitz).
Note: This should be followed up with enough commentary
to fully expand the ideas presented in the concrete details.
Sentence Templates for Introducing Commentary
(from They Say, I Say)
Introducing What “They Say”
A number of sociologists have recently suggested that X’s work has several fundamental problems.
(Replace italicized terms with terms that work for specific subject).
It has become common today to dismiss X’s contribution to the field of sociology.
In their recent work, Y and Z have offered harsh critiques of Dr. X for _____.
Introducing “Standard Views”
Americans today tend to believe that ______________.
Conventional wisdom has it that _________.
Common sense seems to dictate that _____.
The standard way of thinking about topic X has it that _____.
It is often said that _____.
Many people assumed that _____.
Introducing Something Implied or Assumed
Although none of them have ever said so directly, teachers have often given the impression
that_____.
One implication of X’s treatment of _____ is that _____.
Although X does not say so directly, she apparently assumed that _____.
While they rarely admit as much, _____often take for granted that _____.
Introducing An Ongoing Debate
In discussion of X, one controversial issue has been _____. On the one hand, _____ argues ______. On
the other hand, _____ contends ______. Others even maintain ______.
When it comes to the topic of _____, most will readily agree that _____. Where this agreement
usually ends, however, is on the question of _____. Whereas some are convinced that _____, others
maintain that _____.
Capturing Authorial Action
X acknowledges that _____.
X agrees that _____.
X argues that _____.
X believes that _____.
X denies/ does not deny that ______.
X claims that ______.
X complains that ______.
X concedes that _____.
X demonstrates that _____.
X deplores the tendency to _____.
X celebrates the fact that _____.
X emphasizes that ______.
X insists that _____.
X observes that _____.
X questions whether_____.
X refutes the claim that _____.
X reports that _____.
X suggests that _____.
Making Concessions While Still Standing Your Ground
Proponents of X are right to argue that _____. But they exaggerate when they claim that _____.
While it is true that _____, it does not necessarily follow that _____.
Naming Your Naysayers
Here many feminists would probably object that _____.
But social Darwinists would certainly take issue with the argument that _____.
Biologists, of course, may want to dispute my claim that _____.
Nevertheless, both followers and critics of Malcolm X will probably argue that _____.
Although not all Christians think alike, some of them will probably dispute the claim that ______.
Indicating Who Cares
_____used to think_____. But recently [or within the past few decades]_____suggests that ______.
What this new research does, then, is correct the mistaken impression, held by many earlier
researchers, that ______.
These findings challenge the work of earlier researchers, who tended to assume that ______.
Recent studies shed new light on _____, which previous studies had not addressed.
These findings challenge dieters’ common assumptions that _____.
At first glance, teenagers appear to _____. But on closer inspection, _____.
Establishing Why Your Claims Matter
X matters/is important because _____.
Although X may seem trivial, it is in fact crucial in terms of today’s concern over _____.
Ultimately, what is at stake here is _____.
These findings have important consequences for the broader domain of _____.
Although X may seem of concern to only a small group of _____, it should in fact concern anyone
who cares about _____.
Quoting Rules
This handout is designed to help you understand how quoting works. If you follow these rules, you
will have a well-supported essay.
Purpose
One of the first things you need to understand is what a quote is. A quote happens when you use
another person’s words to support what you want to say (or write). You never refer to the quote
though as a quote in your analysis.
Correct: “The water in the glass is dirty.” This shows that…
Incorrect: “The water in the glass is dirty.” This quote shows that…
Rationale: By saying that something is a quote, by giving it that title, what you are actually doing is
saying that the source you took it from actually took it from someone else. This may sound weird, but
that is just how it works.
Context
The biggest problem with quoting is that it is often used in insolation, without context. This pulls
the quote out of the main idea of a paragraph, setting it apart from the main idea. This is why you
have been taught to use lead-ins so much: they should be used to connect the quote with the main
idea of paragraph. Now the trick is to make good use of lead-ins.
Correct: The author clearly wanted the reader to see that “the water in the glass is dirty.”
Correct: The first use of imagery can be seen when the author says “the water in the glass is
dirty.”
Incorrect: No lead-in used
Rationale: It is always good to prime the reader before they read the quote. This allows the reader to
see where you are going with the quote before you use it. It also connects the quote to the rest of the
paragraphs. Ultimately, by blending your ideas with your sources ideas, you make both stronger.
Analysis
Providing analysis for the quotes you use is a part of good argument. There is no example to
accompany this, but the suggestion is that you provide a 3:1 ratio for the number of words in your
paragraphs. Three of your words for each quoted word.
Rationale: You want your essay to be your essay. This ensures that your essay is not written by your
sources.
Grammatical Correctness
There is a simple rule you need to understand. The grammar of the sentence is more important
than the grammar of the quote. The most important rules to follow are that a sentence begins with
a capital and ends with a period, and there should not be either somewhere in between, regardless
of what happened in the source document.
Source Quote: “The water in the glass is dirty.” Notice, this is a complete sentence, therefore it has
a capital to lead the sentence and period at the end. However, if you are going use this in your
writing, you have to provide context, which means that your sentence will be more than just the
quote.
Correct: The author clearly wanted the reader to see that “the water in the glass is dirty.”
Incorrect: The author clearly wanted the reader to see that “The water in the glass is dirty.”
Correct: “The water in the glass is dirty” is made clear by the author.
Incorrect: “The water in the glass is dirty.” is made clear by the author.
Rationale: You want your reader to know where your sentences begin and end. This allows for that.
To do otherwise creates confusion—and you don’t want a confused reader
Modifying Quotes
There are times where you need to change a quote to add clarity. This is perfectly acceptable; you
just need to do it correctly. The correct way to indicate a change is to use [square brackets] to
highlight the changes that were made.
Source Quote: “The water in there is dirty.” Notice that this is different than previous quotes. This
is done to show how brackets work
Correct: “The water in [the glass] is dirty.”
Incorrect: “The water in the glass is dirty.”
Rationale: The brackets are what indicate a change has been made. If you change a quote and don’t
use brackets, you are misrepresenting what the author said. That is bad.
Note: If the change you are making is for the sake of grammar, you don’t need to bracket. You are not
changing words, just capitalization, which has no effect on meaning.
Interview Evaluation Form
P.A.C.E. at Bonita High School
Dear Interview Volunteer:
Thank you for volunteering your time to talk with a student concerning his/her P.A.C.E. Project. P.A.C.E.
affords students the opportunity to gain specific information regarding an occupation, body of knowledge,
or skill from an adult expert in the field.
The time, place, and approximate length of interview should have been arranged with you prior to the
interview. We would find it very helpful if you would take a few minutes to complete this evaluation form
concerning the interview. We would like you to help us determine how effectively the student utilized the
opportunity. You may give this completed evaluation to the student after the interview, or fax it to Bonita
High School (909.971-8229) or mail it to his/her English teacher at Bonita High School, 3102 "D" Street, La
Verne, CA 91750. Your evaluation is part of his/her grade; therefore, please return this form prior to
____________________________.
Thank you again for taking time to share your expertise and to participate in P.A.C.E.
Sincerely,
Adam Archibald, P.A.C.E. Coordinator
__________________________________________________________________________________
TO BE COMPLETED BY THE STUDENT:
Student Name_________________________________________________________________
English Teacher's Name_________________________________________________________
Area of Study _________________________________________________________________
TO BE COMPLETED BY THE PERSON BEING INTERVIEWED:
Interviewee's name____________________________________________________________________________________________
(Print)
Address_________________________________________________________________________________________________________
Phone Number____________________________Fax____________________e-mail______________________________________
Qualifications__________________________________________________________________________________________________
Did the student arrive punctually for the interview?
Yes____No____
Was the student prepared with questions?
Yes____No____
What was the total interview time?
_________Min/hour
Did the student take notes?
Yes____No____
Signature______________________________________________________________ Date___________________________________
Please, feel free to write additional comments on the back of this sheet.
INTRODUCING AN INTERVIEWEE IN YOUR PAPER
Rules of Thumb:
1. When first quoting from an interview person, it is good reporting to
give their name, job title, and city of employment.
2. Refer to them always by last name every time you quote from them in
your paper.
3. Don’t forget to list them alphabetically in your Works Cited page. Here
is an example of what it should look like on your works cited page:
Kosinski, Jim. Personal Interview. 10 March 2014.
Here’s an example:
Voiceover work is a lively business that calls for different styles in
ability to read material. The advantage here is that the business is open to
anyone who can read well, take direction, and has a commanding voice.
Jim Kosinski, owner of Info-Hold in Glendale, California, utilizes a variety
of people to record company telephone greetings. “It’s always best to use
more than one voice in a telephone greeting, as we’ve found it really helps
to add interest for the person making the call and who might have to be
on hold” (Kosinski). Kosinski may hire three or four people to record the
same greeting, and then edit their recordings to mix the voices together.
“I have found that editing multiple voices together really enhances the
telephone greetings, and the companies that hire me to do this like this
approach a lot” (Kosinski). The advantage of this approach is threefold:
more than one voiceover talent can earn money, this keeps Kosinski in
demand, and the company is happy.
MLA Style and Citation Guide
Basic Information
1. Margins are to be one inch (1”) from the top, bottom, and sides.
2. Double space everything, including block quotes and citations.
3. Use 12-point Times New Roman font.
Note: This is not the default in Microsoft Word, so make sure to change the font and size. Do
not use different fonts for titles or other special effects.
4. Justify only on the left side of the paper.
5. Include a header with your last name and page number in the upper right-hand corner.
6. The entire research paper is double-spaced. Indent the beginning of each paragraph using one
tab space. Do not leave extra space between paragraphs.
7. Center the title and capitalize all the main words.
8. The Works Cited page follows the text of the paper, beginning on a new page and continuing the
page numbering of your paper.
General Guidelines for Authors and Titles
1. Refer to the author by his or her full name the first time it is mentioned in the text, but by last
name only thereafter, unless you have two authors with the same last name. In that case, use both
the first and last names consistently.
2. Titles of books, plays, magazines, journals, newspapers, movies, television shows, compact discs,
and Web sites are to be italicized.
3. Titles of articles, short stories, essays, poems, and songs are in quotation marks.
4. Capitalize the first and last words and all main words. Examples: “Eight Days a Week,” Great
Expectations, Wall Street Journal, The Simpsons, “The Raven.”
Use of Numbers
1. Spell out numbers that can be written in one or two words (four, thirty-five); use numerals to
represent longer numbers (110, 5 ½).
2. Do not begin a sentence with a numeral – spell it out.
3. Express related numbers in the same format (5 out of 50 states).
Internal Documentation (In-text citations, parenthetical references)
Every time you paraphrase or directly quote a source, you must give the reader the author’s last
name and the page number of the source, either in the lead in, lead out or in parentheses.
Do not use a comma between the author’s name and the page number.
Author’s name in the lead in
“He was obeyed,” writes Joseph Conrad of the manager in Heart of Darkness, “yet he inspired
neither love nor fear, nor even respect” (87).
Author’s name in parentheses
The author, speaking of the manager in Heart of Darkness , says that “He was obeyed, yet he
inspired neither love nor fear, nor even respect” (Conrad 87).
Three or more authors
If a work has three or more authors, you should use et al. followed by the page number. Notice that
et al., which means “and others,” ends with a period. Example: (Bell et al. 19).
Indirect quotations
Use material from primary sources whenever possible. If you need to include a quotation from an
indirect source, use the original author’s name in the tag line and cite your source in the
parenthetical reference.
Example: Sir William Berkeley believed that “learning has brought disobedience and heresy and
sects into the world, and printing has divulged them” (Chappell 139).
In the above example, Chappell’s book would appear in the works cited list.
Work listed by title
If there is no author, use the article or book title (or a shortened version of the title, if it is a
lengthy title) before the page number. For example, a parenthetical reference to the anonymous
article “Tweeting All the Way to the Bank” which appeared in the Economist would be formatted
as (“Tweeting” 61).
Citing more than one source in a single parenthetical reference
If you wish to cite more than one source, separate the citations with a semicolon.
(Badke 48; Lupton 411-13).
Corporate author
Corporate authors are groups such as the United Nations, the Modern Language Association, or
the Commonwealth of Pennsylvania. It is easier to read if the corporate author is cited in the text
(rather than parenthetically) the first time it is referenced, as in the following example:
“The American Diabetes Association (ADA) warns that too much sugar could be bad for a child’s
health” (42).
Block quotes
When you quote more than four typed lines of prose or more than three lines of poetry, set off the
quotation by indenting it one tab from the left margin. Long quotations should be introduced with
a tag line followed by a colon. Do not use quotation marks around the material.
At the conclusion of Golding’s Lord of the Flies, Ralph and the other boys realize the horror of
their actions:
The tears began to flow and sobs shook him. He gave himself up to them now for the
first time on the island; great, shuddering spasms of grief that seemed to wrench his
whole body. His voice rose under the black smoke before the burning wreckage of
the island; and infected by that emotion, the other little boys began to shake and sob
too. (186)
As you can see in the above example, the parenthetical reference follows the ending period of the
quotation. There is also a space after this period.
Ellipsis
Ellipsis points (three spaced periods) are used to designate that material has been omitted from
the source material. These are used only with directly quoted material, not paraphrases. They are
only used in the middle of a quotation, not in the beginning or end. They are only used to show
that information is taken out of the middle of a quote.
Works Cited Page
The list of works cited follows the text of the paper, beginning on a new page and continuing the
page numbering of your paper. Center the title Works Cited one inch from the top. All sources used
in your paper are listed in alphabetical order and are double-spaced with hanging indentation.
If you are citing two or more works by the same author, list the name in the first citation only. Use
three hyphens and a period for all the following references. The same rule applies for multiple
authors, as long as the authors’ names in each source appear in the same order. If they are not in
the same order, or if there are different coauthors, you must list all names in the same order as
shown in the original source. For entries beginning with the same name, but with different
coauthors, alphabetize by the last names of the second author listed.
www.Easybib.com is a great resource for proper citations.
Books
Citations for books include the following:
 Author’s name
 Title of work italicized
 Publication information (city of publication, the publisher’s name, and the year of
publication)
 Medium
Each portion of the citation is followed with a period in order to show that new information is
being presented.
Book by a single author or editor
Examples:
Fair, John D. Muscletown USA: Bob Hoffman and the Manly Culture of York Barbell. University
Park: Pennsylvania State UP, 1999. Print.
Gallagher, Gary W., ed. Fighting for the Confederacy: The Personal Recollections of General
Edward Porter Alexander. Chapel Hill: U of North Carolina P, 1989. Print.
Wood, Edward W., Jr. Worshipping the Myths of World War II: Reflections on America’s
Dedication to War. Washington: Potomac, 2006. Print.
Book by two authors
Give the names of the authors as they appear on the title page. Reverse only the first author’s
name.
Booth, Wayne C. and Joseph M. Williams. The Craft of Research. 2nd ed. Chicago: U of Chicago P,
2003. Print.
If there are more than two authors, you must list them all on the works cited page, but in the intext citations you may list only the first author followed by et al., which means “and others.”
Ozretich, Rachel, Linda Burt, Susan Doescher, and Martha Foster. Case Studies in Early Childhood
Education: Implementing Developmentally Appropriate Practices . Boston: Merrill, 2010.
Print.
Book by a corporate author
A corporate author can be an association, a committee, or any group whose members are not
identified individually. In some cases, the corporate author is also the publisher.
Urban Land Institute. Cities Post-9/11. Washington: Urban Land Inst., 2002. Print.
Work in an anthology
Begin the citation with the information for the part of the book (short story, essay, poem) you are
using, followed by the information for the anthology. Notice the page numbers for the piece you
are citing appear at the end of the citation, right before the medium of publication.
Poston, Ted. “ A Matter of Record.” Ebony Rising: Short Fiction of the Greater Harlem Renaissance
Era. Ed. Craig Gable. Bloomington: Indiana UP, 2004. 493-94. Print.
Articles
Citations for articles usually include the following:
 Author’s name
 Title of article in quotation marks
 Title of journal, newspaper, or magazine italicized
 Volume # and issue # for scholarly journal articles
 Date of publication
 Inclusive page numbers
 Medium
Scholarly journal article
Ladner, Betty, Donald Beagle, James R. Steele, and Linda Steele. “Rethinking Online Instruction:
From Content Transmission to Cognitive Immersion.” Reference & User Services Quarterly
43.4 (2004): 329-37. Print.
Newspaper article
Since there can be a lot of variation in the way newspapers number and date their sections and
editions, please the MLA Handbook for additional information and examples.
Steinhauer, Jennifer. “Pinch of Reality Threatens the California Dream.” New York Times 22 July
2009, Washington ed.: A1+. Print.
Van Ingen, Lori. “Protest to Target City Surveillance Cameras.” Intelligencer Journal [Lancaster] 26
June 2009: B1+. Print.
Magazine articles
Magazine published every week or every two weeks:
Quittner, Josh. “The Race for a Better Read.” Time 16 Feb. 2009: 34-35. Print.
“Tweeting All the Way to the Bank.” Economist 25 July 2009: 61-62. Print.
Magazine published every month or two months:
Bakich, Michael E. “How to Build a Backyard Observatory.” Astronomy Mar. 2009: 56-59. Print.
Landis, Kevin. “Dreaming in Place.” American Theatre July-Aug. 2009: 28+. Print.
Articles from an online library database (Ebsco)
If you are using an article accessed from an online library database, do not use the word Print, as
shown in the previous examples. Instead, follow the page numbers with the name of the database
(italicized), the medium of publication (Web) and the date you accessed the article (day, month,
and year).
Bakich, Michael E. “How to Build a Backyard Observatory.” Astronomy Mar. 2009: 56-59. EBSCO
information services. Web. 29 July 2009.
Ladner, Betty, et al. “Rethinking Online Instruction: From Content Transmission to Cognitive
Immersion.” Reference & User Services Quarterly 43.4 (2004): 329-37. EBSCO information
services. Web. 24 July 2009.
“Tweeting All the Way to the Bank.” Economist 25 July 2009: 61-62. EBSCO information services.
Web. 3 Aug. 2009.
Web Publications
Since you are able to find such a wide variety of material on the Web, it is difficult to summarize
guidelines for these sources. MLA recommends printing or downloading the Web sources you use
in a research paper, in case they are no longer available later.
The citations shown in this handout include the following information:
 Name of the author (individual or organization responsible for the information)
 Title of the work (in quotes, since this is not the whole site, but rather an article or work
which is part of a larger site)
 Title of the overall Web site (italicized)
 Publisher or sponsor of the site (you may find this information listed as the copyright
owner; use N.p. if that information is not available)
 Date of publication (copyright date if that is all that is available, or n.d. if no date is shown)
 Medium of publication
 Date of access
 Website URL in <angle brackets> followed by a period.
Example: <http://www.newsweek.com/id/70750>
Additional Web Publication Notes
Website title: is not a URL. Use American Cancer Society (close to the sponsoring institution),
which is also different than the article title.
Publishing Dates: If there is not specifically a publishing date, use the last website update, if that is
not available, use the copyright date. If, no copyright date, don’t allow use.
EBSCO: EBSCO should be cited as periodicals, they are simply kept online.
Examples
The following example is a Web exclusive article from the Newsweek site, not available in the
print Newsweek magazine. The first reference to Newsweek in the citation is italicized since it
refers to the name of the Web site. The second time refers to the publisher, or sponsor, of the site
and is not italicized.
Tyre, Peg. “Standardized Tests in College?” Newsweek . Newsweek, 16 Nov. 2007. Web. 7 July
2009. <http://www.newsweek.com/id/70750>.
The following is an example for citing information from an organization’s Web site. Notice that
many of the elements are the same.
Donor Sibling Registry. “About the DSR.” The Donor Sibling Registry . Donor Sibling Registry,
2008. Web. 30 July 2009. <http://www.donorsiblingregistry.com/about-dsr>.
If you choose to use a URL, place it at the end of the citation, enclose it in angle brackets and end
with a period. You may break a long URL into two lines, only after the double or single slashes. You
will have to remove the hyperlink if your Word program tries to automatically format your URL as
a hyperlink.
Same Website/Same Source Issue
1. If the root of the URL (www.easybib.com) does not change, it is one source. Regardless
of how many forward or backslashes there are.
Example: www.easybib.com/citations and www.easybib.com/parenthetical_citations
are the same source.
1. The exception to this rule is if the article has an author, then it must be attributed
to the author, not the website.
2. This issue should be treated like an anthology in a book. A website with no authors
would be a book with one author. A website filled with articles from other authors,
would be treated like an anthology.
Additional Common Sources
In addition to the sources shown below, the MLA Handbook covers television and radio
broadcasts, sound recordings, performances, musical scores, visual art, maps, charts, comic strips,
advertisements, lectures, speeches, manuscripts, letters, and e-mail messages.
A digital file
The following is an example of a citation for a file downloaded from the Web:
American Council of Learned Societies. Commission on Cyberinfrastructure for the Humanities
and Social Sciences. Our Cultural Commonwealth. New York: ACLS, 2006. PDF file.
Interviews
Examples for interviews you conducted, either in person or on the phone:
Killian, Harry. Personal interview. 16 Nov. 2008.
Simmons, Roger. Telephone interview. 15 Dec. 2007.
Global Warming: The Problem with Growing Greenhouse Gas Emissions
A Senior Paper
Presented to the
Faculty of
Bonita High School
in Partial Fulfillment
of the Requirements for P.A.C.E.
in
English
by
Steven Student
2016
SIGNATURE PAGE
TITLE:
Global Warming: The Problem with Growing Greenhouse
Gas Emissions (change this)
AUTHOR:
Steven Student (change this)
DATE SUBMITTED:
23 February 2016
DEPARTMENT OF ENGLISH
Mr.(s). Your Teacher (change this)
Senior English Teacher
__________________________________________
Mr. Adam Archibald
The P.A.C.E. Coordinator
__________________________________________
Mr. Robert Ketterling
Principal
__________________________________________
RESEARCH PAPER
EXAMPLE . . .
Student 1
Steven Student
Mrs. Tammy Teacher
English IV P
1 February 2016
INTRODUCTION
provocative
“hook”
These sample pages are based on an actual research paper submitted by a senior at Bonita.
Some of its content and source information have been altered from the original to show you
how the following 2 standards for writing research papers actually look when done correctly:
(1) M.L.A. (for effective formatting, with header/heading/margins/spacing/citation/etc.)
(2) JANE SCHAFFER (for effective paragraphing, with concrete detail/commentary/leads/etc.)
Please model your own paper after this example . . . if yours doesn’t look like this one, FIX IT!!!
Global Warming: The Problem with Growing Greenhouse Gas Emissions
thesis-specific title
The world is going through a dangerous, albeit subtle, global change. Global warming is
the slow heating of Earth's atmosphere by greenhouse gases that has been occurring for over two
section
two
preview
section
one
preview
hundred years. Its current and future effects range from minor alterations to the way humans live
to being mostly responsible for weather-related natural disasters. Avoiding these effects will be
section
three
preview
difficult, but with regulation, education, and new technologies, it is possible. Global warming
and its destructive effects on Earth's climate can and should be avoided at all costs through the
use of diligent action.
concise thesis statement, providing clear direction for all body paragraphs to follow
Global warming, at its core, is the gradual heat increase of Earth's atmosphere.
Jane S.
pattern
:
TS
CD
Environmentally conscious landfill designer Brenda Robertson says “either man, or natural
cyclical changes, or a combination of both, are believed to cause global warming,” with the
use lead-in to
introduce
interviewee
former seen more as the prevalent cause. Natural cyclical changes alone do not account for the
CM
majority of global warming. “Without any change in . . . habits, Earth may warm by about five
CD
degrees [C] . . . by 2100” (Leroux), causing the stable climate which all known life thrives upon
CM
to corrode. This seemingly small change in global temperature could have far-reaching negative
CD
consequences. “Already, the Arctic has warmed faster than anywhere else, by about two degrees
CM
C compared with 0.8 degree C globally” (“Putting a Price on Pollution”), and temperatures will
CS
rise even more, given time. This planet has heated up and will continue to heat up based on
(add
leads?)
use an
ellipsis
to
shorten
a C.D.
insert
(citation)
between
C.D. and
lead-out
current trends. The cause of global warming—greenhouse gases (GHGs)—must be addressed.
Carbon dioxide, usually formed from fossil-fuel combustion, and other GHGs are the
last sentence transitions to the topic of the next paragraph…
all
citations
Student 2
direct cause of global warming and climate change. "[GHGs] alter Earth’s climate by absorbing
energy in the lower atmosphere and re-emitting it" (Milken et al. 63) causing some heat to be
trapped inside the planet increasing global temperature. This effect is best known as global
if more
than 3
authors,
list first and
add “et al.”
warming. The “most prominent [GHG] is carbon dioxide (CO2) [and is] mostly [formed] by the
burning of fossil fuels” (Coalition for Awareness). CO2 is rightfully blamed as the main cause of
global warming; however; it is not the only cause. There are "other gases, such as methane
(CH4) [and] nitrous oxide (N2O)” (“Blueprint Lays Out . . .”) that contribute to global warming
as well. All GHGs cause global warming, and so reducing the emissions of every greenhouse gas
is key to fighting the problem. The potential effects of global warming are compelling reasons to
curb GHG emissions.
only include the first three words of a lengthy “web page title,” followed by an ellipsis
The predicted adverse effects of a warming planet are why global warming should be
avoided. It is predicted that “the interior regions of continents will become drier as temperature
rises. This change could make the [farmland] less suitable for [crops]” (Nordhaus, “Global
Warming . . .” 1284), leading to less affordable food and more hungry people. Global warming
could lead to the starvation of people living in poor, underdeveloped countries with rising
populations. “Under the effects of global warming, U.S. corn crop yields could drop by as much
as 42 percent, according to figures from the Environmental Protection Agency (EPA)”
(Nordhaus, “After Kyoto . . .” 33). The effect global warming has on the food supply of the
try
leading
in with a
citation
(authors
only)
world will almost certainly not be insignificant. According to Uzawa, Mendelsen and Heidelberg,
“[It has been] suggested that feedback effects such as melting permafrost could cause a runaway
greenhouse scenario where the oceans become so hot they evaporate,” turning the planet into a
waterless dead-zone. While this scenario is unlikely, it is possible, and should be viewed as a
threat. The repercussions of global warming must not be doubted, even though they may be hard
to recognize.
use [brackets] when inserting your own words to make concrete details flow more
effectively
Despite global warming being a very real issue, its effects can be hard to identify, prove,
2 or
more
works
by
same
author
and predict. The exact effects of global warming are unknown because
Student 3
greenhouse gas emissions are hitting [Earth's] complex [climate] with a hammer, and it is
“block” quote
when more than
4 lines of C.D.
(tab left margin
only, eliminate
quotation marks
in
and (cite) after
last punctuation)
nothing like anything we geophysicists have studied before. Obviously, a fundamental
element of any scientific study is the existence of prior data to provide a “baseline.” But
in this case, no prior evidence exists. This is one of our most significant hurdles—one
firstperson
pronouns
allowed if
found in a
C.D.
which unfortunately fails to make headlines. (Cooler Heads Coalition)
It is hard to predict effects in general with little to no prior experience. Also, “climate related
disaster losses reported . . . are unequally distributed” (Clinton, in Revkin), meaning that known
lead-ins /
lead-outs
serve to
(1)
blend
C.D.+CM
(2)
provide
extra
CM
data is not as precise or accurate as it could be. Data that is not precise and accurate is essentially
primary
source
quoted by
secondary
source
useless for making predictions. Another issue is that “risks cannot be eliminated fully” (An
Inconvenient Truth), leading to more difficulty making accurate predictions. Additionally, many
predictions about global warming are more likely to not coincide with each other, giving them
less validity. Despite the lack of absolute certainty of global warming's adverse effects, some of
those effects, thus far, are fairly well understood.
key ideas from
thesis
statement
(SKIP TO CONCLUSION PARAGRAPH SAMPLE…NO EXTRA SPACEBETWEEN PARAGRAPHS)
Global warming is not to be taken lightly; it has the potential to cause not only extreme
heat, but extreme weather in general, including hurricanes and blizzards the likes of which
humanity has never experienced. Greenhouse gas emissions are climbing more than ever. Fossil
brief
fuels are burned dangerously casually. Beautiful ecosystems are on the brink of collapse. It is not summary
overstatement to say that, left unchecked, global warming’s residual drought, famine, disease,
of each
section
and ultimate human extinction are not only scientifically plausible, but probable. However, that
same science suggests that it is not too late; by making fundamental changes in the way it uses
the planet to provide for its human needs, the human race can indeed come to its own rescue.
one last thought-provoking statement which captures the essence of
what your research has demonstrated and the kind of paper it was
(persuasive? exploratory? compare/contrast? problem/solution?)
WORKS CITED
EXAMPLE . . .
Works Cited
Student 10
"Blueprint Lays Out Clear Path for Climate Action." Environmental Defense Fund.
Internet
(web page)
(we
Environmental Defense Fund, 8 May 2007. Web. 24 May 2009.
<www.climateawarenes.org/blueprint_action>.
Online
Periodical
(we
Clinton, Bill. Interview by Andrew C. Revkin. “Clinton on Climate Change.” New York Times.
New York Times, May 2007. Web. 25 May 2009.
Corporate
Author
(we
Internet
(web site)
(minimum
entry)
(we
Film
(we
Coalition for Awareness. Climate: Fact and Fiction. Los Angeles: Greenview Press, 2010.
Cooler Heads Coalition. Web. 4 January 2010.
<www.globalwarming.org/media/pdf/23423986_20567 pdf>.
An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore, Billy West. Paramount, 2006.
DVD.
Book
(1 author)
(we
Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology. New
York: Springer, 2005. Print.
Journal
(more than
3 authors)
(we
Milken, Michael et al. "On Global Warming and Financial Imbalances." New Perspectives
Quarterly 23.4 (2006): 63. Print.
Periodical
(magazine)
(we
Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global
Warming." American Economic Review 96.2 (2006): 31-34. Print.
Online
Periodical
(same author
as above)
(we
Online
Periodical
(no author)
(we
---. "Global Warming Economics." Science 9 Nov. 2001: 1283-84. Science Online. Web. 24 May
2009.
"Putting a Price on Pollution." Usnews.com. US News & World Rept., 6 May 2007.
Web. 24 May 2009.
Interview
(we
Book
Robertson, Brenda. Personal interview. 12 February 2010.
Uzawa, Hirofumi, Henry Mendelsen and Thomas Heidelberg. Economic Theory and Global
(3
authors)
(we
Warming. Cambridge: Cambridge UP, 2003. Print.
The WORKS CITED PAGE above conforms to MLA (7th ed.) guidelines. (See www.owl.english.perdue.edu).
For your use as a sample, it has been altered from its original form. COPY format for header, title, margins, spacing and punctuation.
If you prefer to use easybib.com, you must remember to enact the setting that will include each website’s <URL>.
A variety of source types have been included for your reference. If you do not find what you need, refer to the “owl” website above…
Turnitin.com
All students are required to submit their research paper to the website turnitin.com,
which is website that contains a database of papers and also searches the web for
direct plagiarism matches. In order to avoid problems, write your own paper!
Directions for students to set up their account:
Go to www.turnitin.com
Enter class ID number: ___________________________________________________________
Password: _________________________________________________________________________
P.A.C.E. ADVISORY DRAFT 2016: “YES” TEST
Due Monday, February 1st
Student:
______________________________________________
Teacher:
______________________________________________ Period:
Please highlight the category that best fits your paper . . .
Animals
Education
Medicine
Science &
Technology
Date: __________
____
Art & Design
Entertainment
Music
Business
Environment
Psychology
Careers
Food
Public Service
Culture
Health & Fitness
Religion & Philosophy
Social Issues
Social Science
Sports
MISCELLANEOUS
Before turning in your paper, be sure you can answer Yes to all of the following criteria.
Any No on the Yes Test or “Special Directions” not followed will result in an automatic
"Not Yet" for the Advisory Draft.
We have extensively reviewed these requirements in the course of writing the research
paper for P.A.C.E. Please be sure you understand each requirement. If you are unclear
about any one in particular, please ask your English teacher for clarification or reference
to an appropriate handout.
Yes
No
Criteria
Word processed to MLA standards (font, size, margins, header, etc.)
Title page included and properly formatted
Introduction and Conclusion included and properly formatted
MLA documentation in the body paragraphs included and properly
formatted
Minimum of five sources are cited in the paper including the
interview at least once
Works Cited page is present and correctly formatted and interview is
included
Paper is written in third person (no: I, me, my, we, us, our, you,
your, etc.)
Adheres to required minimum (8) and maximum (9) page length
Process: Approved Letter of Intent, note cards, outline, drafts,
printed internet sources with source finders and website evaluations,
interview evaluation and notes, Turnitin.com receipt
It is a good idea to bring a flash drive or CD containing your paper so you can make any changes
necessary.
Special Directions:
P.A.C.E. Research Paper Scoring Guide: ADVISORY DRAFT
Name: _______________________________________________________________________________ Teacher: ____________________________________ Period: _____
GRADE: __ 16 / A
o
o
o
o
__ 15 / A
__ 14 / A-
CONTENT
4
Narrowly focuses on a single topic
Develops topic with relevant concrete
details from the sources
Uses commentary seamlessly and accurately
to expand on concrete details
Balanced, thorough development throughout
o
o
o
o
__ 13 / B+
__ 12 / B
__ 11 / B-
ORGANIZATION
4
Introduction provides clear direction
Sections/paragraphs logically build on
introduction/thesis statement
Transitions are seamless, clear and logical
Conclusion demonstrates understanding of
subject without restating the introduction
3
o Less narrow focus
o Develops topic with relevant but heavy
reliance on concrete details from sources
o Commentary may be awkward or forced, but
accurately develops information
o Mostly balanced, adequate development;
some sections may be significantly better
than others
3
o Introduction provides a clear direction, but
may be under or over developed
o Sections/paragraphs clearly fit intro/thesis,
but development does not build ideas
o Some transitions may be awkward or forced
o Conclusion finishes paper by summarizing,
without restating the introduction
2
o Broad scope of topic
o Develops topic with marginally relevant
concrete details; heavy reliance on sources
o Commentary may be simplistic, minimal,
and/or repetitious of sources
o Balanced but minimal development; several
underdeveloped paragraphs/sections
2
o Introduction is formulaic, but it does provide
adequate direction
o Sections/paragraphs fit topic in a general
way, or the focus may wander or appear
unrelated at times
o Transitions may be formulaic or abrupt, but
are usually present
o Conclusion simply restates introduction
1
Lacks clear focus of subject matter
Underdeveloped
Inadequate/unsubstantiated commentary
Paragraphs lack balance and/or connection
1
o Introduction does not state paper’s direction
o Sections/paragraphs lack focus and do not
follow what is discussed in intro/thesis
o Transitions connecting paragraphs are
missing and/or ineffective
o Conclusion is indistinct and/or ineffective
o
o
o
o
__ 10 / C+
__ 9 / C
__ 8 / C-
SOURCES
4
o MLA documentation correct; each citation
has an exact match on the Works Cited page
o Research is relevant; integrated into text and
often blended with the writer’s commentary
o 8+ extensive scholarly/academic sources; all
internet----sources are legitimate sources of
solid, useful information
o Interview used 4+ times throughout the paper
3
o MLA documentation format may have
minimal but consistent errors; each citation
still has an exact match in the Works Cited
o Research relevant; integrated into paragraphs
but not blended with commentary, no leads
o 5-7 extensive academic sources; Most ---------- Internet sources are relevant and -------- --------somewhat-useful. A few may contain _______
_- inaccurate information
o Interview used 3 times throughout the paper
2
o Random MLA documentation format;
1 minor source may not correspond with
Works Cited
o Research is not extensive; formulaic use of
sources/heavy reliance on a few sources
o 5 academic sources; Internet sources and
offer-little relevant and-often inaccurateinformation about the topic
o Includes interview at least once but lacks
significant connection or may be specific to
just one paragraph/section
1
o Incorrect MLA documentation format
o Citations do not match Works Cited
o Cited research inappropriate or irrelevant
o Fewer than 5 sources/No interview
o Internet sources are not acceptable sources ----with irrelevant and inaccurate information. ----
__ 7-0 or a 1 in any column / NOT YET
o
o
o
o
o
o
o
o
o
o
CONVENTIONS
4
Few or no errors in usage, punctuation,
capitalization and spelling
Effective use of sentence variety; complex,
compound sentences throughout
Correct use of mature, elevated vocabulary
Excellent readability; unobtrusive errors
In-text citation properly formatted including
all punctuation
3
Few errors in punctuation, capitalization and
spelling; some noticeable usage errors
Occasional use of sentence variety; a few
complex, compound sentences throughout
Correct use of vocabulary
Good readability; a few noticeable errors, but
errors do not distract from the paper
In-text citation may contain a few errors, but
mostly correct throughout
2
o Errors in punctuation, capitalization, spelling
or usage (4-5 different errors per page)
o Little or no sentence variety; simple
sentences throughout
o Correct use of simple vocabulary
o Adequate readability; communicates with
consistent noticeable errors
o In-text citation have multiple but consistent
errors
1
o 6+ errors on 2+ pages, including
capitalization, punctuation, spelling and
contractions
o 2+ fragments and/or run-ons on 2+ pages
o Consistent misuse of vocabulary, including
first person (I/you/we/our) more than once
o Lacks readability; difficult to understand
o In-text citation is incorrectly formatted
A “1” in any column earns an automatic NOT YET. The English teacher’s grade stands and/or improves ONLY when the Master Draft is successfully completed.
P.A.C.E. MASTER DRAFT 2016: “YES” TEST
Due Tuesday, February 23rd
Student:
______________________________________________________ Date: _____________
Teacher:
______________________________________________________ Period: __________
Please highlight the category that best fits your paper . . .
Animals
Education
Medicine
Science &
Technology
Art & Design
Entertainment
Music
Business
Environment
Psychology
Careers
Food
Public Service
Culture
Health & Fitness
Religion & Philosophy
Social Issues
Social Science
Sports
MISCELLANEOUS
Before turning in your paper, be sure you can answer Yes to all of the following
criteria. Any No on the Yes Test or “Special Directions” not followed will result in an
automatic "Not Yet" for the Master Draft.
We have extensively reviewed these requirements in the course of writing the
research paper for P.A.C.E. Please be sure you understand each requirement. If you
are unclear about any one in particular, please ask your English teacher for
clarification or reference to an appropriate handout.
Yes
No
Criteria
Word processed to MLA standards (font, size, margins, header,
etc.)
Title page and Signature page included and properly formatted
Introduction and Conclusion included and properly formatted
MLA documentation in the body paragraphs included and
properly formatted
Minimum of five sources (including interview) are cited in the
paper Separate interview and add notes etc...
Works Cited page is present and correctly formatted
Paper is written in third person (no: I, me, my, we, us, our, you,
your, etc.)
Adheres to required minimum (8) and maximum (9) page length
Process: Approved Letter of Intent, Advisory Draft with Scoring
Guide, note cards, outline, drafts, printed internet sources with
source finders and website evaluations, interview notes, New
turnitin.com receipt
Special Directions:
P.A.C.E. Research Paper Scoring Guide: MASTER DRAFT
Name: _______________________________________________________________________________ Teacher: ____________________________________ Period: _____
GRADE: __ 16 / A
__ 15 / A
__ 14 / A-
CONTENT
__ 13 / B+
__ 12 / B
__ 11 / B-
ORGANIZATION
4
o Narrowly focuses on a single topic
o Develops topic with relevant concrete
details from the sources
o Uses commentary seamlessly and accurately
to expand on concrete details
o Balanced, thorough development
4
o Introduction provides clear direction with
clear thesis
o Sections/paragraphs logically build on
introduction/thesis statement
o Transitions are seamless, clear and logical
o Conclusion demonstrates understanding of
subject without restating the introduction
3
o Less narrow focus
o Develops topic with relevant but heavy
reliance on concrete details from sources
o Commentary may be awkward or forced, but
accurately develops information
o Mostly balanced, adequate development;
some sections may be significantly better
than others
3
o Introduction provides a clear direction, but
thesis may be under or over developed
o Sections/paragraphs clearly fit intro/thesis,
but development does not build ideas
o Some transitions may be awkward or forced
o Conclusion finishes paper by summarizing,
without restating the introduction
2
o Broad scope of topic
o Develops topic with marginally relevant
concrete details; heavy reliance on sources
o Commentary may be simplistic, minimal,
and/or repetitious of sources
o Balanced but minimal development; several
underdeveloped paragraphs
2
o Introduction is formulaic, thesis may only
provide adequate direction
o Sections/paragraphs fit topic in a general
way, or the focus may wander or appear
unrelated at times
o Transitions may be formulaic or abrupt, but
are usually present
o Conclusion simply restates introduction
1
Lacks clear focus of subject matter
Underdeveloped
Inadequate/unsubstantiated commentary
Paragraphs lack balance and/or connection
1
o Introduction does not state paper’s direction,
thesis statement unclear and ineffective
o Sections/paragraphs lack focus
o Transitions connecting paragraphs are
missing and/or ineffective
o Conclusion is indistinct and/or ineffective
o
o
o
o
__ 10 / C+
__ 9 / C
__ 8 / C-
SOURCES
__ 7-0 or a 1 in any column / NOT YET
CONVENTIONS
4
o MLA documentation correct; each citation
has an exact match on the Works Cited page
o Research is relevant; integrated into text and
often blended with the writer’s commentary
o 8+ extensive scholarly/academic sources; all
internet----sources are legitimate sources of
solid, useful information
o Interview used 4+ times throughout the paper
3
o MLA documentation format may have
minimal but consistent errors; each citation
still has an exact match in the Works Cited
o Research relevant; integrated into paragraphs
but not blended with commentary, no leads
o 5-7 extensive academic sources; Most ---------- Internet sources are relevant and -------- --------somewhat-useful. A few may contain _______
_- inaccurate information
o Interview used 3 times throughout the paper
2
o Random MLA documentation format;
1 minor source may not correspond with
Works Cited
o Research is not extensive; formulaic use of
sources/heavy reliance on a few sources
o 5 academic sources; Internet sources are -------questionable and offer-little relevant and -------often inaccurate-information about the topic
o Includes interview at least once but lacks
significant connection or may be specific to
just one paragraph/section
4
o Few or no errors in usage, punctuation,
capitalization and spelling
o Effective use of sentence variety; complex,
compound sentences throughout
o Correct use of mature, elevated vocabulary
o Excellent readability; unobtrusive errors
o In-text citation properly formatted including
all punctuation
3
o Few errors in punctuation, capitalization and
spelling; some noticeable usage errors
o Occasional use of sentence variety; a few
complex, compound sentences throughout
o Correct use of vocabulary
o Good readability; a few noticeable errors
o In-text citation may contain a few errors, but
mostly correct throughout
1
o Incorrect MLA documentation format
o Citations do not match Works Cited
o Cited research inappropriate or irrelevant
o Fewer than 5 sources
o No interview
o Internet sources are not acceptable sources ----with irrelevant and inaccurate information. ----These sites include but are not limited to--------Wikipedia, ask.com, buzzle, ehow etc…
1
o 6+ errors on 2+ pages, including
capitalization, punctuation, spelling and
contractions
o 2+ fragments and/or run-ons on 2+ pages
o Consistent misuse of vocabulary, including
first person (I/you/we/our) more than once
o Lacks readability; difficult to understand
o In-text citation is incorrectly formatted
2
o Errors in punctuation, capitalization, spelling
or usage (4-5 different errors per page)
o Little or no sentence variety; simple
sentences throughout
o Correct use of simple vocabulary
o Adequate readability; communicates with
consistent noticeable errors
o In-text citation have multiple but consistent
errors
A “1” in any column earns an automatic NOT YET. The English teacher’s grade stands and/or improves ONLY when the Master Draft is successfully completed.
P.A.C.E. at Bonita High School
Five Year Post High School Plan
As with any journey, a map serves several purposes: it guides, measures, and serves as a record of your
trip. Your five-year plan is a map for your future. Though you may get lost, you can always find the
direction you have created for yourself by looking back at this plan.
Directions: Use the following guidelines to create a plan for yourself to achieve over the next five years.
Write a seven-paragraph essay with at least 100 words in each paragraph.
Paragraph one: What personal interests, talents or passions have you identified in the past few years?
Which of these have you decided to pursue? Why? What else interests you about your chosen area of
interest? Describe your future career path goal and how you plan to achieve it over the next five years.
Paragraph two: Write about five to seven personal sub-goals that you hope to achieve in the next five
years. These sub-goals may be health and fitness, relationship, independence, monetary, and material
goals, just to name a few. These sub-goals could be other personal interests, talents and passions you
have identified and would also like to pursue. Write about why you have chosen these sub-goals and what
you hope/think will come out of them as you progress through life.
Paragraph three: Describe and give examples of your work skills and behaviors. These may be
behaviors such as good attendance and being on time to appointments and/or skills such as ability to use
specific computer programs, speak languages other than English etc...
Paragraph four: Describe the education and work experiences you might need to meet the goals
discussed in the first two paragraphs. Also discuss how the examples given in paragraph three will help
you be successful your chosen career path. Use the online Occupational Outlook Handbook to get
concrete details about your career choice at http://www.bls.gov/oco/. This paragraph must cover, the
amount of schooling needed, volunteer and other requirements of a specific careers (ie student teaching,
internship etc...)
Paragraph five: Create a realistic monthly budget of expenses for the costs involved in achieving your
goals over the next five years. Detail each of the costs listed in the “Budget Template” on the other side of
this page, as well as any other expenses you may have (do not just give a total dollar amount). After
completing the budget template, use the information to write a paragraph explaining who will be
covering what costs, how much they are and how you arrived at your estimates. YOU MUST break down
your budget IN WRITING in this paragraph. Detail the budget categories and who will be paying for each.
Paragraph six: Discuss four to five realistic problems you might encounter as you work toward your
goals in the next five years. Give thoughtful solutions for how you could solve some of these problems.
Example: Problem: I am not able to get the classes I need to graduate from college. Thoughtful solution:
I may have to go to multiple schools in order to get through and stay on track. Poor Solution: I guess I
will have to wait.
Paragraph seven: Conclude with what achieving this goal will mean for you? Your sense of
accomplishment? Describe your determination to achieve your goals and sub-goals. How will reaching
this goal help you in your future?
P.A.C.E. Five Year Post High School Plan: Monthly Budget Template
Name: ____________________________________________________
Directions: Use this form to help you with paragraph number five. Be sure to be as accurate as
possible with your estimates. If you don't know how much something costs, find out! Do some
research or talk to people who can give you a reasonable idea. Also, be sure to indicate who will
be covering any expenses that you will not be paying for yourself . . .
Category
Monthly $$$
How did you arrive at your estimate?
Take total ÷12
Asked Parents? Online research?
Who will pay
You, Parents, etc…?
Education:
tuition
$
books
$
school parking
$
Necessities:
rent
$
electricity
$
gas
$
water
$
groceries
$
sundries (makeup, TP, etc…)
$
Luxuries:
auto insurance
$
gasoline/maintenance
$
cell phone
$
hair/nails
$
other
$
Entertainment:
dining out/fast food
$
movies
$
clubs
$
concerts
$
sporting events
$
other
$
Miscellaneous:
$
$
My Total Expenses:
$
$
How do you plan to pay your total?
Total Amount ÷ amount of hours per month.
Full time 40 hrs/week, part time 20 or less hrs/week.
Parents Total Expenses:
$
Total Combined Expenses:
$
P.A.C.E. at Bonita High School
Research Paper Self Evaluation
Directions: Copy the questions and answer thoroughly in complete sentences. The word-processed
final copy is due: _______________________________________
1. Explain three interesting ideas or facts you learned about your research topic. Explain what
about these ideas and facts interested you?
2. Explain how your project influenced your paper. How did the project affect your choice of
paper topic?
3. If you were to write your paper over, what would you change and why?
4. Who or what helped you the most when you were writing your paper? How?
5. What was the biggest problem related to researching or writing your paper you had to solve?
What was the solution?
6. What helpful and realistic tip or bit of advice would you give someone who is going to be
writing his/her Senior Project paper next year? Why?
7. What aspect(s) of your paper makes you feel most satisfied or proud? Why?
What is a Resume? Why should I make one?
What is a Resume?
A resume is a short, one or two page document, that summarizes your career goals, experience, awards and
achievements, as well as your educational background and special skills. A good resume can be the link between
you and your future. Your resume often controls the number of interviews you get, plays a vital role in the amount
money you make as well as the quality of the jobs offered to you.
Why do I need a Resume?
Reason one: prove you are qualified. A resume is important because it is the tool for proving you deserve the job. In
a well-crafted resume, job seekers can guide potential employers through their work history, and demonstrate that
they have all of the skills necessary for the desired position.
Reason two: prove you care about the job. It is important that job seekers guide potential employers not only
through their work history, but also through their passion for the job. Failure to prepare a strong resume sends the
message that you are not serious about getting the job.
Reason three: prove you understand the working world. A resume is important because it is part of the hiring
process that everyone is expected to understand. For the modern working world, this includes the technical
aspects of job seeking, such as resume preparation. If job seekers cannot understand the need to create a resume,
what else do they not understand?
Isn't the application that my potential employer gives me enough?
The short answer is No. A good resume does three things: it catches the attention of potential employers, it
highlights your qualifications and skills, and it sells your capabilities. Job applications may or may not do this for
you, hence the need for a resume.
In order to catch the attention of potential employers, a resume does not have to be flashy or organized in a specific
way. The truth is that there is truly no right way to create a resume.
A few guidelines that you should follow when putting together your resume.
 Your resume should be well organized and easy to read.
 It should be targeted to the specific job you want. (yes this means making lots of them...one for every job)
By focusing your resume on the skills needed to accomplish the job you are applying for, you will be more
likely to stand out in the minds of those who read it.
 When describing your qualifications and skills, make sure that you only list those that pertain to the job in
question. By tailoring your qualifications and skills to meet the needs of the company, your potential
employer will be more apt to see you as a good fit for the position.
 Also many are tempted to embellish on the truth, remain truthful, but use creative and descriptive
vocabulary to highlight your strengths and downplay your weaknesses
 The tone of the writing should be factual and confident, making you seem capable and competent. This is
where word choice plays a major part in the construction of your resume. You need to know when to use
specific words, indicating that you have specialized training or knowledge, and when to use more vague
words, indicating that your knowledge base is wide in that subject.
P.A.C.E. at Bonita High School: PORTFOLIO CHECKLIST
Due April 20, 2016
The P.A.C.E. Portfolio is your journal and evidence for completing the project phase of P.A.C.E. You must
include the items listed below, but you may include items not specifically mentioned on the list.
The portfolio will be reviewed by the judges before they hear your P.A.C.E. Board Speech. Reviewing your
portfolio allows the judges to prepare for your speech by learning about your research paper and project as
presented in the portfolio.
Be sure the judges' first impression of you is a good one. Clean up all your work (do you really want correction
marks and grades to show on your research paper?) Rewrite sloppily written forms and papers, and organize
your materials. Be sure that all final drafts are typed.
You must use a WHITE view binder (1 ½ inch minimum width/2 inch maximum width) and create a neat and tidy
INSERT to serve as the cover of your portfolio, which includes the following information:
 Your name
 English teacher's name
 Project topic
 Class period
You must also create a TABBED DIVIDER for each section of your portfolio. The 10 items in bold below
must have a divider created for them, the first and last are not required, but certainly add a bit of quality
and clout to your portfolio. The order must be as follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Dedication Page (Optional)
Table of Contents
Career Narrative With Title Page
Letter of Commitment
Project Verification Forms (4)
#1: “Parent Consent”
#2: “Mentor Verification” (This form has two sides)
#3: “Mentor Completion”
#4: “Parent Completion”
Project Logs: Project logs must be typed. If the mentor signed your original handwritten logs and not the final
draft, include both. On the final draft, write see original in the space where the signature should be.
Evidence: Include as many of the following as possible since evidence is important to convincing your judges of
the authenticity and learning stretch of your project.
 Certificates of completion, i.e., classes, skills
 Photographs, sketches
 Charts, diagrams
 Receipts
 Sign in sheets
 Notes from classes, training, etc.
 Materials you created: If your project has a product involved (i.e., photography portfolio, a video, a quilt,
a scale model), you must turn in the product with your portfolio.
P.A.C.E. Project Hour Self-Evaluation
Senior Research Paper with Title and Signature Page
Senior Research Paper Self Evaluation
Five-Year Post High School Plan
Resume
Letters of recommendation (optional)
P.A.C.E. at Bonita High School: PROJECT PORTFOLIO SCORING GUIDE
Name: ___________________________________________________________________________________________________ Period: _____ SCORE: _______________
LEARNING STRETCH
o
o
o
o
-4The student is self-directed and meets senior
project deadlines on time.
Learning stretch is exceedingly evident as
the student explores a new area or
demonstrates a new skill.
Original, intellectual, physical, creative
and/or independent learning is thoroughly
detailed in question #12 of the Project SelfEvaluation and matches Letter of
Commitment.
30 project hours are achieved.
o
o
o
o
PROJECT LOGS & VERIFICATION
ITEMS
-4The student is self-directed and meets senior
project deadlines on time.
Project logs and verification forms are
thoroughly completed.
Corrected and unmarked research paper
complete with title page, signature page and
works cited page.
30 project hours are achieved.
SELF-EVALUATION & EVIDENCE
o
o
o
o
o
-4The student is self-directed and meets senior
project deadlines on time.
Specific details and insightful reflection
regarding the student’s accomplishments are
evident in the self-evaluations.
Evidence thoroughly demonstrates a quest
for quality.
The project goals described in the Letter of
Commitment have been exceeded.
30 project hours are achieved.
PORTFOLIO QUALITY
o
o
o
o
o
o
o
o
o
o
o
o
o
-3The student meets senior project deadlines
with some teacher direction.
Learning stretch for both paper and project
are clearly evident.
Original, intellectual, physical, creative
and/or independent learning is generally
detailed in question #12 of the Project SelfEvaluation and matches the Letter of
Commitment.
25 project hours are achieved.
-2The student misses multiple senior project
deadlines.
A moderate or limited learning stretch is
evident.
Original, intellectual, physical, creative
and/or independent learning is mentioned in
question #12 of the Project Self-Evaluation,
but minimally detailed and matches the
Letter of Commitment.
20 project hours are achieved.
o
o
o
o
-3The student meets senior project deadlines
with some teacher direction.
Project logs and verification forms are
generally completed.
Research paper title page, signature page
and works cited page are included, but may
have one minor error.
25 project hours are achieved.
o
o
o
o
o
o
o
o
o
-2The student misses multiple senior project
deadlines.
Project logs and verification forms are
minimally completed.
Research paper title page, signature page
and works cited page are included, but
poorly presented and/or may have 2-3
uncorrected errors.
20 project hours are achieved.
o
o
o
o
o
-3The student meets senior project deadlines
with some teacher direction.
General attention to detail and reflection in
the self-evaluations is evident.
A substantial amount of evidence is clear
and labeled.
Evidence adequately demonstrates that the
project goals described in the Letter of
Commitment have been met.
25 project hours are achieved.
-2The student misses multiple senior project
deadlines.
Minimal attention to detail and reflection in
the self-evaluations is evident.
An adequate amount of evidence is included,
but not labeled.
Evidence demonstrates reasonable progress
toward the project goals described in the
Letter of Commitment.
20 project hours are achieved.
o
o
o
o
o
o
o
o
o
o
o
o
o
-1Project/Paper do not match Letter of
Commitment.
No learning stretch is evident.
20-hour Minimum requirement for project is
not achieved.
o
o
o
o
-1Verification items are incomplete and/or
unsigned.
Project logs do not accurately reflect the
amount of hours declared in the log.
Research paper title page, signature page or
works cited page are missing or paper is
marked and uncorrected.
20-hour minimum requirement for project
hours is not achieved.
o
o
o
o
-1No reflection evident in self-evaluations.
Evidence fails to demonstrate adequate
progress toward project goals.
Too little evidence for amount of hours
logged.
20-hour minimum requirement for project
hours is not achieved.
o
o
o
o
-4The student is self-directed and meets senior
project deadlines on time.
Portfolio demonstrates superior
craftsmanship and pride in content and
appearance.
Organization strictly adheres to the required
order of sections.
All items are properly formatted including
business letters, research paper and self
evaluations; fonts match throughout the
portfolio.
30 project hours are achieved.
-3The student meets senior project deadlines
with some teacher direction.
Portfolio is complete and tidy.
Organization generally adheres to the
required order of sections; one section may
be misplaced.
Two items may not follow format; two
different fonts in the portfolio.
25 project hours are achieved.
-2The student misses multiple senior project
deadlines.
The required content is included, but a lack
of pride in the overall presentation of the
material is evident.
Organization does not adhere to the required
order of sections; two or more sections may
be misplaced.
Three or more items do not follow required
format and/or there are three or more
different fonts in the portfolio.
20 project hours are achieved.
-1Content includes marked items that remain
uncorrected.
Portfolio does not follow the organization
guidelines.
Portfolio is sloppy, untyped and/or
incomplete.
20-hour minimum requirement for project
hours is not achieved.
P.A.C.E. at Bonita High School
Presentation Guidelines
Your board presentation is the final component of P.A.C.E. It is composed of an 8 to 10 minute multi-media presentation
given to a panel of 3-5 adults who judge the presentation of the components that you have completed for your P.A.C.E.
project. This handout provides you guidelines on how to create both the content and multi-media aspects of your
presentation.
First, let us define multi-media. A multi-media presentation is one that uses more than one type of medium to present
information. Everyone will use their voice as one type of media. The additional media (hence multi) will come in the
form of your choosing. It can be a visual presentation with graphs and tables, it can be a video that you create, and/or it
can be audio files that you play. There are several possibilities and you can mix and match as needed. The multi-media
aspect of your presentation is not just one small part, it should be a part of your entire presentation, start to finish. It
needs to be more than just a PowerPoint that you read slides from, but you can use PowerPoint to contain all the
elements.
Second, there is specific content that must be covered in your presentation, and this should help you build your
presentation. The general structure of your presentation is as follows:
I.
II.
III.
IV.
V.
VI.
VII.
Introduction
Project description
Performance/Demonstration (Optional, though some projects require it)
Connection between research paper and project
Research paper information
Self-growth and learning stretch
Conclusion
Below you will find specific information about each section. Use any or all of these questions below to help you write
your speech, but don’t make it sound like you are answering a list of questions.
Introduction: (30-60 seconds) Introduce yourself and the topic you focused on this year. Create an interesting lead that
grabs the attention of your board judges. This can be achieved by telling a story about your topic as an example of why
you are interested in this topic, by asking provocative questions that you also had before you began your project, or give
some personal information about yourself as a reason that you chose this topic. Whatever introduction you choose,
remember to connect it to and explain what you wrote your research paper about and what you did for your project
hours.
Project description: (2-3 minutes) Since projects vary so greatly, use some of these questions to put detail into your
speech. Not all questions will apply to your project. What did you do for your project hours? What steps did you take to
begin and complete your project? Be detailed in what you did: either use the steps you took and go through them in
detail, or describe a usual activity you engaged in and what you learned from it. What were the people that you worked
with like? What were some of the materials you used to complete your project? What did you expect your project to be
like? What challenges occurred while setting up and completing your project? What did you learn about your topic from
your project? What was the most rewarding aspect of your project? Explain whether or not the topic still interests you as
a possible career? What are your plans with this topic in the future?
Performance/Demonstration: (2 minutes Maximum) Plan out precisely how you will conduct your demonstration,
what preparation you need to make prior to your presentation, and the steps which you will need to follow so your
audience understands and appreciates your demonstration.
Connection between research and project: (30-60 seconds) Explain how your research paper and project are
connected. Remember: your connection does not have to be a direct 1:1 connection, but it does need to be concrete.
Perhaps explain which idea came first—the paper topic or the project—and then how you went about thinking up the
connection that you could pursue in further study or activity.
Research paper Information: (2-3 minutes) What did you know about your topic before you began your research? Did
the project hours affect your research paper topic? Explain. What were the three most important things you learned
while doing your research? Be detailed here—give concrete details that you actually put into your paper. Why are the
concrete details you chose for this speech important? Do not include what you learned about actually doing research or
the research process. What was your thesis? Were you successful in proving your thesis? What did you discover in your
research that surprised you, made you think, intrigued you, or touched you in some way? Did you find interesting
sources? Where? Was your interview/mentor helpful to you for your paper? What was the main conclusion you came
away with from your research? How did the research paper improve your understanding of the topic you chose?
Self-growth and learning stretch: (30–60 seconds) What was the learning stretch for your paper? Did you learn about
a topic you knew very little about? Did you expand on prior knowledge? If yes, what did you learn that was new? What
obstacles occurred while writing your paper, and how did you stretch yourself to meet them and overcome them? What
was the learning stretch for your project? What satisfaction do you have about the growth you have made—either in this
topic area, in study skills, in discovering new skills and talents? Avoid mentioning overcoming procrastination; this is not
a solid learning stretch.
Conclusion: (30-60 seconds) Use an interesting hook to end your speech and be sure your hook mentions both the paper
and the project. Consider beginning with a rhetorical question, a quotation, with a “Looking back . . .” or a “Looking
ahead” hook, or one last surprising fact. Then briefly summarize what you did for your paper and project and your last
impression of what the Senior Project has taught you about the topic and yourself (or perhaps other people and/or the
world). Thank the board judges for letting you share your Senior Project experience, or for giving their time to listen to
your speech. Ask for questions that you would be happy to answer.
Try to anticipate what sort of questions the board may ask and be prepared with answers! Remember: this is where you
show your expertise in the subject area you’ve chosen.
After you have created your multi-media presentation:
 Practice in front of your parents or friends as much as possible.
 Time your presentation; it must be NO LESS than 4 minutes and NO MORE than 10 minutes.
 Go to the classroom where you are presenting and test your presentation to make sure the multi-media will work
there. Make sure you politely ask the teacher in that room when they/their room is available for you to test your
multimedia presentation.
 Be on time to your board presentation!
 Good Luck!
Once you have passed your presentation, you will officially be done with your P.A.C.E. Project.
Multimedia Presentation Tips
Digital presentations are challenging for students because students are often unfamiliar with controlling
Powerpoint or similar presentation tools. Secondly, most of the models you see from your teachers have too
much information crammed into them. This is due to teachers usually wanting you to take notes. For the
purposes of your P.A.C.E. speech, no one is taking notes.
Let's start with a few things to stay away from!
Don'ts (you will probably fail if you do these)
From the "Annual Annoying Powerpoint Survey"
 Speaker reads slides directly (74%)
 Full sentences instead of bullets (52%)
 Text too small (48%)
 Poor visibility Contrast/background (34%)
 Overly complex diagrams or charts (26%)
25% or less
 Too many font types
 Animations distracting
 Annoying sounds
 Irrelevant graphics/info
Do's
Font and readbility
 Select an easy to read font, such as Calibri
 Sans (without) serif fonts are easier to read than serif fonts
 Example Calibri Easy to read, quickly on slide
 Example Times new roman not as easy to quickly read
 Font Size
 Titles 32-36 point font
 Body Text 28 point
 Sub headings 24 point
 no smaller than 24 point
Background
 Select a nice clean background
Photos
 Incorporate high quality photos, images, or diagrams that reinforce your verbal message
Animations
 Use animation, slide transitions, audio and video sparingly
To maximize retention
Convert:
 sentences to short phrases
 passive verbs to active verbs
 decimals to whole %
 Round and abbreviate numbers
Remove:
 Extra Words
 Most Prepositional Phrases
 Most punctuation
Progressively reveal
 Tables row by row or column by column
 bullet points (great for conclusion)
KISS Keep It Simple and Short
 Employ the 6 x 6 rule



6 lines or less per slide
6 words or less per line
Avoid mega-data slides
Only highlight the most important information in tables and graphs
Create a handout to give to your judges
Be passionate about your topic
After you have created your multi-media presentation:
 Practice in front of your parents or friends as much as possible
 Time your presentation; it must be NO LESS than 4 minutes and NO MORE than 10 minutes.
 Go to the classroom where you are presenting and test your presentation to make sure the
multi-media will work there.
 Be on time to your board presentation
*Try Prezi for an online presentation format that is unique and little more interesting.
P.A.C.E. at Bonita High School: SPEECH SCORING GUIDE
Student Name: ___________________________________________________________________ TOTAL SCORE: ________ / 55 ( _____ “NOT YET” )
Directions: Circle a score for each of the aspects of the speech listed below. Then add the numbers in each total section. Add the total
score out of 55 at the top and indicate (if necessary) if the speech should receive a score of “Not yet.” Note: If you need further
clarification of any of the grading categories, see the back of this page.
Not
Present
Satisfactory
Good
Excellent
Presentation has clear introduction, body and conclusion
0
1
2
3
Project description
0
1
2
3
Link between paper and project presented
0
1
2
3
Paper description
0
1
2
3
Learning Stretch (self-discovery, personal growth
identified)
0
1
2
3
Balance: Time spent on paper and project are even
0
1
2
3
Content and Organization
Content and Organization Total ___________ /18 or NY
Presentation/Delivery/Effectiveness
> 10 min late
= NY
5-10 m late
=1
1-4 m late
=2
On time
=3
Not Present
Satisfactory
Good
Excellent
Dress
0
1
2
3
Posture
0
1
2
3
Reading/eye contact (eye contact made at least
once=1)
0
1
2
3
Interest/credibility/Enthusiasm
0
1
2
3
Flow: Rehearsal/preparation/no dead air
0
1
2
3
Arrives promptly
Presentation Delivery/Effectiveness Total ___________ /18 or NY
Not
Present
Satisfactory
Good
Excellent
Connected to topic
0
1
2
3
Ready to present
0
1
2
3
Visual used effectively (only reading from slides/poster
=0)
0
1
2
3
Visual Usage
Visual Usage Total ___________ /9 or NY
Demonstration
(Note: not all speeches will have a demonstration,
performance speeches require a demonstration)
Demonstration is 2:00 or less
YES
NO
NA
NY
Time
NY
Satisfactory
Good
Excellent
Under 4:00 or Over 10:00 = Not yet score
4:00-6:59
7:00-7:59
8:00-10:00
0
5
8
10
Time Total __________ /10 or NY
Any mark of “0” indicates that the requirement was not met and the speech will receive a score of “Not Yet.”
Clarification of Scoring Categories
Content and Organization
Introduction, Body and Conclusion- The Introduction should include the student’s name as well as a basic description of their
topic including what they have completed for their hours and what they wrote their research paper about. The Body of their speech
should include details that describe in depth what they did for their project and paper. The Conclusion should tie the speech
together and mention the paper and project without a word for word repetition of the introduction.
Project Description- Students should clearly describe exactly what they did in order to complete their hours. This may include
describing any or all parts of the process including what an average day was like for them, describing the array of experiences they
had during their hours as well as interactions with people including their mentor during the course of completing their project hours.
Link Between Paper and Project Hours- All students should describe to their board how their project hours connect to their
research paper or vice versa. The link may be solid and concrete or very loose. If it is mentioned, give the student a passing score.
Paper Description- Students should describe what they wrote their research paper on in detail. This includes the new information
learned about their topic, concrete details from their paper that were interesting or useful and any other important aspects that made
the topic interesting to them.
Learning Stretch- The learning stretch is specifically the area of self-discovery, acquisition of new knowledge or personal growth the
student has achieved in the process of completing their P.A.C.E. project. They should identify a stretch for their paper and their
project, as long as they have mentioned one, give a passing score.
Presentation Delivery and Effectiveness
Arrives Promptly- Students are instructed to be on time for their speech if not early. If they arrive late, please mark them according
to the scale.
Dress- If the student is dressed in a way that you feel is appropriate for a business setting, give them the max score here (3 or
Excellent). If they have a casual element to the way they are dressed, give them the good score (2 or Good). If they are somewhat
underdressed, give them the satisfactory score (1 or Satisfactory). If they are inappropriately dressed, give them the not yet score.
Posture- Students are instructed to stand up straight with their hands by their sides or notecards in front of them. If they slouch, legs
wander, are overly stiff, robotic or have nervous shifting, please score them appropriately based on the severity of the distraction.
Reading/Eye Contact- Students are allowed to have notecards and may read portions of their speech. They should not read the
entire speech. Making eye contact one time is a passing score. In order to receive a high grade in this section of the speech, they
should speak more than they read.
Interest/credibility- Interest is the student establishing an interesting or personal reason for choosing their topic. Credibility is
established by the student sharing their knowledge about their chosen topic in a way that shows they understand it. Enthusiasm is
the student’s excitement to tell you about their project hours and research topic. Some students are very nervous and may not show
you this.
Flow: Rehearsal/preparation/no dead air- If the student has practiced enough, there should be no dead air, few filler words and
the speech should flow well with little to no stopping. It should be easy to follow and logically ordered in order to avoid confusion.
Visual Usage
Connected to the topic- The visual should be directly connected to the topic and reinforce what is being presented in the rest of the
speech. It may be used as a separated part of the speech or incorporated throughout the speech.
Ready to present- The visual should be ready to present with minimal set-up time. Students are instructed to check the technology
in the room prior to presenting. Their visual should be ready, complete and compatible with the room technology.
Visual used effectively- The student should use the visual to reinforce the topic and should not read directly from the presentation
slides or poster.
Demonstration
Demonstration 2:00 or less- Demonstrations are only required for performance projects such as musical instruments learned for a
project. Demonstrations are defined as any time the student stops speaking and demonstrates a skill or plays a film to explain their
topic further. Films, songs, etc… these may not exceed the 2:00 time limit, if they do, this would necessitate a NY or failing score.
Time
Time score- Score the time based off of what the lead judge tells you the time is. NY or failing is under 4:00 or over 10:00.