QUEST Timeline 2012-2013: Second Semester 3
Total Page：16
File Type：pdf, Size：1020Kb
QUEST Semester 2 2013-2014 Table of Contents
QUEST Timeline 2012-2013: Second Semester...... 3 Scholarly Review...... 4-9 Connection Paper #1...... 10-12 Consultant Exit Interview...... 13 Thank You Letter...... 14 Annotated Bibliography...... 15-16 Government Advocacy Letter...... 17-18 Connection Paper #2: Service...... 19-20 QUEST Service Verification Form...... 21 Documenting your Service...... 22 Abstract with Answer to Essential Question...... 23 QUEST Final Paper...... 24-26 Quest Testimony...... 27-28 Standard QUEST Style...... 29 Sample Testimony Outline...... 30 Quest Paper Rubric...... 31 Quest Service Presentation Rubric...... 32 Quest Testimony Rubric...... 33 Quest Final Paper Rubric...... 34 Quest Binder...... 35
2 QUEST Timeline 2013-2014
SECOND SEMESTER January 28, 2014 . Scholarly Review due (English/turnitin.com)
February 11, 2014 . Connection Paper #1: Experience Connection due (English/turnitin.com)
February 25, 2014 . Consultant Exit Interview notes due (English) . Thank You Letter due (English)
March 4, 2014 . Annotated Bibliography (Economics/turnitin.com)
March 11, 2014 . Government Advocacy Letter (Economics/turnitin.com)
March 25, 2014 . Connection Paper #2: Service Connection due (Economics/turnitin.com) Service Presentation to be scheduled end of March/beginning of April at the discretion of your English teacher
April 8, 2014 SERVICE COMPLETE! . Service Verification form and letter/pics/documentation due (Economics)
April 15, 2014 . Abstract with Answer to EQ due (English/Economics)
April 29, 2014 . QUEST Final Paper due (English/turnitin.com)
May 2, 2014 *** LAST DAY TO SUBMIT LATE QUEST WORK ***
May 6, 2014 . QUEST Binder due (English)
May 21 & 22, 2014 . TESTIMONY dates
All QUEST assignments must be submitted in final draft form and approved by the appropriate English/Government-Econ teachers. The deadline is April 29, 2014. Any work not completed by the 3:05 bell at the end of the day will result in an INCOMPLETE in QUEST and non-participation in the graduation ceremony in June.
3 Scholarly Review Due January, 28, 2014 (English, turnitin.com)
Purpose: Thoroughly analyze and understand your research Provide varying perspectives on your topic Establish Connections between Social Issue/Essential Question & research
Requirements: Read thoroughly and analyze a minimum of two articles (preferably Scholarly Articles) about a particular perspective on your topic Write a 2-4 page Scholarly Review analyzing this perspective (see Std QUEST Style – pg. 29) Write a Works Cited page (MLA format)
Process: Find a focus
A literature review, like a term paper, is usually organized around ideas, not the sources themselves as an annotated bibliography would be organized. This means that you will not just simply list your sources and go into detail about each one of them, one at a time. No. As you read widely but selectively in your topic area, consider instead what themes or issues connect your sources together. Do they present one or different solutions? Is there an aspect of the field that is missing? How well do they present the material and do they portray it according to an appropriate theory? Do they reveal a trend in the field? A raging debate? Pick one of these themes to focus the organization of your review.
Construct a working thesis statement
Then use the focus you’ve found to construct a thesis statement. Yes! Literature reviews have thesis statements as well! However, your thesis statement will not necessarily argue for a position or an opinion; rather it will argue for a particular perspective on the material.
ORGANIZING your Scholarly Review
Just like most academic papers, literature reviews also must contain at least three basic elements: an introduction or background information section; the body of the review containing the discussion of sources; and, finally, a conclusion and/or recommendations section to end the paper.
o Introduction: Gives a quick idea of the topic of the literature review, such as the central theme or organizational pattern.
o Body: Contains your discussion of sources and is organized either chronologically, thematically, or methodologically (see below for more information on each).
4 o Conclusions/Recommendations: Discuss what you have drawn from reviewing literature so far. Where might the discussion proceed?
WRITING your Scholarly Review
o Use evidence
In the example below, the writer refers to several other sources when making their point. A literature review in this sense is just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence to show that what you are saying is valid.
o Be selective
Select only the most important points in each source to highlight in the review. The type of information you choose to mention should relate directly to the review’s focus.
o Use quotes sparingly
Because of the survey nature of the literature review, it does not allow for in-depth discussion or detailed quotes from the text. Some short quotes here and there are okay, though, if you want to emphasize a point, or if what the author said just cannot be rewritten in your own words. If you find yourself wanting to put in more quotes, check with your instructor.
o Summarize and synthesize
Remember to summarize and synthesize your sources within each paragraph as well as throughout the review.
o Keep your own voice
While the literature review presents others’ ideas, your voice (the writer’s) should remain front and center. Notice in the example below, the writer weaves references to other sources into his own text, but he still maintains his own voice.
o Use caution when paraphrasing
When paraphrasing a source that is not your own, be sure to represent the author’s information or opinions accurately and in your own words.
5 Alexander Noitall
Mr. Rodocker / Ms. Hillier
English 12
January 21, 2014
Scholarly Review
How does being an organ transplant patient affect an adolescent emotionally, psychologically and academically?
In America today, more than 118,000 patients are in the queue for an organ transplant.
Every day, 18 patients die while they wait for an organ to become available. There are inherent problems in our organ transplant system. The current system is based on people’s altruistic nature
– they sign up to become an organ transplant donor either when they get their driver’s license, or they can go online and sign up as a donor. However, this system has less than 45% of Americans up as potential donors. And, due to the nature of our deaths, only 1% of those signed up become viable donors (Satel). The debate around this issue lies in what we, as a nation, can do to fix this ever-growing problem.
“Maybe it is time for a re-examination of the 1984 National Organ Transplant Act, which makes it illegal to give or acquire an organ for material gain (Satel)” Sally Satel does not recommend a full free market approach to “selling” organs. However, she sees the shortcomings in today’s system of organ donation and thinks that we might be able to compensate donors for their efforts by paying for burial costs or other such incentives which could increase the number of donors currently in the system.
Taking a more radical approach, Robert Dorschner, an economist, recommends a true free-market approach to the problem. In 2002, Dorschner states that the American Medical
Association began to look at the need to seek government changes to the 1984 law that prohibits
6 Noitall 2 payment for organs because of the severe and growing backlog of needed organ donations. As economist, Dorschner sees the supply and demand of this problem quite simply. If a product is not being produced to the quantity needed, then it is up to the market to demand a greater supply…that is primarily accomplished through price variations. Therefore, we need to adjust the pricing structure of our organ program to meet the need of our ever growing organ patient market.
“Free” simply is not meeting the needs (Dorschner).
Art Caplan, head of the division of medical ethics at New York University Langone
Medical Center, recommends that instead of maintaining our current process of organ donation, which depends entirely on the altruistic nature of others, that we have all adults automatically enrolled as organ donors with the option to “opt out” (versus opting in, as they currently do) of the system. This government mandated procurement of organs would greatly increase the number of organ donors in the system, but would undoubtedly be seen as violation of personal rights by many at the time of death (Hellmich).
Robert Chihak, discusses the issue of what drives a donor to decide whether or not to sign a donor card. And, if a free market system will actually increase that percentage. His findings on the main reason people object to not signing a donor card are two-fold. The first is negligence and laziness. He feels that this could very well be overcome by a incentive-driven donor program.
However, the main reason that people stated for not opting into a donor program was a fear of being falsely or prematurely declared dead in order to harvest their organs. In this case, imagine the fear generated when a contract is put in front of you where a person is willing to pay money for your organs. Robin Cook’s novel, Coma, comes to mind (Chihak).
7 Noitall 3
Throughout my readings, many different answers were given. And, the topic organ donation is a broad and difficult one to tackle. In my own opinion, I do not feel that we, as a society should be paying people for body parts. Although I am a staunch proponent of the free- market approach as the answer to most problems, in this instance I feel that the disadvantages of selling body parts far outweigh the gains. I do not feel that the rich should have greater access to life than the poor (although they do at most every turn). Simply because one is wealthy does not mean he should be able to go to the poor and buy a new lung to prolong his life, much like one would go to his auto mechanic and buy a new air filter for his car. Therefore, while the current system is flawed, I feel it is still the best system we have.
8 Noitall 4
Works Cited
Chiak, Robert J. “Should Congress Allow the Buying and Selling of Human Organs?”
Washington Times 7 May 2001: 40-43. Web. 23 Dec. 2013. bin/hst-article-display?id=ST151895-0-5697&artno=0000268804&type= ART&shfilter =U&key=organ%20selling&title=The%20Market%20for%20Body %20Parts&res=Y&ren=N&gov=N&lnk=N&ic=N>. Dorschner, John. KRT News Service 1 Oct. 2002. Web. 23 Dec. 2013. bin/hst-article-display?id=ST151895-0-5697&artno=0000159846&type=ART&shfilter= U&key= organ%20selling&title=As%2080%2C000%20Await%20Transplants% 2C %20Door%20to%20Paying%20Donors%20May %20Open&res=Y&ren=N&gov=N&lnk=N&ic=N>. Hellmich, Nanci. “Experts Debate Ways to Encourage Organ Donors.” USA Today 17 June 2013: A3. Web. 0000353885&type =ART&shfilter=U&key=organ%20donation%20art%20 caplan&title=Experts%20Debate%20Ways%20to%20Encourage%20Organ %20Donors&res=Y&ren=N&gov=N&lnk=N&ic=N>. Satel, Sally. “Dying Children Shouldn’t Have to Beg for Organs.” USA Today 12 June 2013: A6. Web. 23 Dec. 2013 5697&artno=0000352770&type=ART&shfilter=U&key=organ%20donation&title=Dying %20Children%20Shouldn%27t%20Have%20to%20Beg%20for %20Organs&res=Y&ren=N&gov=N&lnk=N&ic=N>. 9 Connection Paper #1 Due February 11, 2014 (English, turnitin.com) Purpose: Provide an in-depth overview of your QUEST Experience as it is connected to ALL the different aspects of your project: Essential Question, Research, and Service (if started) Requirements: Paper must be 2 to 4 pages (600 to 1,200 words) typed, (refer to Standard QUEST Style – pg 29). The paper must include at least two (2) relevant and well-supported researched quotations (at least one of these quotations must be from a brand new source), plus one (1) relevant and well- supported quotation from your Consultant. All quotations must use proper parenthetical citations. In addition, a properly formatted Works Cited page must be included (this does not count toward your total word count). Example: (this is not a complete paper, it is just for example purposes) Cleaver 1 Theodore Cleaver Mr. Anteater/Ms. Beaver English 12 February 12, 2014 Connection Paper #1 How does a chef apply his/her culinary skills and responsibilities to running a non-profit food kitchen? Having spent thirteen of my fifteen Experience Hours with Wolfgang Puck at the Claremont Hotel in Berkeley, Ca., I began to see the true passion and amount of hard work that is associated with being a professional chef. Wolfgang not only works twelve to fourteen hours many days, but he also works with the Chefs Who Care organization that hosts a dinner once a month and the proceeds are donated to local food banks and charities serving the hungry. Wolfgang told me, “I feel it is important that I work with needy people in our community. Food 10 Cleaver 2 is not something that should be elitist. Everyone should have access to great food” (Puck 2009). This statement goes directly to my Essential Question, as I sat and listened to Wolfgang Puck discuss how he gives back to his community, simply because it is “all he knows how to do”, I knew I had begun to uncover my answer. During my Experience Hours, I learned that in order to run a restaurant it is not all about the food. In fact, Wolfgang says that “only about 20% of running a successful restaurant is being a ‘great chef’. The other 80% consists of being a great businessman” (Puck 2009). Wolfgang and his business manager, Ludwig, explained how difficult it is to make a profit in today’s economy while still delivering a product that people want to eat. These same principles of managing staffing, supplies, delivery mechanisms, fixed and overhead costs, taking advantage of seasonal foods, and avoiding waste that apply to Wolfgang’s restaurant apply to non-profit organizations that deliver food. When I asked Mr. Puck if the same requirements applied to Chefs Who Care, he said absolutely…even more so! “The profit margin in a restaurant is often dangerously slim, but in a non-profit organization every single morsel is important” (Puck 2009). I then turned to my research. Forbes magazine states that “management turnover rates run around 20% annually for table-service restaurants, while hourly workers turn over at roughly a 150% clip” (Crane 2007). In order for any restaurant to survive, you have to be able to keep staff hired. This issue is only amplified in the volunteer arena, where people have the same challenging working conditions, but little or no actual pay. This quote solidified what Mr. Puck had told me, so I knew I was heading in the right direction as I moved into the Service portion of my project. this is just a portion of a Connections Paper, continue for example: Works Cited 11 Cleaver 5 Works Cited Crane, Mary. “How to Run a Restaurant: Important Performance Metrics.” Forbes 2 Feb. 2007. Web. 8 Oct. 2009. < http://www.forbes.com/2007/02/02/cashflow-san-francisco-ent- manage-cx_mc_0202fundamentalsmetric.html>. Puck, Wolfgang. Personal interview. 10 Nov. 2009. REMEMBER: this is just a sample Works Cited – you will have more sources than this 12 Consultant Exit Interview Due February 25, 2014 (English) Your Exit Interview is the second formal interview with your Consultant. Turn in to your English teacher, your signed and dated (by your Consultant) notes from this interview! For this interview, you will need to create 10 new and relevant questions to ask. Guidelines: 1. Make sure you take your 10 questions with you to have your Consultant sign and date them as proof you did the interview. 2. You do not need to write a word for word account (transcript). Write the answers or the main ideas as the response to your questions. 3. Make sure your questions are relevant. You have 15 hours of Experience and 12 sources (research) to prepare questions that are specific and focused on finding answers to your Essential Question. 4. Get SEVERAL direct quotations during your interview (be sure to copy them down verbatim, as you will be integrating them into your essays and presentations) 5. Refer to the first semester packet for interview hints and suggestions. Turn in: 10 questions, typed, Standard QUEST Style (pg. 29); 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. Ask questions that your consultant would know from his or her expertise. This is your chance to impress your consultant with what you have learned about your topic. 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. Also, referring to areas of research will show your background knowledge to your Consultant and make the interview go smoother. 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 played an important role in your achievement. This is never embarrassing. Asking your Consultant to answer your Essential Question is always a good idea! 13 Thank You Letter Due February 25, 2014 (English) Use the following format for your letter. Your letter should mirror this exactly! Your Return Address (no abbreviations for Street, Avenue, etc.) Your City, ST zip code Today’s date (write it out, i.e. February 4, 2014) 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. 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 21 or May 22, 2014. 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; this is a concise, but sincere thank you to your consultant for their time. Please note the line spacing! Use Times New Roman and 12-point font. Sign your letter, please! Attach your signed letter with a self-addressed (with return address), stamped envelope. DO NOT SEAL THE LETTER IN THE ENVELOPE! 14 ANNOTATED BIBLIOGRAPHY Due March 4, 2014 (English/turnitin.com) An annotated bibliography has two components: a bibliographic citation which give the publishing information of the source and an annotation which summarizes and evaluates the quality of the source (see sample annotated bibliography for format contained on the next page). For this annotated bibliography, you will need to choose a minimum of three (3) new resources. At this point, your research should focus on your specific question. You must choose your three sources from a minimum of two (2) types listed: books, magazines, newspapers, brochures, corporate publications, television or radio programs, websites, online databases, and personal interviews. Each bibliographic citation must follow the MLA format for documentation (see examples below). Some reminders: Names of articles, television episodes, and web pages are in quotation marks. Names of books, magazines, newspapers, television programs, and web sites are underlined or italicized (either format is okay, but choose one and stay consistent throughout your bibliography). All entries must be in alphabetical order. Do not number entries. All entries must have a period at the end of the citation. Citations have a hanging indent and are double-spaced; annotations have no indentation and are single spaced. Annotations should be three-five sentences long and focus on the aspects of the source that are important to your project. Include a quotation in your annotation (followed by a parenthetical citation) that is especially pertinent (or that you think you may be able to use later). Some websites that will help you learn how to use parenthetical documentation and create a works cited page: http://webster.commnet.edu/mla.htm http://www.mla.org/publications/style_faq http://owl.english.purdue.edu/handouts/research/r_mla.html#Handling For most citations, please refer to the MLA citation guidelines at Irvington.org/MLA. 15 Additional 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. (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. 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. Film or video Citizen Kane. Dir. Orson Welles. Perf. Orson Welles, Joseph Cotton, Dorothy Comingore, and Agnes Moorehead. RKO, 1941. Film. 16 Government Advocacy Letter Due March 11, 2014 (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, 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. Thesis: Supporting Evidence from Academic Research: Supporting Evidence from Expert Interviews: Supporting Evidence from Experience Observations: Possible Counter Arguments: Your Rebuttal to Possible Counter Arguments: 17 Sample Advocacy Letter [Your Name] [Street Address] [City, State Zip] [Today’s Date] [Name of Recipient] [Title and Government Organization] [Address] [City, State Zip] Dear [Name of Recipient]: [Short introduction paragraph, stating purpose] [Additional information] [Closing information, summary or thank you as appropriate] Sincerely, [Signature] [Type Your Name] [Title] 18 Connection Paper #2: Service Due March 25, 2014 (Economics, turnitin.com) Purpose: Establish connections between the social issues declared, the research components uncovered, your experience, and the service elements up to this point in your QUEST project. Requirements: Paper must be 2 to 3 pages (600 to 900 words) typed, (refer to Standard QUEST Style – pg. 29). The paper must include at least one (1) relevant and well-supported research quotation, plus one (1) relevant and well-supported quotation from someone associated with your Service project. All quotations must use proper parenthetical citations. In addition, a properly formatted Works Cited page must be included (this does not count toward total word count). Purpose: . Discuss the important topics of your QUEST Service project as they are connected to ALL the different aspects of your project: Essential Question, Experience, and Research Example: (this is not a complete paper; it is just for example purposes) Theodore Cleaver Ms. Beaver/Mr. Anteater Economics March 26, 2014 Connection Paper #2 How has America’s dependency on non-renewable energy resources created an increased need for wetland restoration? How do the animals and humans who live in communities surrounded by wetlands benefit from these efforts? At first it was difficult for me to find a service, then with a little help from my teacher, I found a series of service through Save the Bay. I did a service on March 10, 2011, at Martin Luther King Jr. Shoreline (MLK), another in Redwood City on March 17th, and my last one back at MLK Shoreline on March 28th. My service work included digging holes and planting native plants back into the ground where they are supposed to be and removing other plants that are not indigenous to the shoreline. The process was fairly difficult because the soil was firm due to lack 19 of rain. The plants that we planted were: Blue Eyed Grass, Meadow Barley, and Red Fescue. In order to complete my work, first, I had to clear a three-foot area, usually covered by grass. Second, I took a trowel and made a hole five inches deep by two inches wide. Next, I took a pod with the grass and put it in each hole. Then, I covered the hole with dirt with the plant inside. Finally, I had do this three more times within four inches of each other to create a family. The service I did with Save the Bay was beneficial to the community because it re- vegetates the marshlands. This service helps the community by allowing the native animals to live in a real ecosystem that is native to them, instead of one that is human influenced. This service relates to my essential question because the companies that use fossil fuels to create energy also create harmful gasses. The oxygen that the plants make helps cleanse the air, strip the gasses, and break them down which all create a cleaner environment. With cleaner air, the people that have lung diseases such as asthma can start breathing easier. Also, fewer birds and animals get sick and die, because they are not eating harmful plants. Cleaner air creates a cleaner atmosphere that helps us all live healthier and longer lives. 20 QUEST Service Verification Form Due April 8, 2014 (Economics) 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 In:______Time Out:______Total Hours:______Description of activity: Signature of Service Supervisor: ______Date: ______Is this a recurring activity? If so, how many times did you complete this service? ______ Date:______Time In:______Time Out:______Total Hours:______Description of activity: Signature of Service Supervisor: ______Date: ______Is this a recurring activity? If so, how many times did you complete this service? ______By signing this form, I agree that the above description is accurate and honest. Date:______Signature of contactTime person:______In:______Time Out:______Total Hours:______DescriptionDate:______of activity: Signature of Service Supervisor: ______Date: ______Is this a recurring activity? If so, how many times did you complete this service? ______ Total number of service hours:______By signing this form, I agree that the above description is accurate and honest. Signature of contact person:______Date:______21 Documenting your Service Due April 8, 2014 (Economics) All QUEST Service Projects are unique, therefore, one 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! Step #1 Complete the QUEST Service Verification Form (Page 21 of this packet). 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 one to Mr. Lewis to apply toward the 40 hours you need for graduation. 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. To complete a Service Learning Form (found in Room 25 with Mr. Lewis) to document the hours you spent working for the organization. You can submit this form too, so the hours can apply toward the 40 you need for graduation. Don’t forget to make a copy first! 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. 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 Service and Testimony presentations, you should incorporate any pictures or sample work you have received. Please make sure to describe/refer to any letters that you receive as documentation for your service activities during these presentations as well. 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. 22 Abstract with Answer to Essential Question Due April 15, 2014 (English/Economics) 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. This answer will become the conclusion section of your QUEST Final Paper. (See QUEST Final Paper – pg. 24). Directions: 1. Look at your Essential Question. Notice that it contains multiple parts, and cannot be answered with a list. It will then 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. You should be able to do this without consulting your notes, research, or past essays. You KNOW the information. 3. Now, write a multi-paragraph answer to your essential question. In the first paragraph, be sure to remind your reader of your Essential Question, but avoid saying “My Essential Question is …” Each paragraph of your answer should be focused and supported, but should not include any new information, statistics, or quotations. These details will be included in the body of your QUEST Final Paper. 4. In the last paragraph of your answer, explain how this project helped you and what it taught you about yourself and the world in which we live. Your English teacher and your Government/Economics teacher will grade your answer to your Essential Question for the following: 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 does include the Essential Question in the first paragraph. Word count: 250 words minimum Formatting: Standard QUEST Style – pg. 29 QUEST heading required 23 QUEST FINAL PAPER Due April 29, 2014 (English, turnitin.com) Now that your research, experience, and service portion have been completed, it’s time to synthesize your new knowledge and provide a complete answer to all parts of your Essential Question. This QUEST Final Paper will be a written 6-10 page research paper with an emphasis on your findings and how you as a person have evolved in pursuit of your QUEST. A 6-10 page paper will have about 1800-3000 words (note: the 6-10 pages does not include your Cover Page or Works Cited). FORMAT: Typed, double spaced, 12 size font, Times New Roman. Use black ink only. (Do not include an extra space between paragraphs in order to meet the minimum page requirement.) 1 inch margins (top, bottom, left & right.) A title page with your name in the upper right corner, Essential Question in the middle, English teacher and Econ teachers’ names in bottom right corner. [NOTE: Since you have a title page, you do not use Standard QUEST Format for the first page of your paper. You still use MLA format, but no 1st page heading.] A works cited page using MLA format citing all works used in the paper (if you didn’t quote or paraphrase it, don’t cite it.) The title and works cited pages DO NOT COUNT toward the page requirement. You will need to use a minimum of eight (8) citations in the body of your paper. THE PASSING FINAL PAPER WILL INCLUDE: An answer to your high-quality, mechanically perfect Essential Question. Relevant research in the topic area directly pointing to a solution to the Essential Question. (Including but not limited to Consultant interviews, book, periodical and online research.) The author’s (your) viewpoint or stance and the ability to stay focused on the answer. The relevancy of your service component to the furthering of knowledge in the topic area. A conscientious effort to deliver a high quality piece of writing showing the 12th grade exit standards in grammar, syntax, and style. Organization, clearly detailing your journey to obtain the final answer to the Essential Question. COMPONENTS OF THE QUEST FINAL PAPER: 24 Format: Typed, double-spaced, 12 pt., Times New Roman Font 1 inch margins on top, bottom, left, and right Title page Works Cited page 25 Title Page: still in Times New Roman, 12-point font Name in upper right corner of the page ESSENTIAL QUESTION in the middle of the page – italicized and centered English teacher and Econ teachers’ names in the bottom right corner of the page Introduction: (beginning at the top of second page– no Standard QUEST Style heading (upper left) Topic Define your topic- use RFI research to clarify topic to your reader. Why did you choose this topic? Why is it important to you, and what drew you to formulate your final ESSENTIAL QUESTION? State your ESSENTIAL QUESTION (this acts like your Thesis Statement; put the EQ in italics.) Body: Following are the chronological components of your QUEST project. This is not necessarily a recommended outline for your paper – a chronological approach will often get repetitive. Some of the best Final Papers are not written chronologically, but idea based (then show how that idea- or element of your EQ - was answered throughout the process of your QUEST project.) Research: List at least two useful sources What was important about this particular source that made you choose it? How was it useful? Link the quote(s) to some other aspect of your project and then CONNECT it to the answer of your EQ. How did it help to reform your question? How did you perform your research? What would you have done differently or better? Include direct quotations in this section. Consultant Interviews: Who did you interview? Where? When? Why did you interview this person; ask this person to be your consultant? Link the quote(s) to some other aspect of your project and then CONNECT it to the answer of your EQ. How did this help answer/change the question? 26 How did you perform the interview process? What could you have done more effectively if anything? Include quotations in this section. Experience Hours: Who did you do your experience hours with; in what ways did your Consultant help you? Where did you do them? What specific activities did you participate in to help you answer your EQ? What important knowledge or skills did you gain? Link the activities you participated in to some other aspect of your project and CONNECT them to the answer of your EQ. Do you think your time was well spent here or could it have been used more effectively? What was your performance like? What would you have done differently? Include quotations in this section. Service Project: What did you do? Who did you serve? What non-profit organization did you work for/with? What did your activities have to do with your topic, and how well did it relate to your QUESTION? What specific, preexisting need in the community did you fill through your project/activities? How did you know there was a need for your service? Which service activity did you enjoy the most? Why? Link the activities you participated in to some other aspect of your project and CONNECT them to the answer of your EQ. How did you benefit (or help) others with your project? How did you benefit your community? What would you have done differently, better? Include quotations in this section. Conclusion: THE ANSWER TO YOUR ESSENTIAL QUESTION Restate your Essential Question (put your EQ in italics.) 27 Connecting all aspects of your project (research, experience, and service), thoroughly answer of your entire Essential Question. [Remember: if there are three parts to your EQ, then your answer should specifically address all three parts!] In what ways did this project help you? [These last two questions are your Personal Growth if you have not been including it throughout your paper…so don’t neglect these!] What did this project teach you about yourself? Works Cited page: MLA Format At least 6 different sources listed (Consultant interviews only count as one source even though you interviewed them two separate times.) At least 4 different types of sources listed. SEE QUEST Final Paper Rubric for grading specifics (pg. 34). 28 QUEST Testimony May 21 and 22, 2014 1. Realize 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! 2. 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 (pg. 20) – 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 Essential Question on it – preferable italicized! You do not need a bullet point for every slide – just hit the main talking points of your presentation. Remember, this is an outline, not a summary. 3. Bring your QUEST binder (without #2 and #3 YOU WILL NOT BE ALLOWED TO PRESENT) 4. 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 are essentially the same as your QUEST Final Paper: Testimony must include photographic evidence of your project (Exp and/or Svc); direct quotation(s) from Research (minimum of one – several are recommended); quotation(s) from Consultant (minimum of one); Connection between the three elements of your project – Research, Experience and Service; and of course, an 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. 33). 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? 29 On the rubric one of the categories is “uses smooth 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) 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. Make strong, friendly eye contact with all of your panelists. If one of your favorite teachers is on your panel, do not give your entire presentation to him/her. Practice! The first time you give your QUEST presentation should NOT be while giving your Testimony. ATTIRE: You will need to be dressed appropriately for your testimony. Specifically, you are to be wearing “business” attire. For the gentlemen: long sleeve button down shirt, tie, nice dress slacks, dress shoes – a suit, or blazer is often a nice touch (but not required). NOT acceptable: tennis shoes, jeans, tee shirts, scruffy or dirty clothes. No baggy pants; or, if they’re baggy, wear a belt! For the ladies: a dress, skirt and blouse, dress shoes, dressy pant suit/outfit. NOT acceptable: tennis shoes, jeans, tee shirts, scruffy or dirty clothes, low cut or tops that are too tight, too short of a skirt/dress. Gentlemen and ladies: dress as though you are going to an actual job interview at Intel Corporation. EVALUATION: You will complete your testimony and then step outside. The panelists will discuss your presentation and assign a “pass” or “fail.” If you have passed, go celebrate! If you have not passed, you will be given the exact reasons in writing the following day. On that written evaluation there will be a REDO date and time (approximately one week later). There is ONE REDO opportunity. GRADING: See Testimony Rubric for grading specifics – pg. 33. 30 Standard QUEST Style All QUEST papers should be formatted the same (unless specific formatting directions are given for that style of paper). Below are the formatting directions to be followed exactly on all papers. . Text: 12-point font, either Times New Roman or Arial; double space lines; indent 1/2-inch at the beginning of each new paragraph. . Page Setup: 1-inch margins (top, bottom, left, and right); create a header (1/2-inch from the top and flush with the right margin) that has your last name and each page, numbered consecutively (including page 1). . In the upper left-hand corner of the first page, on separate lines list your name, your instructors’ names (English first, then History), the course, and the date. Again, be sure to use double-spaced text. . Double space after the date and center the title of the paper. Don't underline or italicize your title or put it in quotation marks; write the title in Title Case, not in all capital letters. Double space again and center your Essential Question. Your Essential Question should be single-spaced and in italics. Double space again between your Essential Question and the first line of text. Example of Page 1: Cleaver 1 Theodore Cleaver Mr. Adams/Ms. Booth English 12 November 4, 2009 Connection Paper #1 How does a chef apply his/her culinary skills and responsibilities to areas outside his/her occupation? After identifying my social issue as: how can a chef have a positive impact on the homeless population in their community, I met with my consultant, 31 Sample Testimony Outline Student Name Student ID # Teacher Name – English 12 Teacher Name – Government/Economics QUEST Testimony How is the prominence of orthodox medicine preventing alternative medicine from receiving coverage from health insurance? Why do the methods and therapies alternative medicine offer make it a viable option of treatment? I. Topic Introduction A. Topic: orthodox medicine vs. alternative medicine B. Consultant: Anankha Chandler, Naturopath healer C. Consultant quotation: personal observations about success rate of alternative medicine therapies vs. Western medicine II. Experience A. Activity #1: Holistic practices i. mudding ii. vastu B. Activity #2: Interviews – consultant quotation C. Quotation: Integrative Medicine by RN Patient Advocates D. Connection to Research: i. interviews showed importance of therapies as a whole medical regimen E. Connection to EQ: i. interviews/Consultant quotation showed alternative therapies do help people ii. alternative medicine lacks research and outreach III. Research A. Quotation: Saving Yourself from the Disease Care Crisis by Walt Stoll, M.D. B. “We are being forced to try to solve every problem with one healing philosophy.” C. Connection to EQ: i. shows how alternative medicine plays a role in the healing process but not in today’s health care crisis IV. Service A. Worked with American Holistic Medical Association (AHMA) i. needed donations B. Quotation: Principles of Holistic Medicine by AHMA C. Activity #1: Campaign letter D. Activity #2: Bike ride fundraiser E. Benefits to community: i. directly informed over 50 people on alternative medicine ii. money goes towards research and education for alternative medicine F. Connection to EQ: i. benefitted an alternative medicine organization a. works toward complimentary medicine b. money goes to research and education G. Connection to Research: i. provided funds for AHMA to spend on increasing research efforts and awareness V. Conclusion A. Answer to EQ: i. conventional medicine has power ii. treatments are effective B. Personal Growth: i. I learned… 32 QUEST PAPER RUBRIC Criteria Exemplary Commendable Standard Approaches Standard 100% 85% 70% Incomplete Focus Fully answers the questions Fully answers questions Majority of claims relate Does not answer question thus far guided by extensive thus far guided by extensive to the essential question 30% research, experience, and research, experience, and and are connected to Few claims relate directly How the service and determines service research, experience, and to topic, answer stated research, points for elaboration and service without any direct development Goes beyond a mention of research, experience, and Acknowledges alternative chronological summary of experience or service service shows answers, viewpoints and activities by showing a No sense in progression logical related issues progression of knowledge in activities or 30% and re-visitation of prior knowledge connection theories 21% 25.5% Personal Growth Connects all aspects of Connects new knowledge Connects with personal Offers no mention of 10% QUEST thus far to achieve and growth with little growth personal growth Connects new knowledge and elaboration progressively to personal growth answering the E.Q. 10% 8.5% 7% Presentation of Wealth of specific, relevant, Evidence is non existent Evidence interesting, and persuasive or unrelated to claims evidence for all claims 30% No citations Uses appropriate number of citations from texts and interviews for each assignment 30% MLA Formatting Provides correct MLA in- Provides an MLA in-text More than three errors in 10% text citations for quoted and citations for quoted and works cited page or MLA paraphrased material paraphrased material in- text citations with no more than three Provides a complete and types of errors accurate work cited page Provides a complete and accurate works cited page with no more than three types of errors 10% 7% Style Precise, varied and fresh Clear yet conventional Appropriate language Immature use of use of language with wide language with some with basic control of language, inability to 10% range of sentence sentence variety sentences correctly use basic structures, absence of sentences clichés Minimal errors in grammar Some errors in grammar, spelling, and punctuation, spelling, and Grammar, spelling and Virtually no errors in and errors do not interfere punctuation, but errors punctuation errors grammar, spelling, or with clarity do not interfere with interfere with clarity punctuation clarity 10% 8.5% 7% Organization Paper has logical and Paper has an Too brief, unfocused, or effective organization introduction, body incoherent in some places 10% including an introduction, paragraphs, topic No identifiable intro, Paper has a body paragraphs, topic sentences, supporting body paragraphs, topic discernable sentences, supporting sentences, transitions, sentences, supporting beginning, middle sentences, transitions and a and a conclusion sentences, transitions, or and end conclusion conclusion 10% 7% 33 * Limit each quotation to two lines of typed text ** Essay must have 1” 12 point TNR, a correct title page and works cited page, or it will not be accepted QUEST Service Presentation STUDENT NAME: ______ Communication Skills (10% of total grade) Appropriate Voice No Somewhat Inconsistent o Acceptable (3%) o o o Eye Contact (3%) o No o Somewhat Inconsistent o o Strength Body Language Distracting Neutral o Strength (2%) o o o Answers Questions Unprepared Limited Knowledge o Clear and Concise Well (2%) o o o Presentation Skills (30% of total grade) Punctuality (3%) o No o o o Yes Appropriate Dress No o o o Yes (2%) o Outline (2%) o None submitted o Unclear or missing name, student o Improper format, o Proper format, follows ID, or EQ difficult to follow order of presentation Opening of Not clear Clear but typical (Hi, my name o Clear and engaging Presentation (4%) o o o is…) Presentation has o Lacks o Follows events chronologically o o Smooth transitions, logical sequence transitions, explains how activities (4%) seems haphazard build from one another Closing of o Not clear Clear but typical (“Thank you for o o Clear and engaging Presentation (4%) o listening to my presentation”) Time (3%) o No o o o Yes Power Point (8%) o Simply an o Quality acceptable and incorporates o o High quality and outline, lack of incorporates graphics graphics preparation and evidence Content (60% of final grade) Presentation of o Service activities o Service activities o Service activities o Explanation of Svc. goals and Service Findings presented without presented and clearly explained and findings clearly connected to (25%) connections to other connected only to EQ connected to EQ and ALL aspects of project: portions of project some other portions academic research, experience of project and EQ Graphic o No pictures, o Only copies of o Many, well integrated graphic Representation of pamphlets, graphics pamphlets or letters representations of Service Service Project (5%) of Service to represent Service. project Presentation of o No academic o Academic research o Variety of sources o Variety of academic sources that Research research presented; weak and presented and support EQ answer. Explanation Connections (10%) only interview connections not connection to EQ of how research led to quotes explained explained development of Exp. and Service Plans Benefits of Service to o Not mentioned; o Related Svc. Plan to o Benefit to o Benefit to community and new the Community relationship b/n svc. topic well. Benefit to community and need insights clearly explained. Clear (10%) and EQ not community clear; clear, and shows a connections between Service and explained, unable to but, connection to NP relationship between EQ. Provides a creative solution describe benefit to org or gov’t agency Service and EQ to a real community problem community unclear Current answer to EQ o No answer o Answer presented but o Connections between o Clear and comprehensive answer (10%) presented until connections between Experience, offered after presenting evidence Q&A portion or not all portions of project Research, and and an in-depth connection answered in one are weak Service explained between Research, Experience, clear summary at within presentation and Service end with some detail and evidence Any score in the left-hand category equals an automatic redo of presentation 34 Time: ______if outside of presentation time range = REDO TOTAL SCORE: ______ 35 Testimony Rubric Presentation Time o Presentation under 12 minutes/over 20 minutes long o Presentation between 12 and 20 minutes long Punctuality o Student not on-time for presentation o Student on-time Appropriate Dress o Student’s attire inappropriate o Student’s attire appropriate Communication Skills (10% of total grade) Holistic Score ______/ 10 Appropriate Voice (2%) o Unable to hear or understand o Very fast, too soft, too slow o Acceptable o Strength Eye Contact (2%) o Never makes eye contact o Limited eye contact o Inconsistent o Strength Body Language (2%) o Distractions cause viewer to be unable o Somewhat distracting o Neutral o Strength to focus on presentation Answers Questions Well o Unable to answer basic questions o Limited knowledge o Answers questions o Clear and (4%) relating to topic/EQ inconsistently Concise Presentation (30% of total grade) Holistic Score ______/ 10 Outline (4%) o None submitted o Improper format, difficult to follow o Missing name, student ID, o Proper format, follows order of presentation or EQ Opening of o Not clear o Clear but typical (Hi, my name o Appropriate opening, but o Clever and engaging Presentation (5%) is…) not engaging hook, appropriate to topic Presentation has o Difficult to o Follows events chronologically o Beginning to explain how o Smooth transitions, logical sequence follow, events activities build, but still explains how activities (8%) seem haphazard chronological build from one to another Closing of o Not clear o Clear but typical (Thank you for o Appropriate ending, but o Clever and engaging Presentation (5%) listening to my presentation) not engaging hook, appropriate to topic Power Point (8%) o Simply an o Quality acceptable and incorporates o Quality acceptable and o High quality and outline, lack of incorporates graphics incorporates graphics & graphics, some: poor color choices, preparation evidence, visually too much text, text too small, typos interesting and engaging Structure and Content (60% of final grade) Holistic Score ______/ 60 Connections o Individual components of o Research, Experience, and o Experience activities o Throughout between QUEST presented, but NO Service activities explained and Connected presentation, makes Research, Connections made between presented – Connected to EQ and other portions thorough and relevant Experience, them only to EQ (never inter- of project. Some Connections between Service, and Connected to one another) Connections may be all components of Essential weak or illogical OR only project: Question Connected at end of (25%) Essential Question presentation Research Experience Service Comprehensive o No answer presented until o Answer presented but o Clear and comprehensive o Clear and Answer to EQ Q&A portion or not may be weak or lacking answer presented with comprehensive answer (25%) answered in one clear depth. some detail and evidence. offered after summary at end presenting relevant evidence. In depth connections to all: Research Experience Service Benefits of o Benefits not mentioned, o Unable to clearly describe o Benefit to community o Benefit to community Service Project relationship between Service process for developing described and shows a and new insights Description and EQ not explained, Service Plan and relate it relationship between clearly explained. (10%) unable to describe benefit to to topic. Benefit to Service and EQ. Provides a creative community community weak solution to a real community problem 36 A check in a shaded area of any category equals an automatic redo of presentation. 37 QUEST FINAL PAPER RUBRIC Criteria Exemplary Commendable Standard Approaches Standard 100% 85% 70% Incomplete * ** Focus Fully answers the Fully answers Majority of claims relate Does not answer question questions guided by questions guided by to the essential question 30% extensive research, extensive research, and are connected to Few claims relate directly How the research, experience, and service experience, & service research, experience, and to topic, answer stated experience, and and determines points Goes beyond a service without any direct mention service answers for elaboration and chronological of research, experience or your essential development summary of activities service question by showing a Acknowledges progression of No sense of progression in alternative answers, knowledge and re- activities or knowledge viewpoints and related visitation of prior issues theories 25.5% 30% 21% Personal Integrates all aspects of Reflects on new Reflects on personal Offers no mention of QUEST to achieve new knowledge and growth growth personal growth Growth 10% knowledge and personal with little elaboration Reflects on growth experiences 10% 8.5% 7% Presentation of Wealth of specific, Directly presents Presents evidence of Evidence is non existent or Evidence relevant, interesting, related evidence to which the majority unrelated to claims and persuasive evidence support claims supports claim 30% for all claims Uses fewer than 8 valid Uses at least 10 valid Uses at least 8 valid citations* from text and Uses at least 12 valid citations* from texts citations* from texts and interviews citations* from texts and interviews interviews (minimum of and interviews (min. of (minimum of 6 6 different sources, 4 Does not have a minimum 6 different sources, 4 different sources, 4 different types) of 6 different sources, 4 different types) different types) different types 30% 25.5% 21% MLA Provides correct MLA Provides MLA in-text Provides MLA in-text More than three types of in-text citations for citations for quoted citations for quoted and errors in Works Cited page Formatting quotations and and paraphrased paraphrased material or MLA in- text citations 10% paraphrased material material with 1-2 types with no more than three of errors types of errors Provides a complete and Provides a complete Provides a complete and accurate Works Cited and accurate Works accurate Works Cited page Cited page with 1-2 page with no more than types of errors three types of errors 10% 8.5% 7% Style Precise, varied and fresh Clear yet conventional Appropriate language Immature use of language, use of language with language with some with basic control of inability to correctly use 10% wide range of sentence sentence variety sentences basic sentences structures, absence of Some errors in grammar, clichés Min errors in grammar spelling, and Grammar, spelling and Virtually no errors in spelling, punctuation, punctuation, but errors punctuation errors interfere grammar, spelling, or and errors do not do not interfere with with clarity punctuation interfere with clarity clarity 10% 8.5% 7% Organization Paper has logical and Paper is chronologically Too brief, unfocused, or effective organization: organized including an incoherent. No identifiable 10% intro, body paragraphs, introduction, body introduction, body topic sentences, paragraphs, topic and paragraphs, topic sentences, supporting sentences, supporting sentences, supporting sentences, transitions and ending and a conclusion transitions, or conclusion 10% 7% * Limit each quote to two lines of typed text ** Essay must have 1-inch margins, 12-point TNR font, a correctly formatted title page and works cited page, or it will not be accepted 38 QUEST Binder Due May 6, 2014 (English) Front of Binder ALSO: All other experience evidence: 1. Title page (same as final paper) pictures, letters, student work, etc. Final Draft of EQ signed by both English and Government teachers Divider 4: Service all other drafts of EQ 1. Service pre-plan 2. Social Issue Declaration form 2. Service Plan 3. Consultant Agreement form original copy with signature(s) 4. Parent Notification form 3. Service Verification form all letters verifying service Divider 1: Interviews 4. Copy of Government Advocacy Letter 1. 1st Interview with notes, signed by 5. Service Presentation Rubric and Outline consultant graded copy ALSO: all other service evidence: pictures, 2. Exit Interview with notes, signed by letters, flyers, etc. consultant graded copy Divider 5: Essays 3. Copy of your Thank You Letter 1. Connection Precis clean copy ALSO: Any other evidence of interviews: graded copy (ies) pictures of consultant, other letters, 2. Connection Essay #1 (Experience) brochures you obtained from interviews, etc. clean copy graded copy(ies) Divider 2: Research rubric (if used) 1. RFI (graded/annotated copy) 2. Connection Essay #2 (Service) clean copy clean copy graded copy(ies) graded copy(ies) 2. Annotated Bibliography rubric (if used) clean copy 3. Answer abstract page graded copy(ies) clean copy 3. Scholarly Review graded copy(ies) clean copy 4. Final QUEST Essay graded copy (ies) clean copy graded copy(ies) Divider 3: Experience rubric 1. Experience Plan original copy with signature(s) 2. Experience Log form(s) 3. Experience Presentation Rubric and Outline 39