QUEST Semester 1 2013-2014 September 2013
Dear Seniors,
Welcome to your Senior year at IHS! You have finally made it. The past eleven years have been preparing you for the next nine months. And, this project will provide you with the platform to show off the skills you have honed. QUEST is more than just a school assignment, it is an opportunity for you to take ownership of your project…to create your QUEST around a topic and social issue that interests you; to perform experience and service in an area that interests you. This is the wonder of QUEST.
This packet, in combination with your second semester QUEST Packet, is your key to the successful completion of QUEST and your senior year. QUEST is directly connected to outcomes in English and Government/Economics. The key is to start early, ask questions often, be organized, and keep excellent records. As you know well by now, you need to pass ALL of your outcomes in order to pass a course…AND you need to pass Senior English and Government/Economics in order to graduate from Irvington.
While QUEST may feel overwhelming right now, know there are many people who are available to support you over the next few months. This project is a quest. It is about the process. By the time you get to your testimony it will be a celebration of all you have accomplished. We all want you to be successful. There are the senior teachers, consultants, administrators, parents and other community members who have experiences and ideas to share. A network of community members has been developed over the years that are QUEST friendly. It is my job to do what I can to try to make QUEST a positive, learning experience for every Senior. I am looking forward to working with all of you this year.
Sincerely,
Mark Rodocker QUEST Coordinator
2 Table of Contents
Timeline...... 3 Grading...... 5 QUEST: Essential Question...... 6 Parent Notification Form...... 8 Social Issue Declaration Form...... 9 Request for Information (RFI)...... 10 Essential Question: Draft/Revisions/Final Form...... 13 QUEST: Understand...... 14 QUEST Consultant Agreement Form...... 15 Consultant Interviews...... 16 QUEST: Experience...... 18 QUEST Experience Plan...... 19 Experience Hours Log...... 20 QUEST Service Pre-Plan...... 21 Standard QUEST Style...... 22 Connection Précis...... 23 Précis Worksheet...... 24 Scholarly Review...... 27 QUEST: Service...... 28 QUEST Service Plan...... 30 Annotated Bibliography...... 31 Simple QUEST Rubric...... 33 Experience Presentation...... 34 Presentation Rubric...... 36 QUEST Final Paper...... 37 QUEST Binder...... 40 QUEST Timeline 2013-2014
FIRST SEMESTER September 24, 2013 . QUEST kickoff in Norse Hall
October 1, 2013 . Parental Notification form due (English) . Social Issue Declaration form due (English/Government)
October 22, 2013 . Request for Information: RFI due (Government/turnitin.com)
November 5, 2013 . Consultant Agreement form due (English/Government) . Essential Question (first draft) due (English/Government)
November 12, 2013 . Experience Plan due (Government)
December 3, 2013 . Service Pre-Plan due (Government) . Consultant Introductory Interview notes due (English)
December 10, 2013 . Connection Precis due (English/turnitin.com)
January 7, 2014 . First five Experience hours due (Government) Experience Presentation to be scheduled in January at the discretion of your Gov’t teacher
January 14, 2014 . Essential Question Final due (English/Government) . Service Plan due (Government)
January 21, 2014 . Second five Experience hours due (Government) . 1st Semester BINDER REVIEW (English)
2 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 (English/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
3 QUEST GRADING
QUEST is an essential outcome of our 12th grade English, government and economics curriculum. As such, it is important to submit each assignment on its due date, and in its correct order. Each assignment has been given a point value. If assignments are submitted and approved on their respective due dates they will potentially earn full credit. Assignments not completed correctly will be returned as redos. Any assignment submitted after its due date will earn half credit. ALL papers must be typed, all forms must be completed in blue or black ink.
QUEST work first semester is worth 30% of the English grade. QUEST work second semester is worth 30% of the English grade.
QUEST work first semester government is 20% QUEST work second semester economics is 30%
Example…if you submit your assignments late, the highest score you can earn is 15/30. Average that 50% in with other English work first and second quarters and…you may fail the semester. POINTS ARE IMPORTANT!
EVERY ASSIGNMENT IS IMPORTANT!
REMEMBER, YOUR QUEST PROJECT IS SEQUENTIAL AND FOLLOWS A SET FRAMEWORK.
For those students who do submit late work, be aware that ALL QUEST assignments must be submitted in final draft form by 3:05 pm on May 2, 2013. If ALL QUEST assignments are not submitted and approved by that time, no Testimony date will be given and you will not be able to participate in the JUNE GRADUATION CEREMONY.
No need to be late…pace yourself and enjoy all the things you are going to learn in the course of this project.
QUEST assignments correlate to the California State Standards and as such are essential outcomes of the courses. Missing QUEST work will result in an “I” at any grading period.
4 QUEST: ESSENTIAL QUESTION
QUEST is your opportunity to finally explore all the aspects of an area that interests you. Your teachers and consultant will help you along the way, but ultimately, YOU will determine your own success through the choices that you make, your commitment to this project, and your willingness to take a risk and learn something new. The decisions and choices that you make will not only guide you to answering your QUESTION, but they will also help you to recognize that you can be an independent and life-long learner.
QUESTION: FORMAT One of the first decisions you will need to make is to choose a social issue of interest that you want to investigate. In the beginning, you should brainstorm as many possibilities as you have interests. Make sure that your project is about something personal, genuine, and important to YOU. The question must be something you cannot answer without research and experience.
Once you have chosen one topic or area of personal interest, you will need to create an ESSENTIAL QUESTION about your topic that you wish to investigate through your project. Your ESSENTIAL QUESTION should meet the following criteria: * Will it allow me to explore my personal interests?
* Will I be able to do research and hands-on activities to better understand my interest and answer my ESSENTIAL QUESTION?
* Will I be able to connect my question and experience to a service that is of benefit to my community?
* Will my question address a social issue?
* Will I be able to share what I learn with my school and community?
* Will I be able to demonstrate my expertise to a panel of professionals and peers so that they will recognize my readiness to contribute and participate in society?
* Will it expand on and reflect my ability to learn independently and make good choices?
SAMPLE ESSENTIAL QUESTIONS:
POOR: Why do advertising agencies use things that are bad for you to sell products? (UNACCEPTABLE)
GOOD: What effect does the media have on a young girls self esteem? (IN PROGRESS)
EXCELLENT: How does the mass marketing of beauty products, minimalist clothing, and diet products affect a teenage girl’s self image in our American culture? What might be done to help encourage positive self-image among teenage girls in America?
5 An excellent question can be answered and the outcome can be measured through research, observation and experience.
DOs * DO choose a topic in which you have some interest.
* DO build your ESSENTIAL QUESTION around a specific concern, focusing on HOW and WHY.
* DO choose a specific interest that can be easily linked to a SERVICE project.
* Do start early and ask questions often. DON'TS
* DON'T form a question that can be answered with a list (What does it take…).
* DON’T choose a topic you dislike.
* DON’T choose a topic on which you are already proficient.
* DON’T choose a topic just because your best friend is doing it.
* DON’T PROCRASTINATE! Without a viable ESSENTIAL QUESTION, there will be no focus in your project.
School-wide Outcomes Addressed: Personal Responsibility and Communication
6 Parental Notification of Student Participation in QUEST Due October 1, 2013 (English)
I am the parent or legal guardian of ______print name who is a Senior at Irvington High School. I understand that as part of the senior curriculum at Irvington High School, he/she will participate in the QUEST project and that his/her successful completion of this benchmark is necessary to graduate from Irvington High School. I understand that QUEST occasionally requires him/her to travel off the Irvington High School campus to property and places not owned and operated by the Fremont Unified School District. In addition, QUEST requires him/her to schedule and travel to appointments and to work with individuals and entities that are not employed by and are not agents of the Fremont Unified School District. I further understand that when traveling to and/or attending appointments and/or tutoring property not owned and/or operated by the Fremont Unified School District that he/she will not be under the immediate supervision of an employees or agent of the Fremont Unified School District or School Board.
I have read the material distributed by Irvington High School about QUEST. In accordance with my understanding, as outlined above, I understand my son/daughter will participate in QUEST and I release and hold harmless the Fremont Unified School District, along with all its employees and agents, from any and all liability for personal injury, including physical, emotional and pain and suffering, injuries and/or property loss and damage which I and/or he/she incurs while he/she participates in or travels to activities not held on property owned and/or operated by the Fremont Unified School District and which are associated with QUEST.
______Parent/guardian print sign date
______Student print sign date
English Teacher: ______
Government/Economics teacher: ______
7 SOCIAL ISSUE DECLARATION FORM Due October 1, 2013 (English) (Provide a copy to your government teacher.) Use blue or black ink.
Student Name ______
English Teacher ______
Government Teacher ______
Identify a social issue. (A social issue is a problem that directly or indirectly affects many or all members of society often related to morals and/or values. Often a social issue is beyond the control of any one individual and may represent conflicting interests of different members of a community.) ______
What do you want to learn about this specific issue that you don’t already know? (Create a question.) ______
What community(ies) does this issue affect and how? (A Community is any group of people who share the same conditions or needs. They could be people who share the same geographic location, socio-economic status, condition or disease, ethnic background, cultural beliefs and practices, political concerns, or dietary practices.) ______
8 Request for Information (RFI) Due October 22, 2013 (Government/turnitin.com)
Request for Information (RFI)
Now that you have found a social issue that interests you and have worked on perfecting your research skills, it’s time to find out more about it so that you can come up with a great Essential Question. In order to do this you need to carry out a Request for Information (RFI).
RFI Assignment
Step 1: You need to find out general, basic, factual information on your social issue. Come up with a list of 6 questions that will help you do this. You MUST use at least three (3) different sources to answer your six questions. Example: Social Issue: Global Warming Questions: 1. What is GW? 2. What causes GW? 3. What are the effects of GW? 4. Who/what is responsible for GW? 5. What do we need to do stop GW? and so on, until you have 10 questions
Step 2: Research and answer your 6 questions writing one single-spaced paragraph for each question. Each paragraph should be at least five sentences long and include any scientific data, statistics, surveys, etc., relevant to your social issue . Use parenthetical citations and include a Works Cited page at the end of the RFI.
Don’t worry if you can’t come up with 6 questions immediately, as you research you will come up with more questions.
Step 3: After you have mastered the basic factual knowledge, write a paragraph identifying any controversy, disagreement or injustice related to your social issue his will help you formulate your EQ.
Step 4: Type up THREE potential Essential Questions based on the knowledge you have gained. From a broad base of general knowledge and comprehension of your social issue you will be able to synthesize and evaluate that information into creating a great Essential Question.
9 Joe Bob Liverworth
Mr. Silvernale/Ms. Mangiardi
Government/English 12
27 October 2013
Request for Information
Social Issue: Extracurricular activities for disadvantaged teenage girls that curb negative behaviors such as drug use, alcohol use, teenage pregnancy.
1. What percentage of American teen girls become pregnant during high school?
According to a journal article in SCIENCE, the teen pregnancy rate is much higher than I originally thought. The article cites a few different percentages based on different polls and different years over the past ten years. The most shocking of these numbers is that one-third of girls get pregnant before the age of 20. This does not specifically state high school students, but under the age of 20 qualifies as teens, and since most students graduate high school as 17 and 18 year olds it is a valid statistic to note. The article lists different negative results of teen pregnancy, like dropping out of high school, remaining a single parent, and scoring lower in reading and math scores (Dane 9).
2. What afterschool programs are available to girls specifically in the Bay Area?
In the Bay Area, many programs are available to teens, but some are specifically geared towards girls. Bay Area Girls Rock Camps are music programs designed specifically for girls ages 8-18 in Oakland and Girls Incorporated of Alameda believes in inspiring all girls to be “strong, smart, and bold” (Girls Inc. par. 1). Another program in the Bay Area is Girls on the Run, which helps plan run/walk events for charity (Girls on the Run par. 5). There are programs like Boys and Girls Club, which serves both genders, but the above three serve specifically female students and also have teenage components. Girls Circle is yet another program designed for teenage girls that helps build skills and discusses how to avoid risky behaviors. Girls Circle works with other programs, like Girls Inc., to help girls have a safe place to grow and learn after school (Girls Circle in the Bay Area par. 3).
(RFI continues…)
START A NEW PAGE FOR WORKS CITED!
10 Works Cited
Bay Area Girls Rock Camp. 2009. Bay Area Girls Rock Camp. Web. 21 Oct. 2009.
Dane, Gabrielle. “Teen Pregnancy in Our Country: A Trend.” SCIENCE 10.2 (1998). Web. 22
June 2002.
Girls Circle in the Bay Area. 2008. Girls Circle, Incorporated. Web. 21 Oct. 2009.
Girls Inc. 2009. Girls Incorporated. Web. 21 Oct. 2009.
Girls on the Run of the Bay Area. 2009. Girls on the Run. Web. 21 Oct. 2009.
11 ESSENTIAL QUESTION: DRAFT# 1 2 3 4 5 6 7 8 . . . FINAL (Cross off the number for each revision.) First Draft Due November 5, 2013 (English/Government) Final Draft Due January 14, 2014 (English/Government)
Student Name ______
English Teacher ______
Government Teacher ______
ESSENTIAL QUESTION:
SUBMIT THIS AND EACH SUBSEQUENT REVISION TO YOUR ENGLISH AND GOVERNMENT TEACHER. Save each draft submitted. FIRST DRAFT DUE November 6, 2013. FINAL DRAFT DUE January 15, 2013.
Your essential question may change many times. Keep all copies of attempted essential question with the teachers’ comments on them. Only final draft receives the signature of both English and gov/econ teacher.
12 QUEST: UNDERSTAND
Throughout the course of QUEST, you will write several connection papers with analyses that will be part of the written exploration of your ESSENTIAL QUESTION. These connections should help you, as well as your readers, UNDERSTAND the investigation of your ESSENTIAL QUESTION. You will write a connection paper with analysis after each of your consultant interviews, during the two phases of your research on sources related to your topic, and after the first set of experience hours.
UNDERSTAND
Research is imperative to understanding the answer to your ESSENTIAL QUESTION. You are required to use print and internet resources, as well as people who are experts in their field. These experts are your consultant and associates of your consultant. Choose your consultant wisely. You are not limited to just one expert. You may also rely on your primary consultant’s associates. The consultant must conform to the requirements on the Consultant Agreement Form.
UNDERSTAND: CONTENT for connection paper with analyses
Use Standard QUEST style for all papers.
Each of your connection papers should follow the specific directions on the assignment sheet. Each of the papers should connect what you have learned and how this has helped you answer your essential question. Like all good research, you may find that parts of your EQ is too easily answered or has no answer. This is why you will need to make a number of revisions to your EQ. There is no penalty for the number of revisions unless you miss specified due dates. We expect you to work toward an excellent ESSENTIAL QUESTION. Some thoughts while making the connection:
1. What did I learn about my ESSENTIAL QUESTION? 2. What do I still need to know? How will I find this information? 3. How did this activity or research help me to answer my ESSENTIAL QUESTION? 4. What new ideas/directions do I want to explore? How might these ideas connect with my ESSENTIAL QUESTION? 5. Give as complete an answer as you can to your essential questions with the information at hand. Each connection paper should lead you to a more complex answer to your ESSENTIAL QUESTION.
School-wide Outcomes Addressed: Critical Thinking and Communication
13 QUEST CONSULTANT AGREEMENT FORM Due November 5, 2013 (English/Government)
Student name ______English Teacher ______Government Teacher______I agree to be a QUEST Consultant for ______student name - print regarding: ______student’s Social Issue I can verify that I am: 1. Over 25 years of age. 2. Not related by blood or marriage to the student for whom I am consulting. 3. Either a professional in the student’s research topic or qualified to mentor this student because of previous experience. 4. Aware that I am responsible for 10 hours of guided experience for the student, including two interviews and several signed forms.
I expect to be called by Irvington High School to verify this information and give feedback on the performance of this student.
I understand that it is my duty to report any fraudulent or misrepresented claims of those 10 experience hours by the student to Irvington High School.
I understand that if I agree to be this student’s consultant and I am not qualified by reasons 1- 4 above, the student will fail the senior QUEST Project, of which the penalty is non-graduation in June 2014. ______(Signature of Consultant) (date)
Please print the information below (*REQUIRED FIELDS):
*Name______*Company Name______*Work Address______*Work phone______Work Fax______*Email Address______
Reminder: this form is due on TUESDAY, NOVEMBER 5, 2013! Please give to the student to return by this date or fax this document to: Mark Rodocker QUEST COORDINATOR IRVINGTON HIGH SCHOOL FAX (510) 623 - 9805 14 CONSULTANT INTERVIEWS Introductory Interview Notes Due December 3, 2013 (English) Exit Interview Notes Due February 25, 2014 (English)
You will discover that interviewing people in your field of interest is often the best way to access updated and vital information for your social issue. It is interactive, teaches you things in your field that may not yet be published, and does not require hours of checking your citations. This is the beginning of many interviews in your life. Enjoy them! You will conduct two interviews with your consultant at different parts of your QUEST. Check your timeline for deadlines.
Introductory Interview: Based on what you learned from your RFI, compile a list of questions that will bring you closer to answering your Essential Question. Your RFI should provide you with answers to the lower levels of Bloom’s Taxonomy. Use what you now know to make connections between this and what you are now curious about. Questions for your consultant should be geared towards the mid and higher range levels of Bloom’s Taxonomy: application, analysis and synthesis of information.
Brainstorm 15 open-ended questions for your consultant that will help you answer your Essential Question An open-ended question allows the respondent to choose how to answer the question, i.e., they don't select "yes" or "no" or provide a numeric rating. The more focused these questions are, the better you will be able to make connections to answer your E.Q. Choose the best ten from your brainstorm to ask your consultant.
When it is time for the interview, it is important to be on time. Take two copies of the questions with you to the interview, one for you to review and one for your consultant. Only approved questions should be taken to the interview. If you want to tape the interview, please ask permission beforehand. Take notes during the interview. Use standard size 81/2 x 11 paper. As you learn more and more at the interview, new questions will probably arise. Feel free to ask them (make sure to take notes on that too). When you are finished, ask your consultant to sign and date your interview notes at the bottom of the page. Immediately following the interview take some time to go over your notes and fill in any blanks you remember. Be specific. You need these notes to write your connection paper. Turn in your questions along with all the notes you took during the interview.
Before your interview, be sure that you: Get your interview questions approved by your English teacher. Prepare yourself, your questions and your materials in advance. Establish rapport, or a personal relationship, with your source. If you are using a tape recorder, check to make sure it is working and you have spare batteries. Observe the source and the surroundings. Stay on your toes! Be ready to improvise questions on the fly. During your interview, be sure that you:
15 Identify yourself and the organization you represent: “Hi, I’m Dylan Rivera from Irvington High School.” State the purpose of the interview, its length, and how the information will be used. Don’t waste time. Keep the interview moving. Most interviews can be completed under thirty minutes. Sometimes consultants enjoy talking and can go for over an hour, but you shouldn’t be the one keeping him or her there. Ask specific questions and don’t be afraid to follow up. If the source’s answer sparks another question, ask it. This is your opportunity. Give the source plenty of time to respond. You want to acquire as much information as possible. Give the source opportunities to clarify his or her answers. If you don’t understand it, your reader probably won’t either. Ask for clarifications of things that don’t make sense. Use silence to encourage the source to reply. People naturally want to fill pauses in conversation.
Remember, the quality and amount of information you receive is largely under your power. Make this interview count! Work with your consultant to get all the information you possibly can.
Nervous? Need more help? For more information, check out: http://www.engl.niu.edu/wac/interview.html http://www.grad.illinois.edu/careerservices/nonacademic/info_intvws.htm
16 QUEST: EXPERIENCE
The EXPERIENCE component of QUEST is a hands-on investigation. Through experience, you will become an expert on your ESSENTIAL QUESTION. Your Consultant will act as your EXPERIENCE coach, and he/she will help you design an EXPERIENCE Plan that will focus you on what you need to do. Your consultant may NOT be a family member. DO NOT CHOOSE a consultant who is a family member of a boy or girlfriend.
EXPERIENCE: FORMAT
The format of the EXPERIENCE requires that you become actively involved in answering the ESSENTIAL QUESTION you have posed for yourself. This involvement must address a social issue. You may do a variety of things to accomplish this, on site training, formal instruction, investigating a political issue, interviewing experts, or volunteering. While a small portion of your experience with your consultant may be observing, (small defined as 5 hours or less), the rest must be active engagement that might involve hands-on activities or participating in discussion.
EXPERIENCE: EXAMPLES
1. If your ESSENTIAL QUESTION involves exploring services of a government office, you can observe and discuss constituents' issues related to your topic at an elected official’s office. 2. If your ESSENTIAL QUESTION involves learning the techniques of portrait photography, you can take a series of portraits following the guidelines from a professional portrait photography manual with guidance from a professional photographer and use those skills to help address your topic. 3. If your ESSENTIAL QUESTION involves the local community, you can develop a proposal for change, research the local governmental steps for proposing changes, and then take the proposal through the steps with guidance from a city planner or developer.
Your EXPERIENCE must include a minimum of 10 hours of active involvement in the exploration of your ESSENTIAL QUESTION. These 10 hours are independent of any time you spend at Irvington or ROP classes; your first 10 hours do not count toward Service Learning requirements. However, two of your EXPERIENCE hours may be your Consultant interviews.
School-wide Outcomes Addressed: Personal Responsibility and Communication
17 QUEST EXPERIENCE PLAN Due November 12, 2013 (Government)
Student Name______EnglishTeacher______
EQ:______
______
What questions do you still have that haven’t been answered by your RFI/Interview or what parts of your EQ do you need more information on?
What activities will you be doing to help answer these questions? (Be specific)
How do you anticipate that these activities will help you answer your essential question?
List dates and times you will be doing at least 10 hours of experience. (These dates and times may change but the activities may not without approval. Use the back if necessary)
Where and with whom will you be doing your experience?
Name:______Organization:______
Address: ______Phone # or Email______
Consultant’s signature of approval______Date: ______
Government Teacher Approval: (initial one) YES _____ N0 _____ Reason:
______
Turn in approved plan to your Government teacher with your experience presentation rubric and outline. Failure to do so will affect your grade.
18 EXPERIENCE HOURS LOG Due Jan. 7 and Jan. 21, 2014 (Government)
Name ______English Teacher: ______
EQ: ______
______
Each entry must contain a signature. If you were supervised by someone other than the consultant from your Consultant Agreement Form and they sign your Experience Log, you must provide their contact information below or you will not receive credit.
Date & Organization Duties (be specific) Supervisor’s Signature Total Time
1. Supervisor Name: ______Organization: ______
Email: ______Phone: ______
2. Supervisor Name: ______Organization: ______
Email: ______Phone: ______
19 QUEST SERVICE PRE-PLAN Due December 3, 2013 (Government)
*Note: You may not begin your service until you have an approved Service Plan*
Name ______English Teacher: ______
EQ: ______
______
What social issue(s) did you identify when forming your EQ or through your research?
A) B) C)
What “communities” might be affected by this social issue? Community is a broad concept, this may be a community based on location, age, economic status and many others.
A) B) C)
Using your social issue and the communities you’ve identified as search terms, research 5 NON-PROFIT ORGANIZATIONS/GOVERNMENT AGENCY related to your essential question. Check to see if the activity requires special training or requirements.
1. Organization: ______Phone/Website:______
Relationship to EQ: ______
Upcoming Volunteer activities: ______
2. Organization: ______Phone/Website:______
Relationship to EQ: ______
Upcoming Volunteer activities: ______
3. Organization: ______Phone/Website:______
Relationship to EQ: ______
Upcoming Volunteer activities: ______
4. Organization: ______Phone/Website:______
Relationship to EQ: ______
Upcoming Volunteer activities: ______
5. Organization: ______Phone/Website:______
Relationship to EQ: ______
20 Upcoming Volunteer activities: ______
21 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
4 November 2013
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,
22 CONNECTION PRÉCIS Due December 10, 2013 (English/turnitin.com)
Purpose: Thoroughly analyze and understand your research Establish Connections between Social Issue/Essential Question & research Establish Connections between Social Issue/Essential Question & consultant interview
Requirements: Part 1 A. Choose three different sources from your RFI or from new research. These must be meaningful sources that define your social issue, explain any historical significance, etc.
B. Write précis: using the Précis Worksheet, write a précis for each source. You will end up with separate three (3) précis for Part 1 of this assignment.
Part 2 A. Choose one additional research source that relates to information from Consultant Interview. Compare/contrast information found in research source compared to the information discovered during your Consultant Interview
B. Write précis that explains the connection between the Consultant Interview and your research source the new conclusions you are drawing from this information how this helps you answer your Essential Question so far.
Part 3 Works Cited Page
Some example sentence starters for commentary:
This fact/statistic/information shows that… (clarification) Based on these facts, I can infer that… (synthesis) Clearly, this validates the importance of … (historical significance/ importance of issue) My consultant validated/denied/further elaborated on this by saying … (connection between) This statistic raises the question … (new areas of research) This information made me wonder/want to find out… (new areas of research) I now see that … (answering your Essential Question)
23 Précis Worksheet
Part 1
Write THREE rhetorical précis paragraphs, each for a different source of your research. Follow the attached template. When evaluating the source (at the end of the précis “this work is significant because…”) make sure you explain how this work is significant to YOUR QUEST PROJECT (how does it connect to your Social Issue and/or your Essential Question?). Also, discuss how this research Connects to other parts of your project (Consultant Interview, Experience, expected Service, unanswered and/or new questions, …) See SENTENCE STARTERS* below.
Part 2
Write ONE rhetorical précis of your Consultant Interview, following the template I gave you in class. You will need to QUOTE your consultant. When evaluating the interview, make sure you explain how this work is significant to YOUR QUEST PROJECT (how does it connect to your Social Issue and/or your Essential Question?). Also, discuss how this research Connects to other parts of your project (Experience, expected Service, RFI, unanswered and/or new questions, …) See SENTENCE STARTERS* below.
Part 3
Properly formatted (MLA style) Works Cited page
24 Rhetorical Précis Template for QUEST
In ______, Genre of source title of source
______, ______, ______author’s full name info about author active verb that ______paraphrase or directly quote the central claim of source with citation
______( ______) . parenthetical citation
______this claim by first ______He / She develops / supports active verb
______. explain what the author does/ first subpoint
Then, ______explain what the author does next
______s ummarize ALL of the author’s subpoints –may take a few sentences – paraphrase or
______( ______) directly quote from the source when summarizing parenthetical citation
______Here, you might consider starting with a prepositional phrase like “Toward the end of the text” or “In this section” or some other phrase in order to add variety to your writing
______.
25 ______’s purpose is to ______author’s name (what is author trying to achieve by writing this article?)
______in order to
______what does the author want the audience to do or feel as a result of this work?
______.
This work is significant because ______explain how it is significant to YOUR PROJECT
______.
Additionally, this work connects to ______by ______other QUEST element active verb
______. use Sentence Starters* to make connections
______Additional sentences as needed - using Sentence Starters*
______.
26 QUEST: SERVICE
The SERVICE component of QUEST is when you show the community what you now UNDERSTAND about your ESSENTIAL QUESTION. SERVICE involves giving back to your community and making your knowledge public.
SERVICE: FORMAT Your SERVICE project will be something that you design with the help of your government/economics teacher. Together, you will create an individualized service plan that will specifically address your Essential Question. DO NOT base your service on past projects. Each student’s service plan needs the approval of the Government/Economics Committee. The Committee’s decision is final.
Your service activities must be substantive in nature and truly serve the needs of a given community or nonprofit organization.
Service must be for a non-profit (501c3) or government agency and address a social issue. You may not do a service for a company that makes money. (That is really slave labor.)
SERVICE: EXAMPLES 1. If your EXPERIENCE involved spending time at a battered women’s shelter, your SERVICE could involve setting up an after school program for their kids. 2. If your EXPERIENCE involved observation and discussion with an athletic trainer, your SERVICE activity could involve volunteering at a senior center helping seniors remain healthy and active. 3. If your EXPERIENCE was learning the techniques of mural painting, your SERVICE activity could involve designing an original mural for a community facility.
A substantive service would fulfill a preexisting community need (not YOURS!) and be completed in a series of activities (i.e.: tutoring/coaching twice a week for 3 months) or in fulfillment of a substantive service recognized by the service committee (The gov/econ committee will determine what is of substance and how many hours necessary to fulfill the requirement). The best way to find a service is to ask an organization what it needs. (What do you NEED volunteers to do?)
A substantive service might be organizing and facilitating a group of students to volunteer one day at an event. Only attending the event would not be enough.
Translating and handing out information at an event could work, standing at a table all day would not.
Volunteering twice a week for month as a tutor for a non-profit is a series, dropping by once or twice and helping a few kids would not.
27 Your SERVICE activities must be scheduled and publicized. The activities must be done at a location off-campus and must involve members of the greater community (non IHS people). You can work with other seniors who share the same QUEST topic in organizing and implementing your collective SERVICE project. It must be service substantive enough for all involved. All of the participants’ government/economics teachers must agree that the service is substantive enough for all participants to receive credit. You must have evidence of your SERVICE activities, which can include photographs, videotape footage, written reactions from participants, or samples of work created by the participants. Document everything! Finally, you must have your SERVICE hours signed by your consultant/authority figure and have it authenticated by IHS Service learning Coordinator in order to receive hours towards graduation. (Mr. Lewis in Rm 25.)
Document everything. You must be able to measure what you estimate to be the economic impact of your service.
School-wide Outcomes Addressed: Social Responsibility and Communication
28 QUEST SERVICE PLAN Due January 15, 2013 (Government)
Name ______English Teacher: ______
EQ: ______
______
What non-profit organization will you work with?
Organization: ______Contact Person:______
Address:______Phone/Email:______
When you contacted the non-profit organization, what need(s) did they express having?
A) B) C)
What planned activities do you have with this organization? (Your service must have a “substantial” impact on the community you’ve identified and should include a planned series of activities over a period of time).
Activity Location Length of time
How do these activities relate to your EQ? (How will your activities help answer your EQ? or How did you discover this organization or need through your QUEST project?)
Government Teacher’s signature______Signature indicates the final plan has been approved. Keep all copies of your service plan. 29 ANNOTATED BIBLIOGRAPHY Due January 8, 2013 (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.
30 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.
31 SIMPLE QUEST RUBRIC Redo C B A CONTENT does not incorporates all incorporates all incorporates all incorporate all content required; content required; content required; content required; makes connections makes clear makes strong makes few/weak between assignment connections connections connections and overall between between between project/EQ assignment and assignment and assignment and overall overall project/EQ overall project/EQ project/EQ FORMAT Does not Follows format follow format given in packet given in exactly packet EQ in italics & no EQ at top centered at top of assignment of assignment incorrect Name and date margin size typed in upper right corner 1” margins GRAMMAR & Many errors in Some errors in Few errors in No errors in MECHANICS grammar or grammar or grammar or grammar or mechanics mechanics mechanics mechanics SPELLING Many errors in Some errors in Few errors in No errors in spelling spelling spelling spelling
This rubric applies to all assignments without rubrics in the QUEST packet.
All QUEST work must be in final draft form to receive full credit.
Any work receiving a REDO grade will be given 65% credit when the assignment is of passing quality.
All REDO work must be submitted with the original graded draft.
REDO work will be submitted as many times as necessary (to get to a passing level) to earn credit.
32 EXPERIENCE PRESENTATION To be scheduled January 2014 at Government teacher’s discretion (Gov’t)
Purpose: To establish CONNECTIONS between o Social Issue/Essential Question o All research (RFI) o Experience Introduce pictures/graphic representations of data to support your issue Begin to answer your Essential Question
Requirements: 5-7 minutes long PowerPoint presentation Include direct quotations (from Research and from Consultant) Integrate pictures and/or graphic representations of data
For specific information to help you create your Experience Presentation, see the Experience Presentation Guideline on the following page.
33 Experience Presentation Guideline 5-7 minute presentation
***Please note that these are rough guidelines for your presentation. You do not need to stick to these topics or time percentages exactly. Remember, though, this is an Experience Presentation so the bulk of the presentation needs to be about the Experience portion of your project.
Introduction (Spend approximately 10% of your time on this information) Explain why you chose your topic. What’s your interest? What did you set out to learn? Introduce your Essential Question (Your EQ should have its own slide)
Consultant (Spend approximately 15% of your time on this information) Who is your consultant? Why is this person qualified to help with your project? Discuss and important quote from your interview: what did he/she say that was helpful? Why was it helpful? What did it tell you about your EQ?
Research (Spend approximately 15% of your time on this information) Discuss specific findings (not just the source)—include quotes Why are these findings important to your project? Connect them to your EQ and Experience ideas. Was it helpful? What other research might you need to do?
For research section, don’t discuss process (“I went to the library…I went online”), discuss product (“A helpful source was…because it told me that…”)
Experience (Spend approximately 50% of your time on this information) Discuss experience—what did you do? What did it tell you about EQ? What did you find that connected to your research? What do you still need to do? What do you hope to learn from your experience?
Service (Spend approximately 5% of your time on this information) BRIEFLY Discuss your ideas for service—what will you do? How did you identify the need for this service? How does it tie in to your EQ?
Conclusion (Spend approximately 5% of your time on this information) What is left to do (don’t say all the assignments that everyone has to do!)—be specific to your project. What do you still need to learn? What is your answer so far?
Always explain what you learned about your EQ in every aspect of your project!
Presentation details: Work on smooth transitions Don’t “announce” your slide/topic: as in “research…for my research I found…” or “service…for my service I plan to…” Photos of kids: always block out or blur faces Photos: Incorporate into your presentation with text Don’t have a “Photos” slide Each slide should have a title. Slide titles should not be “Service, con’t.” Think of another title, be creative. Don’t read from your PowerPoint
34 PowerPoint slides: don’t include too much text . use bullet points . do not use paragraphs
35 PRESENTATION RUBRIC
Communication Skills (10% of total grade) Appropriate Voice o No o Somewhat Inconsistent o o Acceptable (2%) Appropriate Dress o No o o o Yes (2%) Eye Contact (2%) o No o Somewhat Inconsistent o o Strength Body Language o Distracting o Neutral o o Strength (2%) Answers Questions o Unprepared o Limited Knowledge o o Clear and Concise Well (2%)
Presentation Skills (30% of total grade) Punctuality (3%) o Not ready to o o o Ready to present at scheduled time present at scheduled time 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 o Not clear o Clear but typical (Hi, my name o o Clear and engaging Presentation (5%) 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 o Clear but typical (“Thank you for o o Clear and engaging Presentation (5%) 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 graphics incorporates graphics preparation and evidence
Content (60% of final grade) Presentation of Research, Research, o Experience activities Research, Experience, and Research, Experience, o o o Experience, and Experience, and clearly explained and Service clearly explained and and Service Connections connected to EQ and (15%) Service activities Service activities connected to: ALL aspects presented presented and other portions of project, as well as to EQ without connected only to EQ project connections Comprehensive answer o No answer o Answer presented but o Connections between o Clear and comprehensive answer to EQ (25%) presented until connections between Experience, offered after presenting evidence Q&A portion or all portions of project Research, and and an in-depth connection not answered in are weak Service explained between Research, Experience, one clear within presentation and Service summary at end with some detail and evidence Benefits of Service o Not mentioned, o Described process for o Benefit to o Benefit to community and new Project (20%) relationship developing Service community and need insights clearly explained. Clear between service Plan and relates to clear and shows a connection between Service and and EQ not topic. Benefit to relationship between EQ. Provides a creative solution explained, community clear. Service and EQ to a real community problem unable to Connection to NP org describe benefit or gov’t agency to community unclear
A score of 1 in any category equals an automatic redo of presentation
36 QUEST FINAL PAPER Due April 23, 2013 (English/turnitin.com)
Now that your research, experience, and service portion have been completes, it’s time to synthesize your new knowledge and provide an answer to your Essential Question. This QUEST Final Paper will be a written 5-10 page research paper with an emphasis on your findings and how you as a person have evolved in pursuit of your QUEST. (A 5-10 page paper will have about 1500- 3000 words.)
FORMAT: Typed, double spaced, 12 size font in either Times New Roman or Arial. 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. 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 question 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 contentious effort to deliver a high quality piece of writing showing the 12th grae exit standards in grammar, syntax, and style. Organization clearly detailing the journey to obtain the final answer to the Essential Question.
COMPONENTS OF THE QUEST FINAL PAPER: Format: Typed, double-spaces, 12 pt., Arial or Times Font 1 inch margins on top, bottom, left, and right
37 Title page Works Cited Page Title Page: Name in upper right corner ESSENTIAL QUESTION in the middle English teacher and Econ teachers’ names on the bottom right corner.
38 Introduction: 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 this aspect? What would you have done differently or better? Include quotes 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? How did you perform in the interview process? What could you have done more effectively if anything? Include quotes 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?
39 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 quotes in this section.
40 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? Which service activity did you enjoy the most? Why? How did you know there was a need for your service? 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 quotes in this section. Conclusion: THE ANSWER TO YOUR ESSENTIAL QUESTION Restate your Essential Question (put your EQ in italics.) What answer (using all your knowledge) did you get to this question? In what ways did this project help you? 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.
41 QUEST BINDER
Your QUEST Binder is to be organized in the following manner. Most students find it best to use a plain 1” binder. Inside the binder have five dividers upon which you should have neatly written or typed the following headings: Interviews, Research, Experience, Service, and Essays.
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 5. Service Presentation Rubric and Outline 1. 1st Interview with notes, signed by consultant ALSO: all other service evidence: pictures, 2. Exit Interview with notes, signed by letters, flyers, etc. consultant 3. Copy of your Thank You Letter Divider 5: Essays 1. Connection Précis ALSO: Any other evidence of interviews: clean copy pictures of consultant, other letters, graded copy (ies) brochures you obtained from interviews, etc. 2. Connection Essay #1 (Experience) clean copy Divider 2: Research graded copy(ies) 1. RFI (graded/annotated copy) rubric (if used) clean copy 2. Connection Essay #2 (Service) graded copy(ies) clean copy 2. Scholarly Review graded copy(ies) clean copy rubric (if used) graded copy(ies) 3. Answer abstract page 3. Annotated Bibliography clean copy clean copy graded copy(ies) graded copy(ies) 4. Final QUEST Essay clean copy Divider 3: Experience graded copy(ies) 1. Experience Plan rubric original copy with signature(s) 2. Experience Log form(s) 3. Experience Presentation Rubric and Outline
42