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Senior Project A Handbook for Woodland Hills High School

2014-2015

M. Beckett D. Brown J. Clawson J. Danchisko A. DeIuliis K. McGuire H. Moschetta L. Silverman

Revised August 2014 2 Table of Contents

Introduction………………….……………………..…….…….2 Career Areas of Interest...... 3 Choose a Career Interest...... ……..…………………...... 4 Core Requirements and Process...... 5 Assessment and Timeline…………….…………….………...7 Controversial Issues for Careers...... 8 Topic and Thesis Statement Worksheet...……..…..…….....9 Thesis/Argument Brainstorm………………………………..10 Proposal and Parent Contract…………………….………...13 Credibility of Primary and Secondary Sources…...……....15 How to Find Publication Information…………………...... 16 Cover Page Guidelines………………………………………17 Notes Guidelines……………….…………………….………18 Sample Notes Format…………………..……………………19 Notes and Sources Rubric…………………………..………20 Draft and Final Paper Requirements…………….….……..22 Sample Research Paper...... 23 Research Paper Format………………….………………….27 Works Cited Format………………..………………………...28 Draft and Final Research Paper Rubric……………………29 Presentation Guidelines…………………...………………...31 Presentation Rubric……………………………………...... 32 MLA Format…………………………………..……………….33 3

WHHS Senior Project Introduction

CHOICES One’s best philosophy is not Expressed in words; It is expressed in the choices One makes. In the long run We shape our lives, and we shape ourselves The process never ends until we die. And the choices we make Are ultimately Our responsibility. - Eleanor Roosevelt

The Senior Project

The Senior Project is a major research project that focuses on a controversial issue within a career field in which students are interested. Senior English teachers will guide the process and provide limited class time to work on Senior Project. Students will be assigned a Senior Project Adviser, who will grade their notes, outline, rough draft, and final draft. All work will be submitted to English teachers, who will deliver it to students’ Advisers for grading. Students will present to their English classes. College Now students who do not have an English class at Woodland Hills will present either to their Adviser’s class or to an English class. After identifying a topic, the research begins. The Senior Project becomes the story of one student’s adventures in research. The purpose of the Senior Project process is to discover and organize the information for yourself and analyze and share the information with an audience. Research will be both firsthand (original information collected by the researcher, such as interviews, observations, experiments, volunteering, shadowing, etc.) and secondary (research through already existing sources such as books, reference materials, professional websites, professional journals, etc.)

Career Trends and Issues

 In an economic depression, the best investment you can make is in your own personal and professional assets. One way to make an educated decision regarding your future career is to investigate issues within that field.  Start by selecting a career field that interests you and then research controversial issues within that field. The “Issues and Controversies” database through Facts on File on the Woodland Hills High School Library website provides a good starting point for identifying these issues.  An acceptable controversial issue must have certain characteristics: o It must be a public issue that is relevant to a selected career o An issue must be clearly debatable (two opposing sides or points of view) o You must be able to select a position and defend/support that choice  The more information you gain from your own thinking and exploring, the more you will enjoy the research process – and the more your readers will appreciate the results.  Your Senior Project can (and should!) be a tool that can enrich your future. If you are interested in teaching elementary school, you could research the pros and cons of standards-based education and create a lesson plan (and even present it in one of our elementary schools) for a particular age group. If you are science-oriented, you could research the advantages and disadvantages of the green movement and apply your research by testing and validating your results in an experiment. You could explore the corruption of DNA evidence in convicting and exonerating suspects in the criminal justice system. If the medical field interests you, you could present the benefits and dangers of alternative medicine. The possibilities are endless. 4 Career Areas of Interest Name______Period______Date______

Directions: Visit the website of the U.S. Department of Labor Office of Labor and Statistics (http://www.bls.gov/ooh/). On this webpage, you will find the Occupational Outlook Handbook, you can peruse all of the different types of career/job areas. Read through them and choose your top three careers/jobs. Provide three reasons why this would be a job that suits you. Use complete sentences.

Career/Job #1: Reason 1

Reason 2 Reason 3

Career/Job #2: Reason 1

Reason 2 Reason 3

Career/Job #3: Reason 1

Reason 2 Reason 3 5

Choose a Career Interest Name______Period___Date______Directions: Based on your research about different careers, choose one career that interests you the most. Write a 75-word essay explaining why this is a career that interests you. Include the following in your essay: topic sentence, three reasons, and a concluding sentence.

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RUBRIC – SCORE______/20

Content Focus Organization Style Conventions 4 Specific, illustrative Introduction, body and Well-organized flow of Descriptive, illustrative Evident control of development of ideas conclusion show a ideas and transitions vocabulary and word grammar, mechanics, throughout cohesive theme choice spelling, usage, and sentence formation 3 Well-developed ideas Evidence of a theme, Somewhat organized Somewhat illustrative Sufficient control of throughout the piece but not throughout flow of ideas with vocabulary and word grammar, mechanics, entire piece attempt at transition choice spelling, usage, and sentence formation 2 Some evidence of Some evidence of Some evidence of flow Ordinary word choice Limited control of development of ideas related ideas and transition and vocabulary grammar, mechanics, spelling, usage, and sentence formation 1 Little development Little relation of ideas Disorganized flow; little Poorly used vocabulary Minimal control of throughout or no transition and word choice grammar, mechanics, spelling, usage, and sentence formation 6

Core Requirements and Process

The project will consist of five major steps:

I. Career Topic, Tentative Thesis Statement, Research Proposal, and Parent Contract a.i.A. Select a controversial topic within a career field of interest and write a tentative thesis statement (use Preliminary Thesis Activity on pages 7-8 and Thesis Statement Worksheet on page 9) a.i.B. Topic must be broad enough that you will be able to find SIX sources of THREE different types, including at least ONE firsthand source; maximum of TWELVE sources a.i.C. Plan for research a.i.D. Goals for the project a.i.E. Organizational plan a.i.F. Contract signed by student, parent, Adviser, and English teacher II. Evidence of Research a.i.A. Sources a.i.A.1.Firsthand (one firsthand source required) a.i.A.1.i.1.a. Interviews a.i.A.1.i.1.b. Shadowing a.i.A.1.i.1.c. Observation/Participation a.i.A.1.i.1.d. Volunteering a.i.A.1.i.1.e. Scientific Samples and Results of Research a.i.A.2.Secondary (five secondary sources required) a.i.A.2.i.1.a. Books a.i.A.2.i.1.b. Reference Materials a.i.A.2.i.1.c. Professional Websites a.i.A.2.i.1.d. Professional Journal Articles a.i.A.2.i.1.e. Magazine and/or Newspaper Articles a.i.A.2.i.1.f. Electronic Database Articles a.i.B. Notes From Research a.i.B.1.Guidelines for Notes a.i.B.1.i.1.a. There are two deadlines for notes. Notes on background/history of the controversy are due in November and notes on both sides of the argument are due in December. The purpose is to ensure that students are formatting, paraphrasing, and citing their notes correctly. If their background notes are incorrect, students receive feedback from their Advisers so they can correct their mistakes a.i.B.1.i.1.b. Students will take notes using pre-formatted notes sheets (see page 16 for sample). Notes will be in three categories: a.i.B.1.i.1.b.i. Background/history on the controversy a.i.B.1.i.1.b.ii. Opposing arguments a.i.B.1.i.1.b.iii. Supporting arguments a.i.B.1.i.1.c. MINIMUM six sources of three different types; at least one firsthand source; maximum of twelve sources a.i.B.1.i.1.d. Wikipedia, Yahoo Answers, Ask.com, About.com, blog posts, and message boards are NOT credible sources and will not be accepted as Senior Project research 7

a.i.B.1.i.1.e. Web resources must be professional/credible sites a.i.B.1.i.1.f. Paraphrase or summarize a majority of notes a.i.B.1.i.1.g. Any notes taken word-for-word from the original must be in quotation marks a.i.B.1.i.1.h. Proper MLA citation and Works Cited is required for all notes a.i.B.1.i.1.i. Turn in copies of all sources (except books) a.i.B.1.i.1.j. Highlight and number sources to correspond to notes sheets Core Requirements and Process (continued)

Notes from Research (continued) a.i.B.2.What to Research a.i.B.2.i.1.a. Background/public opinion on the issue you have selected a.i.B.2.i.1.b. Investigation of both sides of the issue a.i.B.2.i.1.c. Detailed support for your side of the issue III. Draft a.i.A. First perfect copy of Senior Project Research Paper a.i.B. Proper MLA format for page numbers, margins, font, paragraph & line spacing, and works cited page a.i.C. Introduction ending with thesis statement a.i.D. Body paragraphs starting with clear topic sentences developed directly from thesis statement a.i.E. Body paragraphs developed with information gathered from the research and documented with proper MLA-formatted parenthetical citations a.i.F. Conclusion evaluating the most compelling research and analyzing the significance/ impact of the controversy a.i.G. Edit, revise, conference, and rewrite IV. Final Paper a.i.A. Five to eight page research paper a.i.B. Parenthetical citations in MLA format a.i.C. Works cited page in MLA format V. Presentation a.i.A. Present to your English class a.i.B. Design and deliver an innovative and informative oral presentation a.i.C. Present major research from Senior Project paper a.i.D. Create an outline for the speech, due before the presentation a.i.E. Enhance the presentation with visual and/or audio aids a.i.F. 10 minutes minimum, plus time for questions and discussion a.i.G. Rehearse thoroughly 8

Portfolio Requirement Since the Senior Project is a process and work is assessed on a continuum, all students are required to maintain a portfolio of their Senior Project work.

The portfolio should contain all Senior Project work that you have completed and that your English teacher/Adviser has graded and returned. ONLY Senior Project work should go into your portfolio folder. Do not use your Senior Project folder as your English folder.

Include a cover page for each Senior Project assignment (except the Proposal and Parent Contract) when you submit it to your English teacher (see guidelines and example of cover page on page 17). Each time a new Senior Project assignment is due, all assignments that have been completed previously (along with their rubrics) must also be submitted in the portfolio folder. Lost Senior Project materials must be recreated, reprinted, or replaced.

Assignments to be included in the Senior Project portfolio:  Proposal and Parent Contract  Notes & Sources with rubric  Draft with rubric  Final paper with rubric 9

Assessment & Timeline

Below are the steps, due dates, and weights for the Senior Project process:

 The Senior Project Topic, Research Proposal, and Parent Contract Due Date: Wednesday, September 24, 2014

 Research and notes on background/history of the controversy (copies of sources, MLA-formatted citations, works cited, and notes). Notes from one source will be turned in to English teacher approximately two weeks before this deadline. Resubmit the notes from the graded source with the remaining notes. Due Date: Wednesday, November 5, 2014

 Research and notes on opposing and supporting arguments (copies of sources, MLA-formatted citations, works cited, and notes). Total notes (background and arguments) must be from a minimum of six sources of three different kinds, at least one of which must be a firsthand source. Resubmit background/ history notes and rubric with argument notes. Due Date: Wednesday, December 17, 2014 NOTE: The midterm for senior English is an average of the first three steps in the Senior Project process.

 Senior Project Research Paper Draft: first perfect copy of the research paper Due Date: Wednesday, February 25, 2015 More drafts may be recommended or required, depending on the quality of the first draft.

 Final Senior Project Research Paper Due Date: Wednesday, April 8, 2015 Turn in all steps completed in the process along with final copy of Senior Project paper.

 Oral Presentations will encompass three to four weeks in the end of April through May. Specific dates TBD.

 The Final Exam grade for all 12th grade students is a combination of all steps in the Senior Project process. Grade breakdown is as follows: Proposal: 5% Research & Notes: 25% Draft: 20% Final Paper: 30% Presentation: 20%

Since the project is a work in progress, assessment will be on a continuum. Each step in the process will hold significant weight in English class for each grading period as well as serving as midterm and final. Each student’s progress will be assessed according to criteria met, the standards, and adhering to deadlines. In accordance with Pennsylvania law, the Senior Project is required for graduation. Failure to complete or pass the Senior Project will result in failure to graduate. Since students are aware of deadlines and due dates early in their senior year, late work will be penalized by 10% per day late, regardless of absence or excuse. Each step in the process must be completed two full school days before the next step will be accepted. If a student does not turn in the final paper on the due date, or if the paper does not meet the minimum requirements on the due date, he or she will not be eligible to participate in the graduation ceremony. Presentations may not be rescheduled. DO NOT schedule appointments of any kind on your presentation date. Plagiarism is a serious offense, and Woodland Hills holds a Zero Tolerance policy on plagiarism of the Senior Project. Any evidence of plagiarized work will result in a “0” for the step plagiarized. However, that step must 10 still be completed correctly (for NO credit) two full school days before the next step can be submitted. If the final research paper is plagiarized, it will result in a “0” and failure to graduate. 11

Controversial Issues for Careers Name______Period______Date______Directions: After choosing a career field, research and identify three controversial issues related to this field. Go to the high school library’s web page and consult the Issues and Controversies Database. Describe the controversy in three sentences minimum

Career Field:

Controversial Issue: (three sentence explanation)

Article Title/Source:

Controversial Issue: (three sentence explanation)

Article Title/Source:

Controversial Issue: (three sentence explanation)

Article Title/Source: 12

Topic & Thesis Statement Worksheet

Following are some guidelines for thesis statements and steps for writing a strong thesis statement for your Senior Project: A. Decide on a controversial topic within your career area of interest:  An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided. B. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence. C. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

To create your thesis, follow these steps:

1. Identify your career area of interest: ______

2. Identify three controversies within your career interest:  Use Facts On File Issues and Controversies database on WHSD Library webpage Example: (Career area: Biology)  Religion and school curriculum (evolution/creation)  Testing on animals  Embryonic stem cell research

3. Choose one controversy and state both sides as a sentence: Example: There are arguments in favor of and against harvesting embryonic stem cells for research. Your statement: ______

3. Choose your position and write it into a sentence: Example: Government should allow harvesting of embryonic stem cells for research. Your position: ______

3. Add acknowledgement of opposing side to generate a working thesis: Example: Despite opposition, government should allow harvesting of embryonic stem cells for research Your working thesis: ______13

______Thesis/Argument Brainstorm

Directions: using the resources available to you, both in the school library and electronically, complete the following:  Step One: After identifying a controversial issue within your career interest area, identify at least four supporting and four opposing arguments. You may either brainstorm or conduct preliminary research.  Step Two: use the research tools at your disposal (databases, Google searches, etc.) to identify sources that might support your arguments below.  Step Three: Review the data you have collected: is it enough to support a paper? Explain your reasoning. 14

Thesis/Argument Brainstorm Reflection In the space below, consider your evidence: o Are sources easy to find? o Will there be enough information to support a five-page paper? o What additional sources of information might be available? o Explain.

WHHS Senior Project Name: ______Proposal and Parent Contract Deadline for Proposal and Parent Contract: September 24, 2014

A proposal explains what you want to write about, why you want to explore it, and what you will do with your topic. Feedback from your teacher and adviser will help you create a better finished product.

Career Area and Controversial Topic: ______Rationale: Explain why this career area interests you and why you want to write about this controversial topic: ______

Tentative Thesis Statement: Explain what your paper will argue or prove (from Thesis Statement Worksheet p. 9): ______/10 points 15

Research NOTE: Wikipedia, Ask.com, About.com, Yahoo Answers, blog posts, and message boards are NOT credible sources and will not be accepted as Senior Project research.

Firsthand Research: [At least ONE firsthand source is required]: Choose one or more of the firsthand research options below and indicate with whom, where, and when (before December 18) you will conduct your research. Shadowing/Volunteering: ______Population Survey: ______Observation/Participation: ______Interview: (Identify person to be interviewed and his or her authenticity and expertise) ______/10 points Secondary Research: Browse secondary sources that can be found on the WHHS Library Webpage (Begin with The Issues and Controversies Database). Three articles are needed for a starting point. List titles and all relevant information: titles, source, author below. Books: ______Reference Materials: ______Professional Websites: ______Professional Journals: ______Magazines: ______Newspapers: ______Electronic Databases: ______/10 points Plan for Research Cite specifically where and when you will conduct your research. (Reminder: research and notes on background must be completed by November 6; research and notes on arguments must be completed by December 18. There will be limited class time to conduct research; thus, most of the work must be completed on your own time.) ______/10 points DEADLINES  The Senior Project Topic, Research Proposal, and Parent Contract: Wednesday, September 24, 2014  Research and notes: Background/History: Wednesday, November 5, 2014  Research and notes: Arguments: Wednesday, December 17, 2014  First draft of the research paper: Wednesday, February 25, 2015  Final paper: Wednesday, April 8, 2015  Presentations will encompass two to four weeks in April and May. Specific dates will be determined based on class size and school schedule. Once assigned, presentation dates will NOT be changed.  NOTE: Since the Senior Project is introduced the second week of school and students are aware of deadlines, late work will be penalized by one-half of a letter grade per day, regardless of absence or excuse. Your deadline is the period you have English class. If a student is not in class for any reason, he or she is expected to turn in senior project work BEFORE class to avoid the late penalty.  Each step in the process must be completed before the next step will be accepted. Even if the student has missed a deadline, work from the previous step must be completed two full school days before the next step will be accepted. 16

 IMPORTANT: If a student does not turn in the final paper on or before April 8, or if the paper does not meet the minimum requirements on April 8, he or she will not be eligible to participate in the graduation ceremony. MINIMUM REQUIREMENTS  Five to eight page MLA-formatted research paper  Six sources/three different kinds properly cited in the research paper  Complete every step in the process  Passing grade on final research paper  Passing grade on oral presentation; minimum of 10 minutes  Overall average of 60% or higher on all steps in the Senior Project process PLAGIARISM POLICY: Since plagiarism is a serious offense, Woodland Hills holds a Zero Tolerance policy on this practice. Any evidence of plagiarized work will result in a “0” for the step plagiarized. However, that step must still be completed correctly (for NO credit) before the next step can be submitted. If the final paper is plagiarized, the student will receive a “0” and will not participate in the graduation ceremony.

Student: I agree to adhere to the above deadlines and all Senior Project policies. I understand the minimum requirements and the penalties for late work and plagiarism. In compliance with Pennsylvania state law, I understand that failure to complete the process and the final project will result in my failure to graduate. By signing below, I take full responsibility for my Senior Project.

Parent/Guardian: I have read the above Senior Project Proposal and understand that this is the project to which my child has committed and agreed to fulfill. I acknowledge that, in order to graduate, the Pennsylvania Department of Education requires all seniors to complete a Senior Project that fulfills the requirements of the school district. I understand all guidelines, deadlines, minimum requirements, and penalties for late work and plagiarism.

______Parent/Guardian Signature Student Signature Phone number:______Email: ______Senior Project Adviser Signature ______English Teacher Signature _____/10 points _____/50 points total

Credibility of Firsthand and Secondary Sources

There is an extremely wide variety of material on the Internet, ranging in its accuracy, reliability, and value. Unlike most traditional information media (books, magazines, organizational documents), no one has to approve the content before it is made public. It's your job as a researcher, then, to evaluate what you locate, in order to determine whether it suits your needs.

Begin by asking, "What source or what kind of source would be the most credible for providing information in this particular case?" Which sources are likely to be fair, objective, lacking hidden motives, showing quality control? Try to select sources that offer as much of the following information as possible: o Author's Name o Author's Title or Position o Author's Organizational Affiliation o Date of Page Creation or Version o Author's Contact Information o Some of the Indicators of Information Quality (listed below) o Copyright and Publication Information

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Author's Credentials - Author's education, training, and/or experience in a field relevant to the information. Credibility The information should contain: trustworthy source, evidence of quality control, known or respected authority, and organizational support. Goal: an authoritative source, a source that supplies some good evidence that allows you to trust it.

Indicators of Lack of Anonymity, lack of quality control, only critical reviews, bad grammar or misspelled words. Credibility

The information should be: up to date, factual, detailed, exact, comprehensive, audience and Accuracy purpose reflect intentions of completeness and accuracy. Goal: a source that is correct today (not yesterday), a source that gives the whole truth.

Indicators of a Lack of No date on the document, vague or sweeping generalizations, old date on information known to Accuracy change rapidly, very one sided view that does not acknowledge opposing views or respond to them

The source should be: fair, balanced, objective, reasoned, no conflict of interest, absence of fallacies Reasonableness or slanted tone. Goal: a source that engages the subject thoughtfully and reasonably, concerned with the truth.

Intemperate tone or language ("stupid jerks," "shrill cries of my extremist opponents"), overclaims ("Thousands of children are murdered every day in the United States."), sweeping statements of Indicators of a Lack of excessive significance ("This is the most important idea ever conceived!"), conflict of interest Reasonableness ("Welcome to the Old Stogie Tobacco Company Home Page. To read our report, 'Cigarettes Make You Live Longer,' click here." or "The products our competitors make are dangerous and bad for your health.")

The source should contain: listed sources, contact information, available corroboration, supported claims, documentation. Support Goal: a source that provides convincing evidence for the claims made, a source you can triangulate (find at least two other sources that support it).

Numbers or statistics presented without an identified source for them, absence of source Indicators of a Lack of documentation when the discussion clearly needs such documentation, you cannot find any other Support sources that present the same information or acknowledge that the same information exists (lack of corroboration) o How to Find Publication Information for Your Source Citations   How to Find the Publication Date on a Website:  Don’t simply glance over the page and automatically enter “n.d.” in your source citation if you don’t find the publication date. If you do a little digging, you are likely to find at least a year of publication, if not more.  Look near the top of the page, under the article title, near the byline (author’s name). If the source is an online news or magazine article, the date is likely to be printed near the top of the page.  Scroll all the way to the bottom of the page, and look for a date near the copyright symbol ©. Note: this is also where you are likely to find the publisher.  If you still don’t find the date, use this as a last resort: o Do a Google search for the title of your article. o In the search results (before you click on the link that takes you to the page), next to the green URL, click “cached” o BE SURE YOU HAVE SELECTED THE RIGHT PAGE! o At the top of the page, there is a date that this page was last cached, or the last time a picture was taken of the web page and saved in the search engine. While this is not the most accurate publication date, it does give a date you can use in your source citation.  Remember: The date format is as follows: DD Mmm. YYYY. – and should appear 21 Oct. 2010 on your works cited.   How to Find the Publisher on a Website:  Again, don’t simply look over the page and enter “N.p.” when you don’t find a publisher.  The publisher is usually printed at the bottom of the page, next to the copyright symbol © and year.  If you don’t find the publisher listed next to the copyright, go to the site’s homepage. For example, if the URL is  http://www.library.cornell.edu/resrch/citmanage/apa  then go to http://www.library.cornell.edu  (The main homepage of a website is usually everything from the http://www. to the .com/.org/.edu)  Look on the home page for the publisher.  Only add “N.p.” for no publisher if you have tried these options and still cannot find a publisher.  Be careful of sites that do not give a publisher! It is likely that the information is less credible than that from a site with a publisher listed.   How to Distinguish Between Web Article Title and Website Title:  Web Article Title: o This is the title of the individual page or article. Usually its title is right above the author’s name or article text. o The article title is the more specific title and directly relates to the information printed in the article. o Remember to place quotation marks around the web article title.  Website Title: o This is the title of the entire site in which the article is published. It usually appears in the upper left corner of the page, and many websites print the website title in larger letters, in color, or in some sort of graphic. o In many cases, the website title is the same as (or very similar to) what comes between the www. and the .com/.org./edu in the URL. You can often check if you have the right title by checking the URL. o Do not use the URL (www.whatever.com) as the website title on your works cited! Use the actual title of the website. o Remember that the website title is italicized on your works cited. o Senior Project Assignment Cover Page   Each assignment in the Senior Project process, with the exception of the Proposal & Parent Contract, must include a cover page.   Cover pages all contain checklists for the assignment to help students ensure that the work they turn in meets the minimum requirements.   The cover pages below are a sample of the required cover page for the notes and research paper draft and final paper. Cover pages will be provided for you before the deadline. Fill in the appropriate information and complete the checklist before you submit the Senior Project assignment.    Examples of Cover Pages: 

   Senior Project Notes Guidelines   There are two deadlines for notes. Notes on background/history of the controversy are due in November and notes on both sides of the argument are due in December. The purpose is to ensure that students are formatting, paraphrasing, and citing their notes correctly. If their background notes are incorrect, students receive feedback from their Advisers so they can correct their mistakes for the argument notes.   Be sure that your sources are credible. Wikipedia, Ask.com, About.com, Yahoo Answers, blog posts, and message boards are NOT credible sources and will not be accepted as Senior Project research.   When you find material you think will be useful, it is important to do some background reading before you take notes. If you determine that the source will give you useful information for your paper, then take notes and write out quotations related to your thesis.   Keep track of your notes using the notes sheets provided. Also keep track of publication information including author, titles, publication date, publisher, page numbers, and date of access. Notes submitted for grading must follow the format on page 19.   Take notes on background on the issue, arguments on the opposing side, and arguments supporting your position. Make sure each fact clearly relates to your thesis. Think in advance where it might be placed in your paper. Breakdown should be as follows: o Three full pages of notes on background on the topic. o Four full pages of notes should be on arguments that support your position on the controversy (one page for each supporting argument). o Three full pages of notes should be on the opposing side of the controversy (one page for each opposing argument).   Record important details and quotations. Paraphrase and summarize as much of the information as possible, using your own words and sentence patterns.  • Highlight the sources and number in the margins to coordinate the numbers on your notes sheets. See example on page 19.   If you find wording that you’d like to quote, be sure to enclose it in quotation marks to distinguish your source’s words from your own. Double-check your notes to be sure any word-for-word material is accurately quoted and that you have not accidentally plagiarized your notes. No more than 25% of your notes should be direct quotes. Every time you include a quote, include an explanation in your own words. See example quotes and explanations on page 19.   When it comes time to formulate your notes into a draft, you’ll need to decide how to use the sources you’ve found – whether to quote, paraphrase, or summarize. Follow these general guidelines: o Quote texts when the wording is worth repeating or makes a point so well that rewording will not do it justice. Use quotes sparingly, however. Your paper should contain no more than 1-2 quotes per paragraph. Therefore, you should not have many quotes in your notes. o Paraphrase sources that are not worth quoting but contain details you need to include. o Summarize longer passages whose main points are important but whose details are not.   Label each fact or detail with the appropriate citation information on the notes pages (author, title if no author, and page number).   Create a Works Cited page, in MLA format, containing the sources you took notes from. ONLY the sources you used should be on the Works Cited page! See pages 37-40 for MLA format for source citations and page 29 for Works Cited page format guidelines.   Refer to the rubric on pages 20-21 for how notes will be assessed. o Sample Senior Project Notes Format   Topic: __The Renaissance Background or Arguments Background or Argument Topic:  (circle one) Defining the Renaissance

   Fact/Detail  S  Nu  (paraphrase, summarize, or quote) o P u r c e ( a u t h o r ’ s l a s t n a m e ; a r ti c l e ti tl e if n o a u t h o r i s g i v e n ) 1.  Renaissance = French for “rebirth” and refers to  M  “renewed interest in classical learning, the a 1 writings of ancient Greek and Rome). s t e r s 2.  Also during this time, people took more interest  J  in themselves and their world than in the past, a 3 leading to “a rebirth or renewal of the human c spirit.” o b s o n 3.  The Renaissance was not given this name until  M  much later. It was not called the Renaissance a 1 when it was going on s t e r s 4.  “Renaissance person” still used today to describe  M  someone strong, versatile, and productive. a 1 s t e r s 5.  The Renaissance time period began with Queen  J  Elizabeth, Henry VIII’s second oldest daughter a 3 c o b s o n 6.  Elizabeth was very interested in culture:  “  literature, art, drama, all of which are associated T W with human spirit h e R e n a i s s a n c e ” 7.  England was strong in economy, military,  “  society. People felt safe and lived well T W (especially in upper classes) and took an interest h in literature, art, drama. e R e n a i s s a n c e ” 8.  They enjoyed life and renewed their human spirit  “  because they were secure in personal safety and T W economic status h e R e n a i s s a n c e ” 9.  Renaissance period lasted 1485-1660  M  a 1 s t e r s 10.  Voltaire (French philosopher) = “The ancients  J  did not know they were the ancients.” Meaning a 3 that terms like Middle Ages and Renaissance c come from historians to describe time periods in o history. b s o n 11.  “Historical periods cannot be rigidly separated  J  from one another, but they can be distinguished.” a 3 Meaning that all time periods are different even c though they run together and change slowly. o b s o n 12.  Middle Ages (time period before Renaissance)  J  did not end one day and Renaissance began the a 3 next day. Overlap in thoughts and beliefs c between time periods as people evolved. Years o are given for educational reference only. b s o n 13.  A lot of change happens over a few hundred  M  years, so the name of the time period is only a a 1 label. s t e r s 14.  The time period itself is much more complex.  “  T W h e R e n a i s s a n c e ” 15.  Changes in people’s values, beliefs, behavior  M  take place gradually. a 1 s t e r s 16.  Language: In Middle Ages people forgot Greek  J  and Latin in place of the developing a 3 Middle/Modern English. c o b s o n  Senior Project Background Notes Rubric

 Adviser Checklist:

 ____ Includes adequate information for the background – basic information needed on the topic  ____ Includes a minimum of three full pages of notes  ____ Paraphrases or summarizes a majority of the notes  ____ Uses quotation marks for any direct quotes  ____ Includes an explanation in student’s own words for each direct quote  ____ Adds a citation on the notes sheet for each fact/detail  ____ Includes a Works Cited in MLA format  ____ Includes copies of all sources used for these notes (except books)  ____ Highlights and numbers the sources to show where the notes came from  ____ Uses credible sources (no sources from Wikipedia, ask.com, yahoo, about.com, etc.)  ____ Uses 2 sources for background notes 

 Adviser Comments:

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 Scoring Rubric:  (Adviser: please circle one)

 Advanced Student meets all of above criteria. Notes are thorough and detailed. Work is high quality and scholarly, worthy of a grade of A.  Proficient Student meets minimum requirements and meets a majority of above criteria. Work is of average or above average quality, worthy of a grade of B.  Basic Student barely meets minimum requirements and/or meets approximately half of above criteria. Work is of below average quality, worthy of a grade of C or D.  Below Basic Student does not meet minimum requirements and/or does not meet a majority of above criteria. Work is of below average quality, worthy of a grade of F.  Senior Project Argument Notes Rubric

 Adviser Checklist:

 ____ Includes adequate information on each opposing and supporting argument  ____ Includes a minimum of seven full pages of notes  ____ Paraphrases or summarizes a majority of the notes  ____ Uses quotation marks for any direct quotes  ____ Includes an explanation in student’s own words for each direct quote  ____ Adds a citation on the notes sheet for each fact/detail  ____ Includes a Works Cited in MLA format  ____ Includes copies of all sources used for these notes (except books)  ____ Highlights and numbers the sources to show where the notes came from  ____ Uses credible sources (no sources from Wikipedia, ask.com, yahoo, about.com, etc.)  ____ Uses at least 4 additional sources for argument notes 

 Adviser Comments:

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







 Scoring Rubric:  (Adviser: please circle one)

 Advanced Student meets all of above criteria. Notes are thorough and detailed. Work is high quality and scholarly, worthy of a grade of A.  Proficient Student meets minimum requirements and meets a majority of above criteria. Work is of average or above average quality, worthy of a grade of B.  Basic Student barely meets minimum requirements and/or meets approximately half of above criteria. Work is of below average quality, worthy of a grade of C or D.  Below Basic Student does not meet minimum requirements and/or does not meet a majority of above criteria. Work is of below average quality, worthy of a grade of F. o Senior Project Draft and Final Research Paper Guidelines   After completing the notes, the next two steps in the Senior Project are to convert your notes into a draft and correct that draft for your final paper. Use the following guidelines:   Draft:  Make any necessary corrections to content, paraphrasing, and format of notes, as suggested by your Adviser.  Arrange all the details from each section of the notes into their appropriate paragraphs (introduction, background body paragraphs, argument body paragraphs, conclusion).  Arrange all details within each paragraph into logical order.  Be sure all information is properly cited. Follow the MLA guidelines for parenthetical citations on pages 41-43  Rewrite any phrases into sentences.  Read through your introduction, body paragraphs, and conclusion, one paragraph at a time. Look for proper flow of ideas. Add transitions as necessary.  Make any corrections as necessary to your Works Cited. Add the Works Cited as the last page(s) of your paper.  Read your paper carefully and critically for focus, content, organization, style, MLA format, and grammar/mechanics. Correct as necessary. Treat your draft as if it is your final paper.  Double space your paper and change the margins to 1” (Microsoft Word’s default left and right margins are 1.25”).  Do not leave extra spaces between paragraphs.  Be sure your entire paper is Times New Roman, size 12 font.  If your paper is not at least five full pages, it does not meet minimum length requirements. Conduct more research and add to the appropriate paragraphs. Be sure to cite the information properly and add any new sources to your Works Cited.  Number your pages. Follow the guidelines on page 26.  Add your title to page 1. Follow the guidelines on page 26.  Be sure your paper meets minimum requirements: o Five full pages minimum (not including the Works Cited). o At least six sources of three different kinds, one of which is a firsthand source, maximum of 12 sources, cited in the paper and included on the Works Cited. o Sources cited in the paper match those listed on the Works Cited. o Proper MLA format for citations and Works Cited.  Proofread again before printing.   Final Paper:  Make any necessary corrections to grammar, content, organization, and/or format, as suggested by your Adviser.  Read your paper carefully and critically for focus, content, organization, style, MLA format, and grammar/mechanics. Correct as necessary.  Proofread your paper and have others proofread for you.  Read your paper aloud; you will pick up many errors by hearing how it sounds.  Double-check the format (margins, title page, paragraph spacing, font size, page numbers, Works Cited).  If it is necessary to add information from any more sources, cite the information in the paper correctly and add the source to the Works Cited.  Change the date in your page 1 heading to the final paper due date.  Be sure your paper meets minimum requirements. Complete the cover page checklist.  Final paper must show evidence of changes made from draft.   Refer to the rubrics on pages 29-30 for how the draft and final paper will be assessed.  Reference the sample research paper on pages 23-26. o Sample Senior Project Research Paper   Jane Doe  Mr. Brown  English 12  March 13, 2012  Inclusion of Students with Disabilities  How would a parent feel if they had a child who didn’t fit in and he or she was not allowed in a regular classroom setting because he or she is different? This takes place in many schools and many people are not aware of the issue. This issue is about the lack of inclusion. Inclusion is when a student with a disability is included in everyday activities in the regular classroom setting. “Inclusion is being part of what everyone else is, being welcomed and embraced as a member who belongs” (Tomko). The law states that inclusion should be determined by an IEP (“Inclusion: Pros and Cons”). An IEP stands for Individualized Education Plan. This means that for each child there will be a separate plan for the child with a disability to determine whether or not that child can be in a “regular” class or not. The children with disabilities can have any amount of “regular” classes; they do not have to be in all of one type of classes. Having an IEP definitely specializes for the child and identify with each Childs disability. Some people are against inclusion for various reasons. Some say that the child with disabilities might not learn as much information as they would in a special education classroom setting. Some parents might think their child will be teased and picked on by the “regular” students in the classroom. Despite opposition, the education of special needs children would benefit from inclusion.  The history of inclusion starts with the federal IDEA act. IDEA stands for the Individuals with Disabilities Education Act. IDEA was started in 1975. IDEA states that students with disabilities can be taught with students who do not have a disability to the greatest extent possible, depending on the disability. Students that get placed in a regular classroom and cannot comprehend the work that is being taught or do not feel comfortable should have a choice to be put in a special needs classroom. IDEA was amended in 1997 and 2004. The amendment moved children with disabilities from special education classes into a regular classroom setting (“Making it Work”). In 2004, the law amended that the kids with disabilities be taught in a least restrictive environment appropriate. This means that if a child is placed in a regular classroom setting he/she has to be in a class that meets the child’s disabilities (“Inclusion: Pros and Cons”).  There are many types of disabilities that someone can have. Someone can have a physical disability. Being physically disabled means a person who cannot do their everyday activities without help (“Physical Disabilities”). Someone who is physically disabled might not be able to hold a pencil so they might need someone to help them. They also may only be able to sit in a wheelchair but might completely understand what the teacher is teaching. Being physically disabled is not only about being in a wheelchair. There are disabilities like cerebral palsy and multiple sclerosis that can keep a child out of a regular classroom setting, but they can completely understand what is being taught (“Physical Disabilities”).  Some people can also have a mental disability. Having a mental disability is when someone doesn’t comprehend information such as remembering, learning, and concentrating during everyday activities (“Psychological Disabilities”). Being in a regular classroom setting can be challenging for a child with disabilities. Someone who is mentally disabled might not be able to comprehend everything the teacher is teaching, but they might still be able to gain knowledge on the subject being taught. Having a mental disability does not seclude him/her from being in a regular classroom setting (“Psychological Disabilities”).  An argument against inclusion is that not all teachers are qualified or comfortable teaching students with disabilities. Some people feel that teachers that teach disabled children should have qualifications (Mineo). Teachers that do not have a degree in teaching kids with disabilities shouldn’t be able to teach them. A really good teacher should be able to teach students of all kinds (“Making it Work”). Some teachers agree with inclusion and some teachers disagree with inclusion. Inclusion from a teacher’s point of view is having the ability to teach every child individually (“Inclusion: Pros and Cons”). The mother of a disabled child believes that all teachers can teach disabled children (Pugh). While some special education teachers believe that teachers teaching special education should have some type of qualification (Mineo).  Being in a regular classroom setting sometimes may not be the best academically for the child with disabilities, or the other students in the class. Having a large number of special education students in a class can bring the learning level of the class down. Some parents are afraid that if there is a child with disabilities in a classroom with their “regular” child that there will not be enough time spent with the students who do not have disabilities (Georgi). Sometimes the teacher has to spend extra time with the disabled child and this can take the focus off of the other students who need help as well. The child with disabilities might also be a distraction, such as not being able to sit still or not being able to keep quiet. Some students might not know how to handle the child with disabilities in their classroom. The students might start to call the child with disabilities names and pick with them. They might not want to sit by the disabled child or want to be in the same room as them (Pugh).  However, there are many positive aspects of inclusion. Many parents think that inclusion will benefit their child (Pugh). Being in the same classroom as “regular” kids will help the child with his/her social skills. Giving them a chance to be in a regular classroom setting gives the child with disabilities time to interact with their peers (Perles). Some say that if you can teach one child something then you should be able to teach someone else the same thing regardless of the disability (Pugh). This will also teach the “regular” kids to accept people from all different walks of life. Being with “regular” students allows the child with disabilities to get ready for the real world. If the child can sit in a regular classroom without being a distraction, he/she should have the choice to be in regular classes or pull out classes. As long as the child is not bringing down the learning level of the class then he/she should be included without a problem. If the child with disabilities can comprehend what the teacher is teaching, than this is another big key in why being in a regular classroom setting will be beneficial for the child. Some parents are afraid that if there is a child with disabilities in a classroom with their “regular” child that there won’t be enough time spent with the students who do not have disabilities (Georgi). The good part about a regular classroom setting is that if someone is having trouble with a subject than the other students can help them, if the teacher is busy.  Being in a regular classroom setting is good socially for a child with a disability. Being in a regular classroom setting could teach students that everyone is not all the same. Having a child with disabilities in a regular classroom setting can push the child with a disability to work harder (Perles). The students with disabilities can build friendships will their peers who do not have a disability. They can gain self-confidence and it can also help them learn to accept their disability. As well as gaining confidence this can teach them how to do stuff more independently. Having this skill can make it easier for them when they go out into the real world by themselves. This can also prepare them to accomplish their goals without the help or need of other people (“Making it Work”). Being in a regular classroom setting is the best thing for a child with disabilities.  Inclusion is more beneficial for the child than all special education classes. Despite what people may think, having kids with disabilities in a regular classroom setting with benefit them. Why would people want to segregate students with disabilities from their peers? This brings light to a situation that is well known but there is not enough people standing up for the issue. This situation really hits home to me and many other people who have disabled siblings or children and even cousins. Why would teachers want them to become socially unable to choose whether or not they want to be with their peers or not? Teachers may come across many obstacles by having students with disabilities in a regular classroom, as stated above; if the child can get through these things in the classroom then he/she will be able to get through many harder things in the “real” world. Having a child with disabilities in a regular classroom setting prepares the child for what the world has to offer good and bad. Look at me, for instance. I am physically disabled, so does that mean that I should be put in pull out classes or segregated from my peers, when I can completely comprehend what the teacher has to teach me? This goes the same for people with mental disabilities. Just because they might not learn as fast as someone their age or in the same grade as them does not mean that they cannot learn the same types of subjects. This controversy is such a big deal because this is something that gets swept under the rug all the time and people don’t understand how this affects the people with disabilities or their parents. No one deserves to be treated like an outcast, especially when it’s something that the child cannot control. If all children with disabilities were included in a regular classroom setting, then fewer disabled kids would be picked on. The “regular” students wouldn’t think of students with disabilities as someone different because they would have been in the same classes as them their whole school education. Socially, being included in a regular classroom setting would give the disabled child a better understanding of how the real world will be. They will accept their disability better and won’t be ashamed or try to hide it. Who are we to tell someone that they can’t be taught with their peers? Who are we to not include a child in a regular classroom setting just because he/she can’t walk or talk?    Works Cited  Georgi, Renee. ”In the End, Don’t We All Have Special Needs?” Pittsburgh Post-Gazette. Post- Gazette, 28 May 2010, Web. 10 Oct. 2011.  “Inclusion: Pros and Cons.” SEDL Southwest Educational Development Laboratory . SEDL, 2011. Web. 7 Oct. 2011.  “Making it Work.” Educationworld.com. Education World Inc., 1996. Web. 31 Oct. 2011.  Mineo, Marcia. Personal interview. 11 Oct. 2011.  Perles, Keren.”Inclusion for Special Education Advancing and Benefits.” Bright Hub. Bright Hub Inc., 2011. Web. 31 Oct. 2011.  Pugh, Karmen. Personal Interview. 31 Oct. 2011.  “Physical Disabilities.” Csun.edu. California State University, Northridge Group, 1996. Web. 01 Feb. 2012.  “Psychological Disabilities.” Csun.edu. California State University, Northridge Group, 1996. Web. 01 Feb. 2012.  Tomko, Colleen. “What is Inclusion?” Kidstogether.org/Inclusion. Kids Together Inc., 2009. Web. 31 Oct 2011.   How to Format Your Research Paper o o Page 1 Format  Set the margins of the paper to 1” at the top, bottom, and both sides. Set the font at Times New Roman, size 12.  Page Numbering (For an older version of Microsoft Word – before 2007): Set up the header by choosing “View” from the drop-down menu and “Header and Footer.” In the box, type your last name, two spaces, and click the button that has the # symbol. From the Formatting toolbar at the top of the page, select the right justify alignment option. Click “Close” from the Header and Footer box to exit the header/footer view.  (For Word 2007): At the top of the page, select the “Insert” tab. Select “Page Number,” “Top of Page,” and “Plain Number 3.” Type your last name and two spaces before the number. Change the font to Times New Roman if necessary. Hit the “ESC” button to exit the header/footer view.  Heading: Add a heading containing your name, your English teacher’s name, the course name, and the date; these are double-spaced and left justified.  Title: Add your title to page 1. On the first line at the top of the page, after your heading, type and center your title, double-spacing if more than one line is used.  Without adding additional spaces between the title and the first line of the introduction, begin the paper, double- spacing and indenting each paragraph.  Example: o Format of Page 2 & Beyond   Subsequent pages (after Page 1) should have the page numbering containing your last name and page number. If you have correctly set up your header in Microsoft Word, it will automatically add your last name and page number to each page.   The entire paper should be double- spaced, with no extra spaces between paragraphs.   MLA format does not allow for headings for different sections of text or when the author begins a new paragraph that is about a different sub-topic.   Remember that the Works Cited is the last page of the paper and is numbered in sequence with the other pages in your paper. o How to Format Your Works Cited   Once you have formatted your sources to create your Works Cited entries and know how to cite them within the text, the next step is to set up your Works Cited. Follow this format:   The Works Cited is the last page of your research paper and is numbered using the same page number heading as every other page of your paper.  The title Works Cited appears at the top of the page, centered, same font and size (12) as the rest of the paper, NOT underlined, boldfaced, italicized, or in quotation marks.  Alphabetize all entries by first word, not including “a,” “an,” or “the.”  Do not number your entries.  Entries are left justified and double-spaced with no extra spaces between sources.  Use a hanging indent, in which you indent any lines after the first line of a source.  REMINDER: Your Works Cited should contain ONLY the sources that you cited in your paper. If you did not use them in your paper, they are not to be included in the Works Cited!  Six sources of three different kinds are required; at least one must be a firsthand source.  Your Works Cited should look like the example below. The sources included there are two of the sources used to create this document as well as the sources cited in this document.      Smith 6   Works Cited   Harris, Robert. “Evaluating Internet Research Sources.” VirtualSalt. Virtual Salt, 17   Nov. 2007. Web. 6 Sep. 2012.   "Plagiarism - And How To Avoid It." Drew University Academic Integrity, Drew   University, 2010. Web. 2 Feb. 2013.   “Quoting, Summarizing, and Paraphrasing.” Academic Honesty. University of Toronto,   2009. Web. 2 Feb. 2013.           Senior Project Research Paper Rubric   Name______Topic______  Scoring Guide:    I. Introduction  The introductory paragraph includes a catchy opening, clearly identifies the topic, and provides historical  background. The thesis statement is clear and concise and establishes focus for the paper.   II. Body Content/Focus  The body contains an adequate number of paragraphs to fully develop the thesis.  Each body paragraph has a clear topic sentence.  The body uses specific details developed through facts, examples, statistics, reasons, and explanations.  The thesis is developed, supported, and argued with strong evidence of thorough research and authentic  academic sources.  a.1.III. Conclusion  The conclusion rephrases the thesis statement and summarizes the main ideas.  The author evaluates the most compelling research.  The author analyzes the significance and/or impact of the controversy.  The conclusion ends strongly.  o IV. Organization  The information is organized logically for a persuasive research paper.  The supporting details in each paragraph are unified.  Each paragraph develops one part of the thesis statement.  Each body paragraph shows evidence of transition.  The development of introduction, body, and conclusion is sustained in the paper.   V. Conventions of Language & Style  Words are spelled correctly.  Subject and verb agreement is correct.  Verb tense is consistent; the writer does not shift from the present to the past tense.  Pronouns agree with their antecedents in number and case.  The paper contains no sentence fragments and/or run on sentences.  Capitalization and punctuation are used correctly.  The writer chooses and arranges words and sentence structures that create tone and voice.  Parallel construction balances words, phrases, and clauses in sentences.   VI. Documentation & MLA Format  Citations follow MLA format.  Citations are correctly placed after information cited and properly punctuated.   VII. Works Cited  A minimum of six sources of three different kinds are cited in the paper; at least one is firsthand research.  Sources cited in the paper are listed on the Works Cited page.  Works Cited page follows proper MLA format:  correct heading  double spaced  alphabetical order  correct punctuation   VIII. Paper Format  The paper is typed in twelve font with one inch margins and is double spaced.  The paper must be a minimum of five pages. o Senior Project Research Paper Rubric   INTRODUCTION  (20)  (15)  (10) Limited  (5) Strong Sufficient attention- Superficia attention- attention- grabbing l or weak grabbing grabbing opening and attention- opening opening background grabbing and and information; opening backgrou backgroun somewhat and nd d clear & backgroun informati informatio concise d on; clear, n; Thesis informatio concise generally Statement n; unclear Thesis clear & or weak Statemen concise Thesis t Thesis Statement Statement   BODY CONTENT/FOCUS  (50)  (40)  (30) Limited  (20) Substanti Sufficientl content with Superficia al, y inadequate l and/or specific, developed elaboration minimal and/or content or content illustrativ with explanation unrelated e content adequate somewhat to Thesis with explanatio related to Statement strong n Thesis developm generally Statement ent of related to ideas Thesis directly Statement related to Thesis Statemen t   CONCLUSION  (20)  (15)  (10) Limited  (5) Little Strong Sufficientl closure; or no ending y brings weak closure; brings paper to restatement main idea paper closure of main idea is not closure; and with restated clearly restates substantial or is restates main idea repetition repeated main idea with little exactly without repetition repeating   ORGANIZATION  (20)  (15)  (10)  (5) Sophistic Functional Confused or Minimal ated arrangeme inconsistent control of arrangem nt of arrangement content ent of content; of content arrangeme content some nt with order and evident transition and/or subtle transition s   CONVENTIONS  (20)  (15)  (10) Limited  (5) Evident Sufficient control of Minimal control of control of grammar, control of grammar, grammar, mechanics, grammar, mechanic mechanics spelling, mechanics s, , etc.; etc.; several , spelling, spelling, some errors etc.; etc.; few errors substantial or no errors errors   DOCUMENTATION & MLA FORMAT  (40)  (30)  (20) Limited  (10) Appropri Sufficient credit and Minimal ate credit credit and sources: credit and and sources: some sources: sources: most quotes, few all quotes, summaries, quotes, quotes, summarie paraphrases, summarie summarie s, and internal s, s, paraphras citations paraphras paraphras es, and employ es, and es, and internal proper MLA internal internal citations format citations citations employ employ employ proper proper precise MLA MLA MLA format format format   WORKS CITED  (30)  (25)  (20) Works  (15) Works Works Cited page Works Cited Cited page setup and Cited page page setup and entries setup and setup and entries somewhat entries all entries generally follow MLA minimally follow follow format; follow exact MLA several MLA MLA format; errors format; format few errors substantial errors   Total: ______/ 200 points ______% Grade   See specific comments on reverse. o Senior Project Presentation Guidelines  Presentations begin ______and will continue for approximately three weeks.   There are several requirements for the presentation:  Length: Two presentations will be scheduled per period over the course of approximately three weeks, allowing about 20 minutes for each presentation. If you know you will need more time, inform your teacher so you are the only presenter scheduled on your presentation date. Your 20 minutes will include any necessary set-up and/or clean-up time and time for questions. However, you should be speaking for no less than 10-15 minutes. A video counts as one minute of presentation time. In fairness to the other student who shares your presentation period with you, do not run over 20 minutes. To protect yourself and your grade, do not speak for less than 10 minutes. Any student who does not meet the 10-minute minimum must re-present after school to an audience of teachers, administrators, and students. This second presentation must meet the 10-minute requirement or the student will not participate in the graduation ceremony. In other words, rehearse your timing MANY times, both alone and in front of an audience.  Presentation Materials: All presentation materials must be submitted to your English teacher the day prior to your presentation.  Topics to Discuss During Your Presentation: Your topic determines what you will talk about when you present. Some ideas include: o Brief summary of your research o Explanation of the background on your topic o Detailed description of arguments on both sides of the controversy . A majority of your presentation should focus on the arguments o Your conclusion/opinion on the controversy o What you learned o How the senior project will impact your future  Visual: All presentations must include a visual aid. This can include but is not limited to: o PowerPoint slide show o Prezi o Video of you in action related to your project (This cannot substitute for you presenting!) o Tri-fold board or poster with pictures or information on your topic o Overhead and transparencies with information on your topic o Brochure/pamphlet/handout for the audience  Grading: Your presentation grade will be based on the following (also see rubric on page 31): o Introduction - Catchy opening, brief overview, thesis statement o Body – Informative, knowledgeable, interesting, well-developed o Conclusion – Effective and memorable closure to the presentation o Auditory and/or Visual Enhancement – innovative, creative, effective aid to guide the speaker and audience through presentation o Question/Answer Period – Presenter’s handling of questions and discussion o Delivery – Eye contact, posture, loud & clear speaking voice, formal language o Professionalism/Preparedness – Professional appearance (business/business casual attire; follows Woodland Hills High School dress code), preparation to present o Time – Does not go over or under allotted time  Audience: You will present to your English Class. College Now students will present to either their Adviser’s class or an English class. Teachers and staff may also attend your presentation without your knowledge. You may invite staff members, students, or family to your presentation as well. However, to limit the number of people in class, you will be given a certain number of passes for other students to see your presentation. They may only miss class if their teacher agrees, and they MUST be on time and respectful of the presenters. Any outside visitors must sign in at the Main Office and obtain Visitors’ Passes. o Presenters are responsible for their guests’ behavior. Audience disruptions may impact presentation grades.  Senior Project Oral Presentation Rubric   Name______Topic______Date______  Scoring Guide:   I. Introduction to the Senior Project Score: ______(Out of 10 points)  The presenter engages the audience, establishing the theme or purpose in a compelling manner.  The introduction provides thorough background on the topic.  The presenter provides a clear, articulate presentation of the thesis.   II. Body of the Presentation Score: ______(Out of 20 points)  The presenter demonstrates a thorough analysis of the topic.  The presentation includes relevant details of the research.  The presentation shows evidence of challenging academic research and critical analysis of the topic.  The information presented is organized logically, either by chronological order or by order of importance.  The presenter speaks as an expert on his/her Senior Project topic.  The presentation includes a personal response indicating personal connection with the topic.   III. Conclusion to the presentation Score: ______(Out of 5 points)  The presenter brings closure to his/her presentation effectively and memorably.   IV. Auditory and/or visual enhancement Score: ______(Out of 20 points)  The presentation includes an audio or visual component that is:  representative of the topic,  effectively presented through the use of posters, PowerPoint, or other audio or visual aids,  unusually innovative and creative  skillfully used to guide the audience through the presentation.   V. Question/Answer Period Score: ______(Out of 5 points)  The speaker responds knowledgeably and thoughtfully.  The speaker uses fluent and confident impromptu speaking skills.   VI. Delivery Score: ______(Out of 15 points)  The speaker does not read the presentation.  The speaker’s voice is relaxed and conversational with varied vocal tones.  The speaker articulates words clearly with attention paid to diction.  The speaker expresses enthusiasm and interest in the subject of the presentation.  The presentation is delivered as the speaker is standing.  The speaker uses standard English.  The speaker pays attention to good posture and appropriate gestures.  The speaker achieves effective eye contact with the audience.   VIII. Professionalism/Preparedness Score: ______(Out of 15 points)  The speaker dresses appropriately, following WHHS dress code  The presentation is delivered on the scheduled date.  The presentation shows clear evidence of being rehearsed.  Technical issues have been resolved before the presentation.   IX. Time Score: ______(Out of 10 points)  The speaker presents for a minimum of ten minutes.  Comments: Total Score: ______(100 Points)      Evaluator’s name______o o

o MLA Format o A Handbook for Woodland Hills High School o

    

o o o o o Avoiding Plagiarism………………34 o Creating Entries for Works Cited Page…………..….37 o Creating Parenthetical Citations………………41  o Avoiding Plagiarism   Quoting, Summarizing, Paraphrasing, and Documenting Sources    Plagiarism Defined: Using another person’s ideas or expressions in your writing without acknowledging the source, whether intentionally or unintentionally, constitutes plagiarism. Borrowed material should be documented.   Woodland Hills Senior Project Plagiarism Policy: Plagiarism is a serious offense, and Woodland Hills holds a Zero Tolerance policy on plagiarism of the Senior Project. Any evidence of plagiarized work will result in a “0” for the step plagiarized. However, that step must still be completed correctly (for NO credit) before the next step can be submitted. If the final paper is plagiarized, the student will receive a “0” and will not graduate.   What to Cite: Any time you incorporate into your writing ideas, words, key phrases, or pictures that were not originally created by you, you must give credit to the original author by citing the source.  You must cite direct quotes. You must cite paraphrases. You must cite summaries. Quoting is taking another person’s information word for word and using it in your writing. If you take three or more words in a row from a source, it is considered to be a quote. You must place the person’s exact words in quotation marks and give credit to the source. Summarizing is rewriting the main point of an entire article or source in your own words. Paraphrasing is rewriting a passage in your own words. If you summarize a source or paraphrase a passage, you must still cite the original source of the idea.  You must cite ideas given to you in a conversation, in correspondence, or over email (your firsthand research). You must cite sayings or quotations that are not familiar, or facts that are not "common knowledge." However, it is not necessary to cite a source if you are repeating a well known quote such as Kennedy's "Ask not what your country can do for you . . .," or a familiar proverb such as "You can't judge a book by its cover." Common knowledge is something that is widely known. For example, it is common knowledge that Bill Clinton served two terms as president. It would not be necessary to cite a source for this fact.   EXAMPLES  . Example 1   Original Wording:  "Such 'story myths' are not told for their entertainment value. They provide answers to questions people ask about life, about society and about the world in which they live" Davidson page 10.  Misuse of Source (1):  Specifically, story myths are not for entertainment purposes; rather they serve as answers to questions people ask about life, about society and about the world in which they live.  Comment: This is an example of plagiarism as defined by the Drew University Academic Integrity Policy. The student copied words and phrases from the original without acknowledging their source. Although the student has rearranged some phrases and made minor stylistic changes, this version still follows the basic wording and structure of the original while the student repeats ideas as if they were his or her own. Also, there is no parenthetical citation giving the author credit. Even if there were a parenthetical citation, however, it would still be plagiarized because the wording is too similar to the original.   Example 2   Original Wording:  "Such 'story myths' are not told for their entertainment value. They provide answers to questions people ask about life, about society and about the world in which they live" Davidson page 10.  Misuse of Source (2):  Story myths answer questions we ask about life, about society and about the world that they live in. They are not told for their entertainment value (Davidson 10).  Comment: Less obviously, this example is also classified as plagiarism. Although the student cites the source of the ideas, he or she presents Davidson's exact words as if he or she authored them. There are more than three words in a row repeated from the original without quoting. As is often the case in such plagiarism, where the words are changed the changes render the material less clear (shifting from "people" to "we" for example).   Example 3   Original Wording:  "Such 'story myths' are not told for their entertainment value. They provide answers to questions people ask about life, about society and about the world in which they live" Davidson page 10.  Correctly Rewritten with Quotation Marks and Citation:  Davidson explains that "story myths" answer "questions people ask about life, about society and about the world in which they live" (10).  Comment: In the rewritten version of the plagiarized sentence, the student has quoted all of the words that came directly from Davidson. Although this is an acceptable use of sources, obviously such extensive quotation would not be acceptable if it occurred throughout a Senior Project paper, so the alternative is to paraphrase or summarize sources and only use extensive quotation occasionally.  . Example 4   Original Wording:  "Such 'story myths' are not told for their entertainment value. They provide answers to questions people ask about life, about society and about the world in which they live" Davidson page 10.  Correctly Paraphrased with Citation:  One of the purposes of story myths is to explain things that may be otherwise unanswered about life, society, and the world in general (Davidson 10).  Comment:  All of the ideas from the original passage are rewritten into the student’s own words and a proper parenthetical citation is included. The student does use some of the author’s original words, including “story myths,” “life,” “society,” and “the world,” but none of them are considered to be quotes because they do not contain three words or more in a row word-for-word from the original source.   o COMMON QUESTIONS AND ANSWERS ABOUT DOCUMENTING SOURCES  Can't I avoid problems just by listing every source in the Works Cited page?  No. You need to integrate parenthetical citations into the paper. Give the citation as soon as you have mentioned the idea you are using, not just at the end of the paragraph, unless every piece of information in the entire paragraph comes from the same source.  If I put the ideas into my own words, do I still have to clog up my pages with all those names and numbers?  Sorry—yes, you do. In academic papers, you need to keep citing authors and page numbers to show how your ideas are related to those of the experts. It is sensible to use your own words because that saves space and lets you connect ideas smoothly. But whether you quote a passage directly in quotation marks, paraphrase it closely in your own words, or just summarize it rapidly, you need to cite the source then and there.  But I didn't know anything about the subject until I started this paper. Do I have to give an acknowledgement for every point I make?  You are safer to over-cite than to skimp. But you can cut down the clutter by recognizing that some ideas are "common knowledge"—that is, taken for granted by the general population. If you learned it while doing your research, chances are it is not common knowledge. Some interpretive ideas may also be so well accepted that they do not need a citation: that Picasso is a distinguished modernist painter, for instance, or that smoking is harmful to health.  How can I tell what's my own idea and what has come from somebody else?  Careful record-keeping helps. Always write down the author, title and publication information (including the identifying information for web pages) so you can attach authors’ names and page numbers to specific ideas. Taking good notes is also essential. Do not paste passages from web pages into your notes or draft; that is asking for trouble. As you read any text —online or on the page—summarize useful points in your own words. If you record a phrase or sentence word for word, put quotation marks around it in your notes to remind yourself that you are copying the author's exact words. And make a deliberate effort as you read to notice connections among ideas, especially contrasts and disagreements, and also to jot down questions or thoughts of your own. If you find as you write that you are following one or two of your sources too closely, deliberately look back in your notes for other sources that take different views; then write about the differences and why they exist.  So what exactly do I have to cite?  With experience reading academic prose, you will soon get used to the ways writers in your field refer to their sources. Here are the main times you should give acknowledgements. o Quotations, paraphrases, or summaries: If you use the author's exact words, enclose them in quotation marks, or indent passages of more than four lines. But it's seldom worthwhile to use long quotations. In most cases, use your own words to paraphrase or summarize the idea you want to discuss, emphasizing the points relevant to your argument. But be sure to name sources in parenthetical citations even when you are not using the exact original words. o Specific ideas used as evidence for your argument or interpretation: First consider whether the ideas you're mentioning are “common knowledge” according to the definition above; if so, you may not need to give a citation. But when you're relying on ideas that might be disputed, establish that they're trustworthy by citing authoritative sources.     o How to Create Entries for Your Works Cited Page   On the following pages is a brief reference for how to set up Works Cited entries for the most common types of sources. Follow the capitalization, punctuation, italics, and quotation marks EXACTLY as they appear in the examples below.   The Modern Language Association (MLA) updated MLA style in 2009. The following notes apply to all types of sources:   DATES: Note that date format for MLA lists the day, first three letters of the month, and year in that order.  Example: 19 Apr. 2008   PUBLICATION MEDIUM MARKERS: Every entry receives a medium of publication marker. Most entries will be listed as Print or Web, but other possibilities include Performance, DVD, or TV. Most of these markers will appear at the end of entries; however, markers for Web sources are followed by the date of access.   NO PUBLISHER, NO DATE, OR NO PAGINATION: (WEBSITES) When no publisher name appears on the website, write N.p. for no publisher given. When sites omit a date of publication, write n.d. for no date. For online journals that appear only online (no print version) or on databases that do not provide pagination, write n. pag. for no pagination.   SECONDARY SOURCES:   Book:  Author’s Last Name, First Name. Book Title. City of Publication: Publisher, Year. Medium (print or web).   Henley, Patricia. The Hummingbird House. Denver: MacMurray, 1999. Print.   Note: If a book has more than one author, the author whose last name comes first alphabetically is listed first (last name, first name) followed by other author(s) alphabetically, but this time the first names appear first, followed by last names, as in the example below:   Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston:

Allyn,

 2000. Print.

  Professional Journal Article, Print Version:  Author’s Last Name, First Name. “Title of Article.” Title of Journal Volume.Issue (Year): Page Numbers. Publication medium (print).   Note: journal articles often have more than one author. If this is the case, the author whose last name comes first alphabetically is listed first (last name, first name) followed by other author(s) alphabetically, but this time the first names appear first, followed by last names. If there are two authors, use “and” between them. If there are three or more authors, they are separated by commas, and “and” comes before the last author listed.   Bagchi, Alaknanda and Juhn Duvall. "Conflicting Nationalisms: The Voice of the

Subaltern in

 Mahasweta Devi's Bashai Tudu." Tulsa Studies in Women's Literature 15.1 (1996): 41-

50. Print.

 Professional Journal Article, Online Version:  Author’s Last Name, First Name. “Title of Article.” Title of Journal Volume.Issue (Year): Page Numbers. Publication medium (web). Date of Access.   Berger, James D. and Helmut J. Schmidt. “Regulation of Macronuclear DNA Content in

Paramecium

 Tetraurelia.” The Journal of Cell Biology 76.1 (1978): 116-126. JSTOR. Web. 20 Nov.

2008.

 Note: For articles that appear in an online-only format and do not provide a page number, use the abbreviation n. pag. for no pagination.   Article From an Online Database:  Author’s Last Name, First Name. “Title of Article.” Title of Publication Volume.Issue (Year): Page Numbers. Database Name. Publication medium (web). Date of Access.   Holton, Woody. “The Ohio Indians and the Coming of the American Revolution in

Virginia.” The

 Journal of Southern History 60.3 (1994): 453-478. JSTOR. Web. 31 July 1998.

 Online-Only Publication:  Author’s Last Name, First Name. “Title of Article.” Title of Publication Volume.Issue (Year): n.pag. Publication medium (web). Date of Access.   Kessl, Fabian and Nadia Kutsche. “Rationalities, Practices, and Resistance in Post-

Welfarism. A

 Comment on Kevin Stenson.” Social Work & Society 6.1 (2008): n. pag. Web. 10 Oct.

2008.

 Magazine Article, Print Version:  Author’s Last Name, First Name. “Title of Article.” Title of Magazine Publication Date: Page Numbers. Publication Medium (print).   Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71. Print.    Newspaper Article, Print Version:  Author’s Last Name, First Name. “Title of Article.” Title of Newspaper Date of Publication: Page  Numbers. Publication Medium (print).   Trembacki, Paul. "Brees Hopes to Win Heisman for Team." Purdue Exponent 5 Dec. 2000: A20. Print.   Magazine or Newspaper, Online Version :  Author’s Last Name, First Name. “Title of Article.” Title of Publication. Publisher, Date of Publication. Publication Medium (print or web). Date of Access.   Lubell, Sam. “Of the Sea and Air and Sky.” New York Times. New York Times, 26 Nov.

2008. Web. 1

 Dec. 2008.

 Cohen, Elizabeth. “Five Ways to Avoid Germs While Traveling.” CNN.com. CNN, 27

Nov. 2008. Web.

 28 Nov. 2008.

 Encyclopedia or Other Reference Book, Print Version:  Author’s Last Name, First Name. “Title of Article.” Title of Encyclopedia. Year. Publication Medium (print).   Sturgeon, Theodore. "Science Fiction." The Encyclopedia Americana. 1995. Print.    Online Encyclopedia:  Author’s Last Name, First Name. “Title of Article.” Title of Encyclopedia. Year. Publisher. Publication Medium (print or web). Date Accessed.  (Note: If there is no author, it is omitted.)   "Sacrament." Encyclopedia.com. 2006. Columbia University Press. Web. 21 Jun 2006.   (Remember: While it is an online encyclopedia, Wikipedia is NOT a credible source and will not be accepted as Senior Project research.)    Web Article That Has an Author:  Author’s Last Name, First Name. “Title of Web Article.” Title of Web Site. Publisher, Date Created or Last Updated. Publication Medium (web). Date Accessed.   Stolley, Karl. "MLA Formatting and Style Guide." The OWL at Purdue. Purdue

University, 10 Feb. 2008.  Web. 12 May 2009.

 Note: If there is no publisher, use N.p. in place of the publisher.   (Remember: Wikipedia, Yahoo Answers, Ask.com, blog posts, and message boards are not credible sources and will not be accepted as Senior Project research.)    Web Article That Does Not Have an Author:  “Title of Web Article.” Title of Web Site. Publisher, Date Created or Last Updated. Publication Medium (web). Date Accessed.   “Internet Abuse Costs Big Money.” BBC News. British Broadcasting Corporation, 21

Jun. 2006. Web. 21

 Oct. 2008.

 Video Production, Publication, or Performance:  Video Title. Director. Publisher. Publication Date. Publication Medium (DVD, TV, VHS, or Performance).   Mole People. Dir. Ted Koppel. Public Broadcasting System. 19 Apr. 1999. DVD.     Pamphlet:  Pamphlet Title. City of Publication: Publisher, Year. Publication Medium (print or web).   Renoir Lithographs. Washington, DC: Smithsonian, 2005. Print.    Court Case:  Name of first plaintiff v. Name of first defendant. Case Number. Name Court. Date of decision. Medium.   Board of Education, Island Trees Union Free School District v. Pico. No. 80-2043.

Supreme Court of the US. 25 Jun. 1982. Web.

  Government Publication:  Name of Government. Government agency that produced the document. Title of Document. Type of Publication (italicized), number, session. Location of Publisher: Publisher’s Name, Date. Medium.   United States Congress. Subcommittee on Government Operations. Watergate

Reorganization and Reform Act of 1975. Hearing Proceedings, 94th Congress, 1st session.

Washington: GPO, 1975. Print.   FIRSTHAND SOURCES:   Personal Interview:  Interviewee’s Last Name, First Name. Type of Interview. Interview Date.   Note: Type of interview could include Personal, Telephone, E-mail, etc.   Purdue, Pete. Personal Interview. 1 Dec. 2008.   Waszkiewicsz, Samuel. E-mail Interview. 6 Oct. 2008.   Observation, Shadowing, Volunteering:  Organization/Location. Type of Experience. Date.   Special Olympics. Volunteer. 8 Aug. 2009-15 Aug. 2009.   UPMC Mercy. Shadow. 16 Nov. 2008.   Note: Type of experience could include Observation, Shadow, Volunteer, Participation, etc.   Survey:  “Survey Title.” Survey of # Subjects. Survey Location: Date.   “Population Survey.” Survey of 50 Woodland Hills Students. Pittsburgh, PA: 19 Nov. 2008.  o How to Create Correctly-Formatted Parenthetical Citations   After you have properly quoted, summarized, or paraphrased the source, you must place a parenthetical citation after the information you used from that source. If you have several sentences or an entire paragraph from the same source and same page number, you can place the citation after all the subsequent sentences from that source; you do not need the same citation after every sentence.   You need a parenthetical citation:  Every time you change sources.  Every time you change pages from a printed source (this does not include websites).  Every time you end a paragraph, even if the info in the next paragraph is from the same source.   How to create parenthetical citations:  PRINT SOURCES: • With an Author – Author’s last name and page number – (Smith 10) • Article Without an Author – Article title in quotation marks and page number (Shorten the title to the first few words if the title is long.) – (“Sports Injuries” 3) • Book Without an Author – Book title in italics and page number (Shorten the title to the first few words if the title is long) – (Sports Medicine 45) • If a print source has no pages (pamphlet, brochure, etc.), omit the page number  WEB SOURCES: • Online article with an author – Author’s last name – (Smith) • Online article without an author – Article title in quotes (Shorten to the first few words if the title is long.) – (“Sports Injuries”) • Two articles with the same title, no authors – Article title in quotes and publisher (Shorten to the first few words if the title is long. Do not shorten the publisher.) – (“Social Security” US Department of Treasury) – (“Social Security” Social Security Administration)  GOVERNMENT PUBLICATIONS AND COURT CASES: • Government Publication – Treat the government agency as the author: Name of the Government, Name of the Agency. Separate by commas. Use page numbers if print source. Omit if web source. – (United States, Department of Agriculture) • Court Case – Name of the case, not italics or quotation marks: Plaintiff v. Defendant – (Brown v. Board of Education)  FIRSTHAND SOURCES: • Interview – Interviewee’s last name – (Smith)   FIRSTHAND SOURCES: (continued) • Observation/Shadowing/Volunteering/Participation – Title you gave it on the works cited page, in quotes (Shorten to the first few words if the title is long.) – (“Special Olympics Volunteering”) • Survey – Title you gave it on the works cited page, in quotes (Shorten to first few words if the title is long.) – (“Social Security Survey”)  Listed below are a few examples of other parenthetical citation formats.   When you mention the author’s name in your sentence:  Freud states that “a dream is the fulfillment of a wish” (154).   When you omit the author’s name in your sentence:  One study has found that dreams move backward in time as the night progresses (Dement 71).   When you cite more than one work by the same author:  One theory emphasizes that dreams express “profound aspects of personality” (Foulkes, Sleep 184). However, investigation shows that children’s dreams are simple (Foulkes, “Dreams” 78).   When two works have authors with the same last name:  Although some medical ethicists claim that cloning will lead to designer children (R. Miller 12), others note that the advantages for medical research outweigh this consideration (A. Miller 46).   When the work has two or three authors:  Psychologists hold that no two children are alike (Gesell and Lig 68).   When the work has more than three authors:  (Rosenberg et al. 14)   When you quote or paraphrase a quotation from a book or article that appeared somewhere else:  Bacon observed that “it is hardly possible at once to admire an author and to go beyond him” (qtd. in Guiro 113).   When you are citing several sources for a single passage:  There are negative implications to computerizing commercial art (Parker 2; “Art Nonsense” 43).   When you cite a long quotation (five lines or more) that is set off from the text, the quote is indented, double spaced, and without quotation marks:   Toni Morrison, in “The Site of Memory,” explains how social context shaped slave narratives:  … no slave society in the history of the world wrote more – or more thoughtfully – about its own enslavement. The milieu, however, dictated the purpose and the style. The narratives are instructive, moral, and obviously representative. Some of them are patterned after the sentimental novel that was in vogue at the time. But whatever the level of eloquence or the form, popular taste discouraged the writers from dwelling too long or too carefully on the more sordid details of their experience (109).  Punctuation and Parenthetical Citations:  When punctuating your sentences and parenthetical citations, the citation goes before the punctuation of the last sentence being cited.  Incorrect Example:  One of the purposes of story myths is to explain things that may be otherwise unanswered about life, society, and the world in general. (Davidson 10) Story myths provide ways for people to imagine, realistically, why people and the world function as they do when simple reasoning does not answer that question.  Explanation: This is incorrect punctuation of parenthetical citations. Because the period is before the citation, it appears that the citation (Davidson 10) begins the next sentence. However, proper format tells us that the citation is to appear after the information that came from that source.  Correct Example:  One of the purposes of story myths is to explain things that may be otherwise unanswered about life, society, and the world in general (Davidson 10). Story myths provide ways for people to imagine, realistically, why people and the world function as they do when simple reasoning does not answer that question.  Explanation: Simply by moving the period to follow the parenthetical citation (Davidson 10), the format is corrected. Now it is clear that the paraphrased sentence “One of the purposes of story myths is to explain things that may be otherwise unanswered about life, society, and the world in general” came from the Davidson source, on page 10.  When using parenthetical citation after a direct quote, close the quotation marks after the last word of the quote, before the parentheses.  Incorrect Example:  “Story myths answer questions people ask about life, about society and about the world in which they live (Davidson 10).”  Correct Example:  “Story myths answer questions people ask about life, about society and about the world in which they live” (Davidson 10).

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