WHHS Senior Project

Senior Project A Handbook for Woodland Hills High School

2011-2012

M. Beckett J. Clawson J. Danchisko A. DeIuliis K. McGuire H. Moschetta 2

Rev. June 2011 3

Table of Contents

Introduction………………….……………………..…….…….2 Choosing a Topic……………………………….……..………3 Core Requirements and Process……..………………….....4 Assessment and Timeline…………….…………….………..6 Pre-Thesis Summaries…………………………………….…7 Topic and Thesis Statement Worksheet...……..…..……....9 Proposal and Parent Contract…………………….………...10 Credibility of Primary and Secondary Sources…...……….12 How to Find Publication Information…………………...... 13 Cover Page Guidelines………………………………………14 Notes Guidelines……………….…………………….………15 Notes Format…………………………………………………16 Notes and Sources Rubric…………………………..………17 Outline Guidelines…….……………………….….….………19 MLA Outline Format…..…………….…………………...... 20 Sample Outline………..……………………………………...21 Outline Rubric……………………………….………………..23 Draft and Final Paper Requirements…………….….……..24 Research Paper Format………………….………………….25 Works Cited Format………………..………………………...26 Draft and Final Research Paper Rubric……………………27 Presentation Guidelines…………………...………………...29 Presentation Topic Outline……………………………...... 30 Presentation Rubric……………………………………...... 31 MLA Format…………………………………..………………32 4 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. 5 Choosing a Topic

Questions to Consider When Choosing a Project

 What do you enjoy doing in your spare time?  What do you plan to do with the rest of your life?  Is there any social problem you would like to investigate?  What is one of the biggest problems facing the world today?  What would you like to be doing ten years from now?  What are you presently doing to develop yourself personally?  What is something you would like to improve about yourself?  What things do you do best?  What resources are available for shadowing, volunteering, or interviewing?  Will you still have the interest and energy for your project eight months from the time you started?

Questions to Consider Once You Have Chosen a Project

 Is the topic a new research project, one that you have not already explored?  Is it a worthwhile, debatable, substantial topic?  Do you know all your potential resources? Consider possible books, magazines, professional journals, and primary sources such as experts in the area and staff members.  Have you anticipated any problems you will have?  What do you already know about your topic?  What specific questions do you still have about your topic?

Questions to Consider to Ensure Your Project Will Meet Quality Requirements

 Ask yourself, “How will my Senior Project be of value to me as an academic challenge and to me as an independent learner?”  What will it take to achieve excellence? How will the project look when it is completed?  How much time, research, and writing will you be able to schedule for your project?  Is the project something that could potentially impact your future?  To what extent will your project effect change in society?  Is the topic something you are passionate about?  Is the issue important to the public or the community?  Is the topic clearly debatable?  Will you be able to choose one side to argue and support?  How will the issue educate your classmates when you present in the spring? 6 Core Requirements and Process

The project will consist of seven major steps:

I. Career Topic, Tentative Thesis Statement, Research Proposal, and Parent Contract 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) 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 C. Plan for research D. Goals for the project E. Organizational plan F. Contract signed by student, parent, Adviser, and English teacher II. Evidence of Research A. Sources 1. Firsthand a. Interviews b. Shadowing c. Observation/Participation d. Volunteering e. Scientific Samples and Results of Research 2. Secondary a. Books b. Reference Materials c. Professional Websites d. Professional Journal Articles e. Magazine Articles f. Newspaper Articles g. Electronic Databases B. Notes From Research 1. Guidelines for Notes a. Notes from one source will be submitted to English teachers approximately two weeks before the November deadline. The purpose is to ensure that students are formatting, paraphrasing, and citing their notes correctly. If their notes are incorrect, students receive feedback from their English teachers so they can correct their mistakes for the remaining sources. The remaining sources will be graded by Advisers. b. MINIMUM six sources of three different types; at least one firsthand source c. Wikipedia, Yahoo Answers, Ask.com, blog posts, and message boards are NOT credible sources and will not be accepted as Senior Project research d. Web resources must be professional/credible sites e. Paraphrase or summarize a majority of notes f. Any notes taken word-for-word from the original must be in quotation marks g. Proper MLA citation is required for all notes h. Turn in copies of all sources (except books) 2. What to Research a. Background/public opinion on the issue you have selected b. Investigation of both sides of the issue c. Detailed support for your side of the issue 7 Core Requirements and Process (continued)

III. Outline (Midterm) A. Detailed formal outline of how you will organize your research into the Senior Project Paper B. Include parenthetical citations after every idea or detail to indicate source C. MLA format is required for the outline D. Works cited page must be submitted with the outline IV. Draft A. First perfect copy of Senior Project Research Paper B. Proper MLA format for page numbers, margins, font, paragraph & line spacing, and works cited page C. Introduction ending with thesis statement D. Body paragraphs starting with clear topic sentences developed directly from thesis statement E. Body paragraphs developed with information gathered from the research and documented with proper MLA-formatted parenthetical citations F. Conclusion evaluating the most compelling research and analyzing the significance/ impact of the controversy G. Edit, revise, conference, and rewrite V. Final Paper A. Five to eight page research paper B. Parenthetical citations in MLA format C. Works cited page in MLA format VI. Presentation A. Present to your English class (College Now students present either to their Adviser’s class or to an English class) B. Design and deliver an innovative and informative oral presentation C. Present major research from Senior Project paper D. Create an outline for the speech, due before the presentation E. Enhance the presentation with visual and/or audio aids F. 10 minutes minimum, plus time for questions and discussion G. Rehearse thoroughly 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 14). 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  Outline with rubric  Draft with rubric  Final paper with rubric 8 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 14, 2011

 Research and notes from six sources (copies of sources, MLA-formatted bibliographic citations, and notes from all six sources). 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 2, 2011

 The Outline for the Senior Project Research Paper serves as the Mid-Term for all 12th grade English students. Due Date: Wednesday, January 4, 2012

 Senior Project Research Paper Draft: first perfect copy of the research paper Due Date: Wednesday, February 15, 2012 More drafts may be recommended or required, depending on the quality of the first draft.

 Final Senior Project Research Paper Due Date: Wednesday, March 28, 2012 Turn in all steps completed in the process along with final copy of Senior Project paper.

 Oral Presentations will encompass two to four weeks in the end of April through May. Specific dates will be determined based on class sizes and availability of equipment.

 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: 20% Outline: 15% Draft: 15% Final Paper: 30% Presentation: 15%

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 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 still be completed correctly (for NO credit) before the next step can be submitted. If the final essay is plagiarized, it will result in a “0” and failure to graduate. 9 Pre-Thesis Summaries

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, research four substantive articles (two on either side of your issue) from either print media or an electronic database. The articles Step Two: Read the articles, paraphrase the main idea of each and identify three details that support the main idea. Step Three: Choose the two articles that you believe present the strongest argument for each side of the issue and compose a full-length summary of each.

Article One: Title:______Author ______

Main Idea:

Supporting details: 1.

Article Two: Title:______Author ______

Main Idea:

3. FullFull Summary Summary One: Two:

Article Three: Title:______Author ______

Main Idea:

3. 10 Pre-Thesis Summaries Continued Article Four: Title:______Author ______

Main Idea:

Full Summary One

Full Summary Two 11 Senior Project 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: ______12 WHHS Senior Project Name: ______Proposal and Parent Contract Deadline for Proposal and Parent Contract: September 14, 2011

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 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): ______/10 points

Research NOTE: Wikipedia, Ask.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 November 2) you will conduct your research. Shadowing: ______Volunteering: ______Observation/Participation: ______Interview: (Identify person to be interviewed and his or her authenticity and expertise) ______/10 points Secondary Research: Research through already existing sources such as books, professional websites, professional journals, etc. [At least FIVE sources of TWO different kinds are required. No more than two of any type of source is allowed]: Identify the types, titles, and topics of the intended secondary source(s): Books: ______Reference Materials: ______Professional Websites: ______Professional Journals: ______Magazines: ______Newspapers: ______13 Electronic Databases: ______/10 points Cite specifically where and when you will conduct your research. Research and notes from all sources must be completed by November 2. There will be limited class time to conduct research; thus, most of the work must be completed on your own time. The Woodland Hills library link from the school website allows students to access research databases; this may be more effective than a simple Google search. ______/10 points DEADLINES  The Senior Project Topic, Research Proposal, and Parent Contract: Wednesday, September 14, 2011  Research and notes: Wednesday, November 2, 2011  Outline for the Senior Project Research Paper: Wednesday, January 4, 2012  First draft of the research paper: Wednesday, February 15, 2012  Final paper: Wednesday, March 28, 2012  Presentations will encompass two to four weeks in April and May. Specific dates will be determined based on class size and availability of equipment. 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 10% per day, regardless of absence or excuse. If a student does not turn in the final paper on or before March 28, or if the paper does not meet the minimum requirements on March 28, 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  Completing 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 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 graduate.

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

14 ______English Teacher Signature Senior Project Adviser Signature _____/10 points _____/50 points total 15 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

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) 16 17 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. 18 Senior Project Assignment Cover Page Guidelines For each assignment in the Senior Project process, with the exception of the Proposal & Parent Contract, include a cover page containing the following:  Your Name  English Teacher: (Type your English Teacher’s name)  Adviser: (Type your Adviser’s name)  Assignment  Date Submitted to English Teacher  Spaces for English Teacher and Adviser to indicate and initial date received

Example of Cover Page:

John Doe

English Teacher: Mr. Smith

Adviser: Mrs. Jones

Senior Project Notes

November 2, 2011

______Date Received by English Teacher ______Initials

______Date Received by Adviser ______Initials 19 Senior Project Notes Guidelines

 Notes from one source will be submitted to English teachers approximately two weeks before the November deadline. The purpose is to ensure that students are formatting, paraphrasing, and citing their notes correctly. If their notes are incorrect, students receive feedback from their English teachers so they can correct their mistakes for the remaining sources. The remaining sources will be graded by Advisers.

 When you find material you think will be useful, it is important to do some background reading before you take notes. You should not take notes the first time you read a source. 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 a computer file or a notebook. 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 16.

 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 outline. Breakdown should be as follows: o Maximum 25% of notes can be on background on the topic. o Approximately 40% of notes should be on your position on the controversy and support for your position. o Approximately 35% of notes should be on the opposing side of the controversy.

 Label each set of notes with the source citations that will allow you to keep track of where it comes from (author, titles, publication date, publisher, page numbers, and date of access). o In your notes on a computer file or in a notebook:  Use a separate page for each source. If notes from one source take up more than one page, start the notes from the next source on a new page.  Write full source citations in MLA format at the top of each page. See pages 36-39 for MLA format for source citations.

 Record important details and quotations. Paraphrase and summarize as much of the information as possible, using your own words and sentence patterns.

 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.

 When it comes time to outline and 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.

Refer to the rubric on pages 17 and 18 for how notes will be assessed. 20 Sample Senior Project Notes Format

Main, Charles F. “The Renaissance.” Elements of Literature. Ed. Robert Anderson et al. Toronto: Holt, Reinhart, and Winston, 1993. Print.

Source citation, in MLA format, at the top of the page. See pages 36- Note: page numbers are only needed for 39 for MLA format guidelines. print sources. Identify the page that each fact came from

 Renaissance = French for “rebirth” and refers to “renewed interest in classical learning, the writings of ancient Greek and Rome).  Also during this time, people took more interest in themselves and their world than in the past, leading to “a rebirth or renewal of the human spirit.”  The Renaissance was not given this name until much later. It was not called the Renaissance when it was going on  “Renaissance person” still used today to describe someone strong, versatile, and productive.  The Renaissance time period began with Queen Elizabeth, Henry VIII’s second oldest daughter  Elizabeth was very interested in culture: literature, art, drama, all of which are associated with human spirit  England was strong in economy, military, society. People felt safe and lived well (especially in upper classes) and took an interest in literature, art, drama.  They enjoyed life and renewed their human spirit because they were secure in personal safety and economic status Page 162:  Renaissance period lasted 1485-1660  Voltaire (French philosopher) = “The ancients did not know they were the ancients.” Meaning that terms like Middle Ages and Renaissance come from historians to describe time periods in history.  “Historical periods cannot be rigidly separated from one Notes that are taken word-for-word from the original source must be in another, but they can be distinguished.” quotation marks  Middle Ages (time period before Renaissance) did not end one day and Renaissance began the next day. Overlap in thoughts and beliefs between time periods as people evolved. Years are given for educational reference only.  A lot of change happens over a few hundred years, so the name of the time period is only a label. Page 163:  The time period itself is much more complex.  Changes in people’s values, beliefs, behavior take place gradually.  Language: In Middle Ages people forgot Greek and Latin in place of the developing Middle/Modern English.  Language during Renaissance for reading, writing, speaking was still mainly Middle/ Modern English, but people learned to read Greek again and reformed Latin. Educated people used all three. Notes that are paraphrased (put into different words than the original) do A MINIMUM of 15- not need to be in quotation marks 20 facts are required for each source! 21 Senior Project Notes and Sources Rubric Name______

Book Website Newspaper Magazine Professional Firsthand Other Journal Source (Specify)

Deadline for Notes from First Source: ______Deadline for Remaining Five Sources: November 2, 2011

I. Source 1 ______A. Source citation is written in MLA format. ______/5

B. Notes include a balance of paraphrases, summaries, and direct quotations. ______/5

C. Quality of Notes ______/10  Notes clearly relate to thesis.  Notes communicate strong ideas.  Depth of research demonstrates academic rigor.

D. Quantity of Notes ______/5  There is an adequate number of notes (average of 15-20 facts per source, minimum).  Note-taking from this source is thorough. Total points this source ______/25

II. Source 2 ______

A. Source citation is written in MLA format. ______/5

III. Source 3 ______

D. Quantity of Notes ______/5  There is an adequate number of notes (average of 15-20 facts per source, minimum).  Note-taking from this source is thorough. Total points this source ______/25 22

Senior Project Notes and Sources Rubric Name______

IV. Source 4 ______A. Source citation is written in MLA format. ______/5

V. Source 5 ______

VI. Source 6 ______

Total Points: ______/150 23 Senior Project Outline Guidelines

After completing research and taking notes from sources, the next step in the Senior Project is to formulate your research into an outline for your paper.

First, revisit your Thesis Statement. Ask yourself the following questions:  Is my Thesis Statement clear and specific to my research topic?  Is it broad enough to include all the information I have gathered in my research?  Does my Thesis Statement provide a framework for the body of my paper?  What do I need to do to revise my Thesis Statement?

Next, outline your introduction using the following sub-headings (assigned A, B, C, etc.):  Attention grabber  Introduction of the controversial topic  Identify and provide brief background on the issue  Thesis statement

After you have made the necessary corrections to your Thesis Statement and outlined the introduction, it is time to start thinking about the body of your paper. Follow these steps to make it as easy as possible to create your outline:  Review the notes you have taken and organize them into three categories: background, opposing argument, and supporting argument.  Then, make each topic (individual background topic or individual argument) into one Roman numeral and write it into a topic sentence. Each Roman numeral will become a body paragraph.  Once you have come up with your body paragraph topics, organize your notes into the topics in which the information fits. If any notes do not relate to any of the body paragraph topics, it is OK not to use those notes. Be careful, however, not to eliminate too much information; you must have enough to write a 5-8 page paper.  A 3-4 page single-spaced outline usually translates to a 5-page double-spaced research paper.  Once you have reorganized your information, look over the amount of notes in each category. Are there any places where more information is needed? Do additional research as necessary. Do not forget to cite the source of any new information!  Decide what order is best for the body paragraphs (background first, then opposing and supporting arguments)  Organize the information within each body paragraph into a logical order  As you move facts from your notes to your outline, keep track of what information came from what sources by placing parenthetical citations at the end of each fact. You will be graded on proper MLA format in the citations – use pages 38-40 for citation format reference.  Using parallel structure and phrases or complete sentences, write your outline. o A division or subdivision cannot be divided into one part; therefore, if there is an “A” there must be a “B;” if there is a “1” there must be a “2.”  Turn in a works cited page with your outline.  Use MLA format for your outline. Pages 20 through 22 provide examples for the format, content, and detail required for your outline. Note that these are not complete outlines; they only show how to outline an introduction and a few body paragraphs.

Refer to the rubric on page 23 for how the outline will be assessed. 24 MLA Format for Senior Project Outline This is a sample to show MLA format for an outline. Note that only part of the outline is included here to show the outline format, content of the introduction, content of the body paragraphs, and content of the conclusion.

I. Introduction A. Attention grabber B. Orienting information on the controversy 1. Detail 2. Detail C. More orienting information 1. Example or explanation a. Detail b. Detail 2. Example or explanation a. Detail b. Detail D. Identify the issue 1. Detail 2. Detail E. Thesis statement – Identify both sides of the argument and indicate your position in a detailed statement.

II. Body Paragraph 1 – Background topic written into a topic sentence A. Supporting Evidence 1a 1. Detail a. More Detail i. Even More Detail ii. Even More Detail b. More Detail 2. Detail 3. Detail *All body paragraphs follow this basic structure B. Supporting Evidence 1b 1. Detail 2. Detail 3. Detail C. Supporting Evidence 1c 1. Detail 2. Detail

III. Continue adding body paragraphs as necessary, one from each background topic OR supporting or opposing argument, following the same structure.

IV. Conclusion a. Restate Thesis & summarize main points 1. Detail 2. Detail 3. Detail b. Most compelling research 1. Detail 2. Detail c. Analyze significance/impact of the controversy 1. Detail 2. Detail 3. Detail 25 4. Detail Sample MLA Formatted Senior Project Outline This is part of a Woodland Hills student’s Senior Project outline to show how an MLA formatted outline looks. Note that only part of the outline is included here to show the outline format, parenthetical citations, content of the introduction, and content of some of the body paragraphs.

I. Introduction A. Attention Grabber: Barely a day can go by without hearing the report of a famous athlete taking illegal substances. B. Drug use among athletes, however, is not just limited to steroids. 1. Also, athletes are not the only ones using drugs (“Drug Use in the United States”). 2. Drugs are common among school-age teenagers both athletes and non-athletes, and the problem is growing more and more (Legelos). C. The importance of high school sports continues to expand in the US. 1. Within the next ten years, high school sports will out gross college athletics in proceeds (Legelos). 2. High school athletes are regularly covered in national papers (Legelos). D. With the additional exposure of high school athletes come the problems associated with celebrity, provoking an administrative response (“Drugs in Schools”). 1. Like their major league counter-parts, the life of a high school athlete is not longer their own (Legelos). 2. Many younger athletes turn to the same illegal substances as their superstar heroes (Connley 74). 3. To crack down on drug use, some schools have begun instituting policies to randomly test students in sports and other school activities for drug use (“Drugs in Schools”). E. Thesis Statement: Although there are some proponents of random drug testing of students involved in extra- curricular activities, this practice should not be allowed in schools.

II. Body Paragraph 1 – Background on Topic A. Drug use among teenagers is currently on the rise. 1. Reported drug abuse has risen 10 percent over the last decade. 2. Arrests of teen in possession of narcotics have likewise increased (Bauman 12). B. School districts are struggling to deal with this growing problem. 1. Thirteen percent of US high schools have instituted random drug testing for student athletes. 2. Harsh penalties are in place for those caught abusing a narcotic (Traeger). C. As controversy has arisen as to whether it is within a school district’s right to test students. 1. Parents in the school district of Verona Heights, CA filed suit against their school district. 2. The Supreme Court has ruled that it is within a school district’s rights to test its students (Beetle 4).

III. Body Paragraph 2 – Argument #1 in favor of random drug testing: Those in favor of random drug testing of students in extra-curricular activities claim that it helps to keep athletes safe. A. Athletes using drugs run a greater risk of health problems. 3. Drug use can cause enlarged hearts, breathing problems, emotional stress, over-heating, and many other problems (King 34). 4. These problems are especially dangerous to athletes, whose hearts and lungs work hard during practice and competition (King 12). B. Athletes who use steroids can hurt other athletes who do not. 1. “Steroid use can cause emotional instability in some athletes and lead to outburst of rage on the playing field” (Connley 74). 2. Athletes who use steroids have an unfair advantage over those who do not. In high school, that can mean that small players could be playing unnaturally large players who can inflict undue harm (Legelos).

IV. Body Paragraph 3 – Argument #2 in favor of random drug testing: Drug use will interfere with academics; anything to deter drug use will help a school. A. Drug use will often slow reaction time that is essential for academic achievement. 1. The use of marijuana and alcohol has been shown to reduce cognitive abilities by up to 65% in chronic users (“Drugs in Schools”). 2. In occasional users, cognitive ability was shown to be reduced by 33% (“Drugs in Schools”). B. Drug testing deters the use of drugs. 1. Testimony of Katie W. of Southeast High School: “When my school implemented random drug testing, I quit using drugs. The risk of getting caught was too great” (Drug Testing in Schools114). 26 2. Testimony of Charles B. of GHS: “I know many individuals at my school who no longer use drugs because they are afraid of getting kicked off the team” (Drug Testing in Schools 45).

V. Body Paragraph 4 –Argument #1 against random drug testing: The cost of drug testing is expensive, and money could be better spent on other areas to support education. A. Quality and reliable drug tests are expensive. 1. “An average drug test costs $16.32. A school that administers drug test to students involved in extra-curricular activities could give up to 300 drug tests a semester, which is almost $10,000 a year” (Smith 46). 2. A student who tests positive for drugs must be retested at an additional cost to the school (Fross A11). B. Money spent on drug tests could be better spent in most schools. 1. No Child Left Behind seeks to implement more technology in schools (“NCLB”). 2. The money used for drug testing could be placed towards quality technology in schools (“Random Drug Testing” ACLU 4).

VI. Body Paragraph 5 –Argument #2 against random drug testing: Testing only students involved in extra-curricular activities is a discriminatory practice that risks missing the heaviest drug users and alienating students who are not drug users. A. Students have a Constitutional right to expect privacy and be innocent until proven guilty. Random drug testing does expect that some are guilty and must be proven innocent. 1. The Constitution of the United States guarantees a right to privacy (“Random Drug Testing” ACLU 10). 2. Random drug testing infringes on that right to privacy (“Random Drug Testing” STDI). B. Random drug testing sends mixed messages to students. 1. Random drug testing is a form of fear-based propaganda that does not teach students to critically analyze reasons they should not do drugs (“Random Drug Testing” STDI). 2. Instead, students are threatened with fines and jail time, and threatening students does not teach them right from wrong (Smith 40). C. Random drug testing targets the wrong individuals. 1. “The heaviest drug users in schools are usually not involved in extra-curricular activities” (Smith 48). 2. Testing only students involved in extra-curricular activities drives at-risk students away from extra-curricular activities, leaving them more time to experiment with drugs (Smith 49).

VII. Continue adding body paragraphs as necessary for background, opposition argument, and/or supporting argument

VIII. Conclusion A. Restate thesis: While there are arguments that support the practice of random drug testing of athletes and other extracurricular participants in schools, it should be banned from schools across the country. B. Most compelling research: The strongest argument against random drug testing in schools is that it discriminates against athletes and students who are involved in extracurricular activities. 1. It is not fair that students who choose to better the school by participating in these activities have to be subjected to drug tests. 2. Random drug testing could lead to students not playing sports or becoming involved in clubs and other activities. 3. This is not how schools are going to solve the problem. 4. If schools are going to implement random drug testing programs, it needs to truly be random – subjecting every student to the potential of being tested at any time. Random testing of all students will more effectively crack down on drug use among teenagers. C. Analyze the significance/impact of the controversy: This is a very controversial issue in schools today. As soon as the first school starts randomly testing students or athletes, it sets a precedent for other schools to do the same. However, random drug testing of athletes and students in extracurricular activities is ineffective at decreasing drug use in teenagers, not to mention it violates Constitutional rights to privacy and innocence until proven guilty. 27 Senior Project Outline Rubric

Name______Topic______

Scoring Guide: Distinguished Proficient Competent Below Graduation Standard (90-100%) (70-80%) (60%) (0-50%)

I. Introduction/Conclusion Score: ______/10 The introduction includes an attention grabber, provides the necessary orienting information on the controversy and clearly identifies the topic. The conclusion rephrases the thesis, evaluates the most compelling research, and analyzes the significance/ impact of the controversy II. Thesis Statement Score: ______/5 The thesis statement is clear and concise and establishes focus for the paper.

II. Body – Content Score: ______/30 Each subheading begins with a clear topic sentence. Each topic contains detailed information and supporting evidence. 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.

III. Body – Focus & Organization Score: ______/15 Each topic develops one part of the thesis statement. All details under each topic relate directly to the topic sentence. The information is organized logically, either by chronological order or by order of importance.

IV. Conventions of Language & Style Score: ______/10 Words are spelled and capitalized 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 outline contains no sentence fragments and/or run on sentences.

V. Citation Format and Placement Score: ______/10 Citations follow MLA format. Citations are correctly placed after information cited and properly punctuated.

VI. Works Cited Page Score: ______/10 A minimum of six sources of three different kinds are cited in the paper; at least one is firsthand. 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

VII. Outline Format Score: ______/5 The outline is typed and aligned in sentence form. The outline follows proper MLA outline format.

VIII. Length Score: ______/5 The outline contains adequate detail to justify a five to eight page research paper. Minimum length should be three pages (single spaced) / six pages (double spaced).

Comments: Total Score: ______(100 Points) 28 Senior Project Draft and Final Research Paper Guidelines

After completing the outline, the next two steps in the Senior Project are to convert your outline into a draft and correct that draft for your final paper. Use the following guidelines

Draft:  Make any necessary corrections, as suggested by your teacher.  Take out all of your outline numbers (I, A, 1, a, etc.).  Arrange all the details from each section of the outline into their appropriate paragraphs (introduction, body paragraphs, conclusion).  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.  Read your paper carefully and critically for focus, content, organization, style, 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 25.  Add your title to page 1.Follow the guidelines on page 25.  Make any necessary corrections to your Works Cited page.  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, 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 teacher.  Read your paper carefully and critically for focus, content, organization, style, 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: 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, cited in the paper and included on the Works Cited. o Sources cited in the paper match those listed on the Works Cited. 29 o Proper MLA format for citations and Works Cited.

Refer to the rubrics on pages 27-28 for how the draft and final paper will be assessed. 30 How to Format Your Research Paper

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:

Format of Page 2 & Beyond

John Smith Smith 1 Subsequent pages (after Page 1) should have the Ms. Jones page numbering containing your last name and page number. If you have correctly set up your English 12 header in Microsoft Word, it will automatically March 30, 2011 add your last name and page number to each page. Just Sheer Magic

What weighs about three pounds but has more parts than there are stars in the The entire paper should be double-spaced, with no extra spaces between paragraphs. Milky Way galaxy (Flieger)? What fills the space occupied by only three pints of milk MLA format does not allow for headings for yet includes components that, laid end to end, would stretch several hundred thousand different sections of text or when the author begins a new paragraph that is about a different miles (Diagram 19)? What looks like an oversized walnut made of soft, grayish-pink sub-topic. cheese but contains the equivalent of 100 trillion tiny calculators (Restak, Brain 27)? Remember that the Works Cited is the last page What, according to James Watson, co-discoverer of the helical structure of DNA, is of the paper and is numbered in sequence with the other pages in your paper. "the most complex thing we have yet discovered in our universe" (qtd. in Begley 66)?

To all four of these intriguing questions there is but one surprising answer: the human

brain. This miraculous organ is remarkable in its structure, its function, and its

chemical composition. 31 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 June 2008.

"Plagiarism - And How To Avoid It." Drew University Academic

Integrity, Drew University, 2005. Web. 02 Feb. 2006.

“Quoting, Summarizing, and Paraphrasing.” Academic Honesty.

University of Toronto, 2005. Web. 02 Feb. 2006. 32 Senior Project Draft and Final 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.

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.

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. 33 Senior Project Draft and Final Research Paper Rubric

INTRODUCTION (20) Strong attention- (15) Sufficient attention- (10) Limited attention- (5) Superficial or weak grabbing opening and grabbing opening and grabbing opening and attention-grabbing opening background information; background information; background information; and background clear, concise Thesis generally clear & concise somewhat clear & concise information; unclear or Statement Thesis Statement Thesis Statement weak Thesis Statement

BODY CONTENT/FOCUS (50) Substantial, specific, (40) Sufficiently developed (30) Limited content with (20) Superficial and/or and/or illustrative content content with adequate inadequate elaboration or minimal content unrelated to with strong development of explanation generally explanation somewhat related Thesis Statement ideas directly related to related to Thesis Statement to Thesis Statement Thesis Statement

CONCLUSION (20) Strong ending brings (15) Sufficiently brings (10) Limited closure; weak (5) Little or no closure; paper closure; clearly paper to closure and restates restatement of main idea with main idea is not restated or restates main idea without main idea with little substantial repetition is repeated exactly repeating repetition

ORGANIZATION (20) Sophisticated (15) Functional arrangement (10) Confused or inconsistent (5) Minimal control of arrangement of content of content; some order and arrangement of content content arrangement with evident and/or subtle transition transitions

CONVENTIONS (20) Evident control of (15) Sufficient control of (10) Limited control of (5) Minimal control of grammar, mechanics, grammar, mechanics, etc.; grammar, mechanics, spelling, grammar, mechanics, spelling, etc.; few or no some errors etc.; several errors spelling, etc.; substantial errors errors

DOCUMENTATION & MLA FORMAT (40) Appropriate credit and (30) Sufficient credit and (20) Limited credit and (10) Minimal credit and sources: all quotes, sources: most quotes, sources: some quotes, sources: few quotes, summaries, paraphrases, summaries, paraphrases, and summaries, paraphrases, and summaries, paraphrases, and and internal citations internal citations employ internal citations employ internal citations employ employ precise MLA proper MLA format proper MLA format proper MLA format format

WORKS CITED (30) Works Cited page (25) Works Cited page setup (20) Works Cited page setup (15) Works Cited page setup setup and all entries follow and entries generally follow and entries somewhat follow and entries minimally exact MLA format MLA format; few errors MLA format; several errors follow MLA format; substantial errors

Total: ______/ 200 points ______% Grade

See specific comments on reverse. 34

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. 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 graduate. In other words, rehearse your timing MANY times, both alone and in front of an audience.  Outline: Each student must turn in an outline of his or her presentation the day before the scheduled delivery date. This outline should include details of the presentation’s introduction, body, and conclusion. Use the form on page 30 to create the presentation outline.  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 – Appearance, preparation 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. 35 o Presenters are responsible for their guests’ behavior. Audience disruptions may impact presentation grades. 36

Senior Project Presentation Topic Outline

Introduction: I. Catchy opening/Attention grabber A. II. Your Topic Some reasons for your choice A. B. II. Your Thesis Main points of the research on your thesis A. B. C. Body: I. First significant point of your thesis & supporting details A. B. C. II. Second significant point of your thesis & supporting details A. B. C. III. Third significant point of your thesis & supporting details A. B. C. IV. Fourth significant point of your thesis & supporting details A. B. C. Conclusion: I. Restate your thesis II. Personalize your research Review the most compelling research Note the most interesting idea Assess your satisfaction with the work Speculate on future research you might do based on knowledge attained 37 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. 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______38

MLA Format A Handbook for Woodland Hills High School

Avoiding Plagiarism………………33 Creating Entries for Works Cited Page…………..….34 Creating Parenthetical Citations………………35 39

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. 40 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. 41 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. 42

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. 43 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. 44 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. 45 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. 46

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) 47 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). 48

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). 49 Student Notes: ______50 ______51