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Howell High School-Senior Exit ProjectYour last formal assignment for Senior English this year is to determine a world problem that you think could be solved by the use of technology. Our overall theme for this year is to focus on technology. You will research the different types of technology advances and try to apply them to a world issue that you believe could be solved by implementing the technology you researched. Your project will consist of an essay (at least 7 paragraphs), visual aid (you many choose between a PowerPoint slideshow, a Prezi, or a video) as well as a formal 5-7 minute speech. Your speech and essay must be based on scholarly, educational research. Here are some examples:

Example 1:

Problem: Cell phone in classrooms. Technological solution: Scramblers that shut down the signal to cell phones

Example 2:

Problem: There is no technology in places such as Africa. Technological solution: Dollar Computers—such as the organization One Laptop per Child

Example 3:

Problem: Illiteracy Technological solution: Using Worldreader as a way to bring literature to children in places without

resources.

Example 4:

Problem: Texting while driving Technological solution: DriveAssistT which blocks texts and calls when a vehicle is in motion

Example 5:

Problem: Teen driver car accidents Technological solution: MyKey by Ford which limits teen drivers to certain speeds and keeps track of

driving information.

Example 6:

Problem: Textbooks become outdated and expensive to replace frequently Technological solution: Replace textbooks with iPads

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Example 7:

Solution: Poor water conditions Technological solution: Water filters

Example 8:

Problem: Concussions in football Technological solution: Concussion prevention helmets Howell High School just started using

Example 9:

Problem: Getting medicine or goods to hard to reach areas Technological solution: Use drones to deliver medicine/goods

Example 10:

Problem: Gas prices and greenhouse emissions Technological solution: Electric cars such as Tesla cars

Example 11:

Problem: Replacing lost limbs Technological solution: Prosthetic limbs or 3D printing

Example 12:

Problem: Cancer detection Technological solution: Liquid Biopsy—fast DNA sequencing machines that lead to fast and simple blood

tests for cancer

Example 13:

Problem: Dementia, mental illness, neurological disorders Technological solution: Brain Organoids—a new method for growing brain cells that could unlock the

mysteries behind dementia, mental illness, and neurological disorders

Example 14:

Problem: Hunger or slow crops Technological solution: Supercharged photosynthesis which is an advanced genetic tool that could help

boost crop yields and feed billions more people

Example 15:

Problem: Teen safety Technological solution: Apps such as SecretPigeon (sends SOS alerts), SafeTeen (will direct a person to

nearest shelter or give hotline numbers), Companion (sends your location to select contacts), Save Me Pro (sends emergency alert if you hit the power button 8 times), and Lifeline Response (put your thumb on the screen when you’re feeling unsafe and as soon as you remove your thumb for a length of time—say due to an attack, an ear piercing alarm sounds and authorities are notified).

*Topics will be limited per class*

This project will consist of five parts:

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I. Research/gathering sourcesII. Research paper and works cited page (this is done individually)III. Valid educational research presented in an outline of your speech (one outline per group). You must

include a minimum of three, scholarly articles to support your ideas. Each student must provide their group with at least one scholarly article, so your total number of articles may be as high as four or five.

IV. A visual presenting your findings (PowerPoint & a handout for the audience)V. A fully organized presentation that will be given to members of the administrative team, other Senior

English students and members of the teaching staff. (5-7minutes in length)

You will be given several days in the computer lab in which to organize your project. However, if there are snow days or other interruptions to the schedule, you are still responsible for working on this assignment outside of class via Google Docs and Google Slides.

Your FIRST task should be determining your topic for the project.

Your SECOND task should be researching and finding sources (must have a minimum of 3 scholarly articles)

Your THIRD task should be writing an outline for your paper.

Your FOURTH task should be writing your research paper. Remember to be formal, use persuasive appeals, use direct quotes and paraphrases (but way more paraphrasing than quoting), etc. Check rubric for details.

Your FIFTH task should be compiling your sources into a works cited page. Must be APA!

Your SIXTH task should be peer editing.

Your SEVENTH task should be finalizing your paper and making sure it is ready to be turned in.

Your EIGHTH task should be determining which subject you would like to focus your presentation on and recruiting group members (please no more than four students in a group). *Subject doesn’t have to be what your paper was on, but only one subject will be allowed per class. You will want to make sure at least someone in your group has done a paper and the research already. Avoid picking an entirely fresh topic*

Your NINTH task should be researching your chosen topic. You should include a minimum of three research articles in your outline PLUS one more article per person in the group.

We will be discussing the proper format for an outline in class.

Your TENTH task should be creating two visuals. The main visual aid will be the GoogleSlides presentation. The other visual will be a handout with the most important information that you will hand out to the audience (like a flyer). Visual aids should accomplish the following:

a. Presents the research you found regarding the topic.b. Explains how the solution can implement your solution

Your ELEVENTH task will be organizing your group presentation. We will discuss the proper use of the “7 and 7 Rule” for PowerPoints. Additionally, you will be given a “refresher” on public speaking.

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All members of your group should be familiar with your topic and the research you have found. Everyone should be ready to answer any questions that they may be given from the administrative team or other interested audience members.

ResourcesYou will not be using a typical Internet search engine for this project. Instead you will be focusing on the following academic search engines:

1. Go to Howell Public Schools website2. Click on “Schools” tab.3. Click on “Howell High School”4. Click on “Ebsco”5. OR click “MEL” and then click on “DATABASES” to access others.

Senior Exit Project –Part I- Research PaperDirections: Now that you have chosen a topic to research for your Senior Exit Project, your next step is to explore the literature that already exists concerning it. You are asked to use ONLY academic search engines in order to find articles about your topic. The following search engines are approved for use with this project:

ERIC (through the EBSCO host link found on the Media Center webpage)TOPIC search (through EBSCO)Professional Development Collection (through EBSCO)Student Research Center (through EBSCO)Points of View Reference Center (through EBSCO)Google Scholar (found under “More” at google.com)

Research

You must find THREE scholarly articles concerning your topic. They might not support your thesis, but you can still use them in your essay since you are discussing everything that has been written about your topic. You can also interview people that are considered experts in the area you are researching. We highly encourage this!

For example, you have chosen to write about the deadly issue of texting while driving.

Your thesis: In order to decrease the number of fatalities due to texting while driving, each cell phone should come with programs such as DriveAssistT already installed so that people aren’t distracted by their phones while behind the wheel.

Your problem: All of the available research you have found explains the negative side of the driving applications/programs.

Solution: Use the existing literature, so that you can refute the negative claims that exist about the safe driving apps/programs.

Writing

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In essence you will be writing a problem/solution research paper. The format for your paper is as follows:

a. Introductionb. Explanation of the problem you have identified c. Discussion of the research you have found that helps prove the issue you’ve identified needs to be

fixedd. Your technological solution to the probleme. Conclusion

Step #1: First, you will write a detailed but concise description of the problem as it exists today.

Step #2: Next, you must find THREE scholarly articles, PLUS one extra source per person that help support your opinion that the topic of your choice is indeed an issue.

Step #3: You should read all three of your articles carefully. You will paraphrase each article separately and choose three of the most important quotes from each to highlight. You will be graded on these paraphrases.

Step #4: You are now ready to begin writing your paper. You will begin with your introduction. Remember a properly written introductory paragraph will include the following:

Attention Grabber Preview of your Main Points Thesis Statement

Therefore, your entire paper should have at least seven long paragraphs:

Introduction (1 paragraph) Description of the problem (1-2 paragraphs) Literature Review (at least 3 paragraphs; one paragraph for each article you are using to support your

thesis) Description of your solution (1-2 paragraphs) Conclusion (1 paragraph)

Make sure that you are using transitions between all of your paragraphs. Some often used transitional words include:

in the first place Not only ... but also as a matter of factin like manner in addition coupled within the same fashion / way first, second, third in light ofnot to mention to say nothing of equally importantby the same token again toand also thenequally identically uniquelylike as toomoreover as well as together withadditionally likewise comparativelycorrespondingly similarly furthermore

Step #6: Formulate your “Reference” page. You should make sure to compile all of the Paraphrasing Sheets from your articles and build your reference page. Feel free to use an online resource such as the websites below to help organize your references (but check them over to make sure they meet the APA requirements):http://www.easybib.com/http://www.citationmachine.net/

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Step #7: Follow all APA formatting guidelines.

An example research paper is included in this packet. However, it is formatted for a completely different research theme (problems in schools), so you will have to take that into consideration as you read.

Your completed research paper is due on: Friday, February 26th 2016 **Must print two copies**

**Header will be different for APA**

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Block Scheduling at Howell High School

Gabriella Genevieve DiNatale-Park

Howell High School

Abstract

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This article discusses the possibility of changing the traditional daily school schedule used by Howell

High School to a block schedule. It reviews existing literature dealing with the concept and focuses on its

increasing popularity among American public high schools. Scientific evidence is presented that shows

block scheduling is a more effective teaching schedule than the traditional six period school day.

Additionally, a sample schedule for Howell High School is presented within the piece.

Keywords: Block schedule, transitions, effectiveness

Implementing Block Scheduling at Howell High School

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In the fall of 2011, Howell High School embarked on an educational experiment. They decided to

use a seven period day instead of the traditional six period high school work day. The justification for this

change included the potential benefits for students including more opportunities to make up lost credits

and the chance to explore exciting new elective courses. The implementation for this new schedule was

simple, shorten the rest of the hours within the day and tack on another class at the end. However,

educational research on this topic shows that this is not the most beneficial method for students.

According to most researchers, the best way to attempt a more intensive course of study would be to

introduce block scheduling into the school system.

Currently, students are forced to take seven classes during each school day, regardless if they need

the class or not. If a Howell student was to successfully complete every class in which they enroll from

freshmen year through their senior year, they have the potential to earn a total of 28 credits. The

minimum number of credits for high school graduation currently stands at 22. That means that students

are taking six year-long classes, or 12 semester long courses that don’t necessarily help them reach their

academic or career goals. This system primarily helps individuals who have difficulties in classes,

allowing them built-in school time to retake anything they may failed. It penalizes students who excel in

their coursework. Despite successfully completing their academic classes, students are often forced to

take elective in which they have no interest. These classes do not count in recalculated grade point

averages for colleges and universities and will actually bring down a student’s GPA if they perform

poorly in the course. It would make sense to eliminate the practice of having students take classes they

don’t need, and instead focus more time and attention on the classes needed to complete their high school

career. One way to do that is to switch the schedule offered at Howell High School to a bell schedule.

There is an increasing body of educational research that supports this idea. Marla M. Mondie

explains the concept and popularity of block scheduling in her article, “Teaching on the Block”.

According to Mondie, block scheduling can be found in over half the public schools found across the

United States. In a block schedule, students attend classes that range from 90-120 minutes long which

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gives them the opportunity to cover more material with their instructors. Mondie points out that studies

conducted in 1993 found benefits that ranged from increased individual study, higher attendance, chances

to make up credit, teacher freedom and fewer disciplinary issues all due to the use of block scheduling in

the public high school.

These benefits are further discussed in an article titled, “Center for School Success: Block

Scheduling” by Dr. Josephine Imbimbo and Alwyn Gilkes. Imbibo and Gilkes explain that block

scheduling can help students fully grasp the subject matter they are being taught. This is accomplished by

having 90 minute class periods instead of 45. The researchers show that the best type of block scheduling

format would be a 4 x 4 structure. With this schedule, students attend four 90 minute class periods each

day. The researchers point out that this method allows students to avoid becoming bored with their daily

routine because there is constant variety within their days.

This idea is confirmed in an article by Cheryl Thomas and Raymond O’Connell. Their piece

called, “Student Perception of Block Scheduling in a New York State Public High School” surveyed 80

students out of 162. These students reported that traditionally scheduled classes were actually more

chaotic than the block scheduled classes. They felt that their block scheduled classes covered more

material each day, kept their homework workload more manageable and increased the level and intensity

of class discussion.

The best option for Howell High School is to adopt a block schedule. Instead of seven classes,

students would be required to take six per semester. Each of these classes would count for half a credit.

The biggest difference would be that classes would meet every other day, instead of every day. The week

would be divided between “A” days and “B” days. “A” classes would meet Monday, Wednesday and

Friday one week, and then only on Tuesday and Thursday of the following week. “B” classes would meet

on Tuesdays and Thursdays while the “A” classes were meeting on Mondays and Wednesdays. Instead of

50 minute class periods, each section would meet for 100 minutes, an hour and 40 minutes. This would

allow instructors enough time to cover all relevant material and allow students time to work on each

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assignment within the school day. Block scheduling would reduce the number of homework assignments

and, instead, allow schools to move towards projects that required application of the skills being taught in

each class. Howell would be able to move towards project based learning which actively engages learners

instead of giving them a passive role in their own education.

In conclusion, educational research has shown that block scheduling is definitely the best type of

schedule for high school students. Not only does it offer the opportunity for students to make up credit

and spend more time on important assignments, but it also provides students a varied schedule that avoids

monotony and boredom. Finally, block scheduling provides schools with an opportunity to move away

from the traditional tests, quizzes and assignments and towards project based learning. Howell High

School should definitely look into a block schedule option for the 2015-2016 academic year.

References

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Mondie, M. (2002). Teaching on the block: a model for pre-service teachers. Education Today, 10(03), 2-

10.

Mondie, M. (2001). Teaching on the block: a model for pre-service teachers. Educators Today, 4(2), 35-

48.

Smith, M., & Jones, R. (2012). Block scheduling is the bomb. Education Today, 3(2), 78-96.

Thomas, C., & O'Connell, R. M. (1997). Student perceptions of block scheduling in a new york state

public high school. Northeastern Research Association Journal, 10(22), 45-65.

Thomas, C., & O'Connell, R. (1997). Student perceptions of block scheduling in a new york state public

high school. Educational Research Association, 19-38.

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Senior Exit Project- Part II-THE PRESENTATIONNow that you have completed an APA formatted, thoroughly researched paper about the problem/solution topic of your choice, you will present your findings to an audience of interested participants. These participants could include 10th or 11th grade students, students from Mrs. Nolan’s or Mrs. DiNatale-Park’s classes, other Howell High faculty members, the administrative team and representatives from upper administration.

You are not expected to deliver your own topic. If a friend of yours worked on a paper that appears to be infinitely more interesting than yours, you can ask to become a member of their group.

The procedure for this project is as follows:

a. Find a topic that most interests you and up to three other classmates (maximum of 4 students per group).

b. Create a PowerPoint that contains no less than 12 slides (Follow the rules of PowerPoint creation that we will be discussing in class this week.)

c. Create a 5-7 minute presentation that covers both the problem and solution of your topic.d. Every individual must be on stage for your presentation and must speak. However, not every

individual needs to speak for the same length of time (If a person is petrified of public speaking, they should take a leadership role in the creation of your PowerPoint and presentation and speak less during the actual presentation).

e. Every individual should be prepared to “dress for success” during this presentation. This means a dress, skirt or slacks for ladies. Gentlemen will be expected to wear slacks, khakis, shirt and tie. NO JEANS OR SWEATSHIRTS.

f. Your presentations can AND SHOULD be more informative than your papers. Feel free to use:

1. Short videos2. Interviews3. Personal observations/anecdotes4. Pictures

g. This presentation and the work leading up to it counts for majority of your third quarter grade. Do not expect to throw this project together the night before your scheduled presentation date.

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Senior Exit Project Presentation Checklist□ Send Your GoogleSlide/PowerPointMake sure your GoogleSlide/PowerPoint presentation is saved on a flash drive or shared with Ms. Kirby (kirbyk@howellschools.com), not on any one group member’s email or on a school account. There won’t be time to have each person log in and out. If Ms. Kirby doesn’t have it shared with her, you must have it on a flash drive. Points will be deducted if you have to log-in to your school account because you didn’t follow these instructions.□ Prepare Your NotecardsYou will receive at least five to ten notecards each. If you lose these notecards, it will be your responsibility to replace them. All notecards should be prepared on Friday, March 11th. Points will be given for completed cards.□ Practice Your PresentationDuring the week of March 7th, you will be assigned a rehearsal time. All group members MUST be present for their rehearsal. All other students will be responsible for critiquing each group’s performance. □ Attend Class Regularly These next two weeks are crucial for completion of your Senior Exit Project. You should plan on attending EVERY CLASS between now and the presentation! Do not let your other group members down! Your attendance will most certainly be an important factor in your final grade. □ Be prepared to present on your assigned day On your assigned presentation day, be sure to BE ON TIME! We will start our presentations as soon as our audience is seated, with or without you. Dress professionally and bring your notecards and flash drive (unless you shared it with Ms. Kirby). Know your 5-7 minute presentation inside and out. Make sure your visual aids are interesting, knowledgeable, and professional. Presentations start on Wednesday, March 16th.

SENIOR EXIT PROJECT CALENDAR

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**Subject to change** Friday, January 29th: Introduction to senior exit project Monday, February 1st: Research problems and technological

solutions in R13 (commit to a topic) Tuesday, February 2nd: R13, Research Wednesday, February 3rd: R13, Research Thursday, February 4th: R13, Outline Friday, February 5th: R13, Outline Monday, February 8th: R14, Typed draft Tuesday, February 9th: R13, Typed draft Wednesday, February 10th: R14, Typed draft Thursday, February 11th: R13, References Friday, February 12th: R13, References Monday, February 15th: NO SCHOOL—PRESIDENT’S DAY! Tuesday, February 16th: R13, Peer edit Wednesday, February 17th: R13, Finalize paper Thursday, February 18th: R14, Finalize paper Friday, February 19th: R13, Finalize paper Monday, February 22nd: R13, share out and pick groups for

presentation Tuesday, February 23rd: R13, Find individual scholarly article for

the group Wednesday, February 24th: R13, Find individual scholarly article for

the group Thursday, February 25th: R13, Create Group Reference page Friday, February 26th: R13, Create Group Reference page Monday, February 29th: Back in the classroom, share articles Tuesday, March 1st: Classroom, highlight articles Wednesday, March 2nd: Classroom, take notes on articles Thursday, March 3rd: Classroom, paraphrase articles Friday, March 4th: Classroom, game plan for presentation work

week Monday, March 7th: R14, Create GoogleSlides Tuesday, March 8th: R14, work on GoogleSlides Wednesday, March 9th: R14, GoogleSlides Thursday, March 10th: R14, Finalize GoogleSlides

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Friday, March 11th: R1, Notecards Monday, March 14th: Rehearsal Tuesday, March 15th: Rehearsal Wednesday, March 16th through Monday, March 21st: Final

presentations*Lab days and work days are scheduled tightly. If there is a snow day or if your group misses a day, YOU must do the extra work outside of class. There will not be additional days added. ACT week is during a lot of lab time. If you choose to skip, you lose out and the work still has to get done.*You will not be able to finish this assignment by working in class ONLY.

You will be required to complete many portions of this paper for HOMEWORK.

I AM AVAILABLE 1ST HOUR OR BEFORE/AFTER SCHOOL TO HELP WITH YOUR PAPER.

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Senior Exit Project-PowerPoint & Presentation Grading Rubric

Group Members: _______________________ ________________________

_______________________ ________________________

CATEGORY 10: Grade: A 8: Grade: B 7: Grade: C 6: Grade: DPreparedness Students are

completely prepared and has obviously rehearsed.

Students seem pretty prepared but might have needed a couple more rehearsals.

The group is somewhat prepared, but it is clear that rehearsal was lacking.

Group does not seem at all prepared to present.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word.

Often mumbles or cannot be understood OR mispronounces more than one word.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Attire Business attire, very professional look.

Casual business attire.

Casual business attire, but wore sneakers or seemed somewhat unprofessional.

General attire not appropriate for audience (jeans, t-shirt, shorts).

Time-Limit Presentation is 5-7 minutes long.

Presentation is 4-5 minutes long.

Presentation is 3-4 minutes long.

Presentation is less than 3 minutes OR more than 7 minutes.

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Audience Group shows a full understanding of the audience and uses appropriate language for the audience.

Group seems to mostly understand their audience and uses almost all appropriate language for the audience.

Group seemed to plan for a different type of audience and has some errors with their language usage.

Group did not make any attempt to connect to their audience.

Persuasive Appeals

Group effectively uses persuasive appeals to present their information.

Group uses persuasive appeals but they may be hard to distinguish.

Group uses appeals, but doesn’t always use them accurately.

Group makes little or no attempt to use persuasive appeals.

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Work Load/Speaking Parts

All group members took an equal part in the presentation.

All group members took an equal part with the exception of one student.

More than one student was not carrying their weight in the group.

The group doesn’t attempt to divide work load and one person ends up doing most of it.

Group Organization

All group members work effectively to present information in a seamless fashion.

Most of the presentation is seamless, but there are a few errors.

Some of the presentation is not organized and lacks flow.

The group is completely unorganized. Little to no effort is given to create a seamless presentation.

Introduction  Group uses an effective introduction that introduces the group members and topic.

Group uses a good introduction that introduces the group members and topic.

Group uses an average introduction that somewhat introduces group members and topic.

Introduction is not effective and there are missing elements.

Conclusion  Group uses an effective conclusion that wraps everything up and thanks the audience.

Group uses a good conclusion that wraps everything up and thanks the audience.

Group uses an average conclusion but may forget to wrap everything up.

Group fails to provide the audience with an effective conclusion and the presentation ends abruptly.

Logical Organization of Slides

 The slides are in a logical order and clear thought has gone into the organization.

The slides are mostly in a logical order.

Many slides seem out of order.

Little to no thought went into the organization of the presentation.

Number of Slides  At least 12 slides are used.

10 slides are used. 8 slides are used. Less than 7 slides are used.

Slide Requirements

 No more than 7 bullets and 7 words per slide.

Most slides follow the “7 and 7” rule, but one or two are not.

More than two slides are not following the “7 and 7” rule.

Most slides do not follow the “7 and 7” rule.

Creativity  A lot of thought and creativity went into the presentation. Group members think outside of the box.

Group may have a creative presentation, but they don’t think outside the box and/or follow many other presentations.

Uses only a few aspects of creativity with the presentation.

Most of the presentation lacks creativity and nothing sets it apart from other presentations.

Grammar, Spelling, Punctuation

Presentation is free of grammar, spelling, and punctuation errors.

Presentation has one grammar, spelling, or punctuation error.

Presentation has 2 or 3 grammar, spelling, or punctuation errors.

Presentation has more than 3 grammar, spelling, or punctuation errors.

Slide Aesthetics Effective use of images and charts. Fonts are easy to read and logical color choice.

Most of the images and charts are used effectively. Some fonts or colors may be a little difficult to read.

A few images and charts are not used effectively and some fonts and colors do not make it easy to read from a distance.

Images and charts are not used and the slides are difficult to read due to poor font and color choices.

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Listens to Other Presentations

Listens intently. Does not make distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

TOTAL = _____/200

GRADE = _____ (Whatever is mostly circled will be your grade. The exact percentage will be based on how many parts of the rubric you didn’t get in that range)

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Assessment of ____________________________________________________________’s Senior Exit Research Paper

5 4 3 2Introduction The paper has an

inviting introduction

The paper has an introduction that adequately sets up the paper’s topic.

The paper has a recognizable introduction, but isn’t very effective

The paper doesn’t include an introduction

Attention Grabber

The introductory paragraph has a strong hook or attention grabber that is appropriate

The introductory paragraph has a hook or attention grabber, but it is weak, rambling or

The author has an interesting hook, but the connection to the topic is not clear.

The hook is not interesting AND is not relevant to the topic.

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for the audience. inappropriate for the audience.

Transitions Creative, thoughtful transitions have been used between paragraphs.

A transition has been effectively used between most of the paragraphs

Transitions are attempted, but aren’t effective.

Does not have an effective transition between paragraphs.

Works Cited Page Entries on the Works Cited page are perfectly recorded and formatted according to MLA format.

Entries on the Works Cited page are accurately recorded and formatted according to MLA format.

Entries on the Works Cited page are recorded but not accurately formatted according to MLA format.

Entries on the Works Cited page are recorded, but no attempt has been made to use MLA format.

*APA Format The paper has been perfectly formatted according to APA format.

The paper has been accurately formatted according to APA format.

The paper has mostly been formatted according to APA format.

The paper has been neatly formatted but not according to APA format.

Follows problem/solution format*7 paragraph minimum

The paper follows the teacher suggested format.

The paper follows most of the teacher suggested format.

The paper rarely follows the teacher suggested format.

The paper does not follow the teacher suggested format.

Thesis Statement The thesis statement names the topic of the essay and outlines the main points to be discussed.

The thesis statement names the topic of the essay.

The thesis statement outlines some or all of the main points to be discussed but does not name the topic.

The thesis statement does not name the topic AND does not preview what will be discussed.

Evidence and Examples

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position.

Evidence and examples are NOT relevant AND/OR are not explained.

Accuracy All supportive facts and statistics are reported accurately.

Almost all supportive facts and statistics are reported accurately.

Most supportive facts and statistics are reported accurately.

Most supportive facts and statistics were inaccurately reported.

Sequencing Arguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought.

Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought.

A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.

Many of the support details or arguments are not in an expected or logical order; distracting the reader and making the essay seem very confusing.

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Closing paragraph

The conclusion is strong and leaves the reader solidly understanding the writer's position.

The conclusion is recognizable. The author's position is restated within the first two sentences.

The author's position is restated within the closing paragraph, but not near the beginning.

There is no conclusion - the paper just ends.

Formal Voice- No Contractions (didn’t, can’t, etc.)- No I, you, we, us, etc.

Paper maintains a formal voice throughout the entire paper.

Most of the paper uses a formal voice.

Some of the paper follows formal voice, but it is inconsistent.

Multiple errors in formal voice.

Sources All sources used for quotes, statistics and facts are credible and cited correctly. Uses at least three sources.

All sources used for quotes, statistics and facts are credible and most are cited correctly. Uses two sources.

Most sources used for quotes, statistics and facts are credible and cited correctly. Uses one sources.

Many sources are suspect (not credible) AND/OR are not cited correctly.

Audience Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments.

Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.

Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.

It is not clear who the author is writing for.

Sentence Structure

All sentences are well-constructed with varied structure.

Most sentences are well-constructed and there is some varied sentence structure in the essay.

Most sentences are well constructed, but there is no variation is structure.

Most sentences are not well-constructed or varied.

Grammar & Spelling

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

Capitalization & Punctuation

Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.

Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.

Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Paragraph Construction

All paragraphs include introductory

Most paragraphs include introductory

Paragraphs included related information but were typically not

Paragraphing structure was not clear and sentences

Kirby 23

sentence, explanations or details, and concluding sentence.

sentence, explanations or details, and concluding sentence.

constructed well. were not typically related within the paragraphs.

Internet Use Uses internet time efficiently.

Usually utilizes the internet efficiently.

Occasionally able to use the internet effectively.

Needs assistance or supervision to research.

Additional grading:____/25 At least 5 quotes are used (5 points each)____/45 At least 3 paraphrases per source (5 points each)____/10 Adequate information provided for the problem____/10 Adequate information provided for the solution____/10 Shows an understanding of the scholarly articles used

Total = ________/200Comments:

Kirby 24

Name: _____________________________ Hour: _________________

Article #1Search Engine Used: ___________________________________________________________Article Title: _________________________________________________________________Journal/Periodical Title: _________________________________________________________Volume Number (if applicable): __________________________________________________Page Numbers of Article: ________________________________________________________Date Published/Updated: ________________________________________________________Date Retrieved: ________________________________________________________________Author’s Name: ________________________________________________________________

Kirby 25

Paraphrase: ______________________________________________________________

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Important Quotes: ______________________________________________________________

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Reminder: Please record the page numbers of any quote you think you may use for your paper!

Article #2Search Engine Used: ___________________________________________________________Article Title: _________________________________________________________________Journal/Periodical Title: _________________________________________________________Volume Number (if applicable): __________________________________________________Page Numbers of Article: ________________________________________________________Date Published/Updated: ________________________________________________________Date Retrieved: ________________________________________________________________Author’s Name: ________________________________________________________________

Paraphrase: ______________________________________________________________

Kirby 26

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Important Quotes: ______________________________________________________________

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Reminder: Please record the page numbers of any quote you think you may use for your paper!

Article #3Search Engine Used: ___________________________________________________________Article Title: _________________________________________________________________Journal/Periodical Title: _________________________________________________________Volume Number (if applicable): __________________________________________________Page Numbers of Article: ________________________________________________________Date Published/Updated: ________________________________________________________Date Retrieved: ________________________________________________________________Author’s Name: ________________________________________________________________

Paraphrase: ______________________________________________________________

Kirby 27

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Important Quotes: ______________________________________________________________

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Reminder: Please record the page numbers of any quote you think you may use for your paper!