· web viewthe personal project is your chance to practice and strengthen your approaches to...

A student guide to the

Personal Project

Name:______________________________Supervisor:__________________________

Table of Contents

Introduction……………………………………………………………………………….3

Choosing a Topic………………………………………………………………..………5

Global Contexts………………………………………………..………………………..6

Investigating………………………………………………………………………….…...9

Process Journal………………………………………………………………………….11

Outcome/Product……………………………………………………………………..12

Developing Criteria…………………………………………………………………...13

Organizing…………………………………………………………………………………14

Appendices……………………………………………………………………………….15

The Report………………………………………………………………………….…....16

Structure of the Report……………………………………………………..……..17

Assessment/Rubrics……………………………………………………………….…21

Additional Resources……………………………………………………………..…27

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Introduction

So what is the personal project?

The personal project is exactly that-a personal project.

The personal project is your chance to practice and strengthen your approaches to learning skills, to develop an understanding of yourself, as a learner, and to develop an area of personal interest. In other words, you will choose a topic that interests you, you will choose a global context that will help you develop your project with a clear and specific focus, and once you have done some research, you will determine your goal.

You will complete and submit your personal project during the final year of the MYP, your sophomore year.

The personal project is similar to every other subject you study because you will:

complete approximately 40-50 hours of study over an extended period of approximately 6 months,

use many of the approaches to learning skills you have learned in your classes, create a product that will be turned in, and be assessed against a set of criteria.

The personal project is different from many of your other subjects because you will:

complete your investigation within the context of one global context, work independently on a topic you have selected, and interact with an assigned adult supervisor whose role is to provide guidance and

advice.

What is the point? To participate in a sustained, self-directed inquiry To generate creative new insights and develop deeper understandings through

in-depth investigation To demonstrate the skills, attitudes, and knowledge required to complete a

project over an extended period of time. To communicate effectively in a variety of situations To demonstrate responsible action through, or as a result of, learning. To appreciate the process of learning and take pride in your accomplishments.

What exactly do I have to create for the personal project?

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You must create three items, each of which will be assessed:

a process journal (similar to the developmental workbook in arts), a project report, and a take action product or outcome.

Will anyone help me do the project?

Of course! You can’t think we would set you on this task without support. You are responsible for your project. It is an investigation that you do on your own outside of school, to show your skills as an independent learner.

However, you will have help. You will be assigned an adult supervisor at ISB, who will can do a number of things to help you in the process:

Advising you on your project choice (is it achievable and appropriately challenging?)

Helping you to create a schedule for completing the project Discussing the global context chosen to ensure it matches the goal of

your project Meeting to discuss and review your progress Advising you should any part of your project present difficulties.

Being an independent learner does not mean you work in isolation. In fact, the best independent learners recognize how important it is to collaborate with other people when undertaking a project because a wider range of ideas can lead to a better outcome. Apart from your supervisor, you will talk with and seek advice from your parents, friends, other adult leaders, and experts in the field of study. However, the work that you do must be your own.

How will I be assessed?

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The personal project is assessed against four criteria. Each criterion is of equal value and has eight levels of success:

The criteria are:

Criterion A: InvestigatingYou will be assessed on your ability to define a clear goal and global context for the project, your ability to identify prior learning and subject specific knowledge relevant to the project, and the quality of your research skills.

Criterion B: PlanningYou will be assessed on your ability to develop criteria for the product/outcome, your ability to plan and record the development process, and your ability to demonstrate self-management skills.

Criterion C: Taking ActionYou will be assessed on your ability to create a product/outcome in response to the learning goal , the global context and the criteria you created in the planning process. You will also be assessed on your ability to demonstrate your thinking skills and your communication and social skills.

Criterion D: ReflectingYou will be assessed on your ability to evaluate the quality of the product/outcome against the criteria you created, your ability to reflect on how completing the project has extended your knowledge and understanding of the topic and the global context, and your ability to reflect on your development as IB learners throughout the project.

Great! So, how do I start the personal project?

Choosing a TopicYOU MUST START WITH THE TOPIC! NOT WITH THE PRODUCT!

Your product will be a result of your topic and your global context. Don’t decide you will build a skateboard without having a topic first! There needs to be a good reason for building that skateboard.

Choose a topic for investigation that genuinely interests you, is NEW learning and is appropriately challenging.

So, what topics can you choose? You can choose anything that is of interest to you. To help you get started, make some lists:

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What do you want to achieve through your project? What do you want to understand through your work? What impact do you want your project to have? What is most important to you? What issues concern you?

Once you have generated a list of possible topics to investigate, you will need to whittle it down.

Which one appeals to you the most? Which one will be challenging enough to keep you interested for several

months?

Now comes the hard part: make a choice. Pick ONE topic.

The topic I will investigate for my personal project is____________________________.I have chosen this topic because…

Choosing a Global Context

Now, and most importantly, you MUST choose a global context to be the focus of your project investigation. You have six choices:

Identities and Relationships: You will explore identify; beliefs and values; personal physical, mental social and spiritual health; human relationships including families, friends, communities and cultures. You will be looking at what it means to be human.

Projects that fit in this global context might include:o Two sides of social networkingo An awareness of bullying in in its many formso How the digital world impacts relationshipso Culinary traditions and the importance of food in a cultureo The effects of mass media on the teenage identity

Orientation in space and time: You will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations from personal, local, and global perspectives.

Projects that fit in this global context might include:o The Euclidean space perspective of the universe

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o Immigration issueso Family histories

Personal and Cultural Expression: You will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend, and enjoy our creativity; our appreciation of the aesthetic.

Projects that fit in this global context might include:o Video games as a form of cultural expressiono The art of Mangao Culture and self-expression through danceo Artistry, craft and creationo Philosophies and ways of life

Scientific and technical innovation: You will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

Projects that fit in this global context might include:o Building a stronger bike using nano fiberso An informational talk on space diamondso Can stem cells replace organ transplantso New technologies and their impact

Globalization and sustainability: You will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.

Projects that fit in this global context might include:o Raising awareness on the struggle for water in developing countrieso The impact of the financial crises of Europe and the European Economic

Community on the United Stateso Education as a tool to change the future of a communityo The role of the developing countries in protecting the rain foresto Conservationo Urban planning and infrastructure

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Fairness and development: You will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with living things; access to equal opportunities; peace and conflict resolution.

Projects that fit in this global context might include:o An awareness campaign supporting fair tradeo Open market economies and their role in fair tradeo Exploring intersections of race and inequalityo Asylum seekers and their right to live like uso Justiceo Civil Rightso Civic responsibilities

As you think about your global context, you might consider the following:

What is the goal of my project? What do I want others to understand about my project? What kind of impact do I want my project to have? How can a specific context give greater purpose to my project?

If my project were to involve rap music, my inquiry might look like this:

Identity and Relationships Examine the question “Why does rap speak to me?”

Orientation in Space and Time Explore the development of rap as a style of music across continents

Personal and Cultural Expression

Perform a rap song of my own creation and have a question and answer session

Scientific and technical Innovation

Explore how technological advances have impacted the quality of recording rap music

Globalization and Sustainability

An exploration of the impact of living conditions on rap music

Fairness and DevelopmentExamine the question “What impact has rap music had on civil rights?” or “How has the civil rights movement given rise to rap music?”

The global context I will use is______________________________________________.

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I have chose this global context because I want to explore________________________

The topic fits under the global context of _____________________________________because_________________________________________________________________

Investigating

An investigation for the personal project is the action of finding out information about your chosen topic. You will need to create a plan for identifying what you need to know that is relevant to your project.

To reach the highest levels of achievement in investigating, you will need to use a variety of resources and evaluate them for reliability and validity.

Sources to consider: Articles from magazines, journals, newspapers, books Websites Experts in the field Your own knowledge Survey data Video or audio recordings Images School subject area materials Prior knowledge-however, this does not provide sufficient depth or breadth

alone

You should use them all, initially, to find out as much as you can on your topic.

Record all of the sources you read, view, listen to, and interview, in your process journal. This will form a valuable resource for later in the project.

How do I choose information?

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Now that you have gathered all of your information, you need to sort out what is most useful and appropriate for your project.

There are many techniques you can apply to choose which information to use and which to leave out. Sometimes one technique will work. But, more likely you will have to use combinations of them to finally choose what information to use. Listed below, are a few of the techniques for selecting information.

Straight Logic

This technique requires you to simply select information by thinking about its relevance to your inquiry question. You label pieces of information as either “relevant” or “irrelevant” and then use the “relevant” information for your project.

Degree of importance

You make four categories and go through your information labeling each piece of information according to the category that best describes what you have found. The categories are:

Absolutely essential

You cannot respond to the inquiry question if you don’t use this information. Keep it and use it.

Very useful

This is information that should be used in the response because it makes very clear to everyone what you have learned or want other people to learn about your topic. Keep and use as much of this as you can.

Interesting

This information does refer to the inquiry question, but if you did leave it out it wouldn’t radically change your response. Use it if you don’t have enough of the two levels above.

Irrelevant

When you look at your inquiry question this information doesn’t really help. It is related to the topic only, but not the area of interaction. You ignore this information.

The Checklist

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For this technique you have a series of question that you apply to each piece of information. If it receives ticks against all questions then clearly you should use the information in your response.

• Is the information source reliable and is the information accurate? • Is the information current or still valuable if it is older? • Does the information help me respond to the inquiry question? • Does the information connect clearly with the area of interaction or aspects of it? • Does the information belong to my topic? • Will the information help me to develop my project product?

Mind-mapping

For this technique, you draw the information that you believe will help you to respond to your inquiry question around the inquiry question. This way you can ‘see’ how your information fits together or interconnects.

The important thing is that you do consciously sort through your information until you are satisfied you have collected everything that you think you need to make a response to the inquiry question. Then you begin a new process in the Personal Project.

Process Journal

Your process journal is a complete record of EVERYTHING you do for your personal project, from start to finish. You should use your journal to store:

Notes and ideas on your project Information gathered from your investigations Drawings, pictures, clippings, photographs, etc. Copies of interviews and discussions with people Concepts for your project Resources Plans for your project Timelines

Your journal can be written, visual, audio, or a combination of any of these. Process journals have been websites, scrapbooks, booklets, wikis, blogs, slideshows, word documents, notebooks, and video journals. But you are not limited to this list. Choose the style that is most effective for your learning style and make it awesome!

The process journal is… The process journal isn’t… begun at the very start of the process used on a daily basis (unless this is

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and used throughout the process an evolving record of intents,

processes, accomplishments a place to record initial thoughts and

developments, brainstorming, possible lines of inquiry and further questions raised.

a place for recording interactions with sources, for example, teachers, supervisors, external contributors

a place to record selected, annotated and/or edited research and to maintain a bibliography

a place for storing useful information – quotes, pictures, ideas

a means of exploring ideas a place for reflection on learning a place for evaluating work completed a format that suits your own needs a record of feedback .

useful to you) written up after the process has been

completed additional work on top of the project;

it is part of and supports the project a diary with detailed writing about

what was done a static document with only one

format.

Outcome/Product

Now that you have your topic, your global context, and have done some research around your topic, you can NOW decide your product.

You may choose from an almost endless list of possibilities for your product – choose to create an item that will best demonstrate what you have learned through your investigation and will show other people what you have learned. Examples include:

Performances: play, dance, song, speech Published Writing: creative prose, collection of poetry, essay, extended article,

script, review Events: fund-raising events, service in action, celebration Static visual displays: photographs, art, poster, model, artifact, drawings,

statistical data Interactive displays: web site, video, audio-visual, animation

For example:Global Context Topic Possible Product

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Identity and Relationships

Examine the question “Why does rap speak to me?”

An artistic visual display showing the way rap evokes emotion

Orientation in Space and Time

Explore the development of rap as a style of music across continents

A website showing the evolution of rap

Personal and Cultural Expression

Examine the different styles of rap and the different cultures they represent.

Perform a rap song of my own creation and have a question and answer session

Scientific and technical Innovation

Explore how technological advances have impacted the quality of recording rap music

An audio-visual presentation showing how technology has impacted the quality of music recordings

Globalization and Sustainability

An exploration of the impact of living conditions on rap music

A display board showing the living conditions that the majority of rap artists come from

Fairness and Development

Examine the question “What impact has rap music had on civil rights?” or “How has the civil rights movement given rise to rap music?”

A written piece about the connection between the civil rights movement and rap music

My outcome/product will be ________________________________________________

Developing Criteria

Now that you have decided on a topic, a global context, and an outcome, you need to develop criteria, which is a realistic measure of the quality of the product. Criteria should only be developed once you have a solid idea of what your goal is and what you want to achieve with your final product.

Let’s stick with the rap examples seen in step one. The goal is to write a rap to raise awareness about bullying, a very personal issue. The outcome is a rap, which expresses the desired message to a target audience, and a video of the rap performance, which emphasizes the message. So, how would one develop criteria?The criteria might include a time length of the rap, a sample audience that will be interviewed for the ability of the rap to express the message, and a survey about the ability of the video to portray the message.

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The criteria might take the form of a checklist or a rubric.

Questions you might find useful: What type of information will I include? How will I present the information? Do I need to consider any copyright or intellectual property issues? Who is the audience and what do they think? What type of information do I need to include?

Organizing

Now that you know what you are doing, you need to plan how you will get there. Managing your time is one of the most crucial elements of the project. It is essential that you create a timeline of what you plan to do and when you plan to do it.

Remember, plans can change as circumstances change, but by planning, you give yourself clear goals and raise your awareness of the time you have to complete tasks for the personal project.

Following is an example of a timeline. Below, you will find a blank timeline you may choose to use for planning. Your timeline will develop as your project develops. This is an important item to include in your process journal.

Month Week Activities

May 1 Read the information given

Organize a process journal

2 Choose a topic, global context

3 Plan timeline

4 Meet with supervisor to discuss concept and timeline

September 1-4 Conduct research on topic

October 1-3 Conduct research on topic

4 Meet with supervisor and discuss progress

November 1 Finalize research

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2 Decide final product and begin work

3 Thanksgiving Break- No work

4 Meet with supervisor and discuss progress

December 1-2 Work on final product

3-4 Winter Break-No work

January 1 Work on final product

2 Begin organizing project report

3 Prepare for finals-no work

4 Write rough draft

February 1 Meet with supervisor for feedback on rough draft

2 Edit and revise

3 Write final draft

4 Final touches on final product

March 1 Organize all components for turn in

2 Turn in final projectOr create your own…

Appendices

From your process journal, you will be able to select a maximum of 10 excerpts to use as appendices. These will demonstrate how you addressed your objectives, highlight information about your project, or demonstrate development in one or all of the criteria.The extracts may include:

visual thinking in diagrams or annotated illustrations bulleted lists charts short paragraphs or notes timelines/action plans annotated research artifacts pictures/sketches/screenshots

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feedback anything else you deem important.

The Report

The project report is a formal reflection of the entire process. It will explain clearly, to whoever reads, listens to or watches it, your global context, your topic, your product, your process, your resources you selected and why you selected them, the techniques you applied, the challenges you faced, and most importantly, what you learned about your topic AND yourself as a learner.

What should the project look like?

The report can take different formats depending on the resources available to you and your personal preferences. Your ability to communicate clearly and concisely is ESSENTIAL in writing the report.

You can choose to report the project thought:

a written report, an electronic report, such as a website, a blog, or a slideshow an oral report that includes visual support a multimedia presentation such as a short film

The information you include in the report MUST be organized into specific sections. The report does not replace the product our outcome of your project, so think carefully about how you will communicate the information in the best way for your project.

Structure of the personal project report

Format Length

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Written 1500 – 3500 words

Electronic (website, blog, slideshow) 1500 – 3500 words

Oral (podcast, radio broadcast, recorded speech)

13 – 15 minutes

Visual (film) 13 – 15

All Reports

All formats must have a title page, which includes:

Name Title of the Project Length (word count) School Name Year

All reports must be concise and succinct in form and must be divided into sections with sub-headings. The sections must include:

Investigating Planning Taking Action Reflecting Bibliography in MLA format (this does not count in total word count)

Oral, electronic, and visual reports must be accompanied by a summary (maximum of 150 words), a title page, and a bibliography.**If you are selecting to do a multimedia report that involves both written and audio/visual formats, the maximum time and word limits are correlated as seen in the table on the next page.

Time of audio-visual recording

Word Limit

3 minutes AND 1200 – 2800 words

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Can anyone help me to edit my project report?

The project report should be as error-free as possible so it is essential that you seek other people to edit your drafts. You can approach family, friends, and teachers for assistance with grammar, punctuation and spelling matters, as well as sentence construction and wording. However, while they can help you with editing, they can’t write the report for you. It must be your own work.

The same principle applies if you are reporting your project in another format. If you are planning an oral presentation, it is important to practice in front of an audience and ask for feedback.

Use the checklist on the next page to ensure you have everything you need in your report.

Criterion A: Investigating

Have I identified and explained the topic?

Have I justified a global context? Have I selected varied and relevant

sources to achieve the goal? Have I evaluated my sources for

reliability and validity? Can evidence of my sources be seen in

the body of the report and the bibliography?

Have I transferred and applied information to make decisions? Create solutions? Develop understandings in

Y N

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connection with the goal?

Criterion B: Planning

Have I created a list of criteria? Does my product meet all of the criteria? Does my process journal demonstrate

organizational skills and time and self-management skills?

Y N

Criterion C: Taking Action

Does my product/outcome reflect the global context I have chosen?

Have I shown that I have communicated with my supervisor?

Have I demonstrated thinking skills and the ability to reflect as I go?

Y N

Criterion D: Reflecting

Have I reflected on how completing the project has extended my knowledge and understanding of the topic and the focus area of interaction?

Have I reflected on how I have developed as a learner?

Have I reflected on my strengths and weaknesses as a learner? Use the approaches to learning, on the next few pages, as a starting point for this part of the reflection.

Y N

Approaches to Learning

Thinking skills Critical thinking: The skill of analyzing text, ideas and issues Creativity and innovation: The skills of exercising initiative to consider

challenges and ideas in new and adapted ways Transfer: The skill of learning by making connections and applying skills,

Social skills Collaborating: The skill of working cooperatively with others

Communication skills Interacting: The skill of effectively exchanging thoughts, messages and

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information Literacy: The skill of reading, writing and using language to communicate

information appropriately, and write in a range of contexts

Self-management skills Organization: The skill of effectively using time, Affective skills: The skills of managing our emotions through cultivating a

focused mind

Research Information and media literacy: Information and media literacy (IML) is the skill

of interpreting and making informed judgments as users of information and media, as well as being a skillful creator and producer of information and media messages.

Finally… Assessment

A team of teachers from ISB will assess your entire project. On the next several pages, you will find the rubrics the team will use to determine your marks. Please take the time to read them and understand what they mean.

The full rubrics can be found on pages 23-26. The following page shows a simplified rubric.

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Criterion A: Investigating

You should: define a clear goal and global context for the project, identify prior learning and subject-specific knowledge relevant to the project demonstrate research skills

Achievement Level Level Descriptor

7-8

The student is able to: define a clear and highly challenging goal and context for the

project identify prior learning and subject-specific knowledge that is

consistently highly relevant to the project

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demonstrate excellent research skills

5-6

The student is able to: define a clear and challenging goal and context for the project identify prior learning and subject-specific knowledge generally

relevant to the project demonstrate substantial research skills

3-4

The student is able to: outline a basic and appropriate goal and context for the project identify basic prior learning and subject-specific knowledge

relevant to some areas of the project demonstrate adequate research skills

1-2

The student is able to: state a goal and context for the project, but this may be limited

in depth or accessibility identify prior learning and subject-specific knowledge, but this

may be limited in occurrence or relevance demonstrate limited research skills

0 The student does not achieve a standard described by any of the descriptors above.

Criterion B: Planning

You should: develop criteria for the product/outcome plan and record the development process of the project demonstrate self-management skills.

Achievement Level

Level Descriptor

7-8

The student is able to: develop rigorous criteria for the product/outcome present a detailed and accurate plan and record of the

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development process of the project demonstrate excellent self-management skills.

5-6

The student is able to: develop substantial and appropriate criteria for the

product/outcome present a substantial plan and record of the development

process of the project demonstrate substantial self-management skills.

3-4

The student is able to: develop adequate criteria for the product/outcome present an adequate plan and record of the development

process of the project demonstrate adequate self-management skills.

1-2

The student is able to: develop limited criteria for the product/outcome present a limited or partial plan and record of the

development process of the project demonstrate limited self-management skills.


Criterion C: Taking Action

You should: create a product/outcome in response to the goal, global context and criteria demonstrate thinking skills demonstrate communication and social skills.

Achievement Level

Level Descriptor

7-8

The student is able to: create an excellent product/outcome in response to the

goal, global context and criteria

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demonstrate excellent thinking skills demonstrate excellent communication and social skills.

5-6

The student is able to: create a substantial product/outcome in response to the

goal, global context and criteria demonstrate substantial thinking skills demonstrate substantial communication and social skills.

3-4

The student is able to: create a basic product/outcome in response to the goal,

global context and criteria demonstrate adequate thinking skills demonstrate adequate communication and social skills.

1-2

The student is able to: create a limited product/outcome in response to the goal,

global context and criteria demonstrate limited thinking skills demonstrate limited communication and social skills.


Criterion D: Reflecting

You should: evaluate the quality of the product/outcome against their criteria reflect on how completing the project has extended their knowledge and

understanding of the topic and the global context reflect on their development as IB learners through the project.

Achievement Level

Level Descriptor

7-8

The student is able to: present an excellent evaluation of the quality of the

product/outcome against his or her criteria

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present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

present excellent reflection on his or her development as an IB learner through the project.

5-6

The student is able to: present a substantial evaluation of the quality of the

product/outcome against his or her criteria present substantial reflection on how completing the project has

extended his or her knowledge and understanding of the topic and the global context

present substantial reflection on his or her development as an IB learner through the project.

3-4

The student is able to: present a basic evaluation of the quality of the product/outcome

against his or her criteria present adequate reflection on how completing the project has


present adequate reflection on his or her development as an IB learner through the project.

1-2

The student is able to: present a limited evaluation of the quality of the

product/outcome against his or her criteria present limited reflection on how completing the project has


s reflection on his or her development as an IB learner through the project.


Additional Resources

Command Terms

Term MYP Definition

Adequate Satisfactory or acceptable in quality or quantity.

Create To evolve from one’s own thought or imagination, as a work or an invention.

Define Give the precise meaning of a word, phrase, concept or physical

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quantity.

Demonstrate Prove or make clear by reasoning or evidence, illustrating with examples or practical application.

Formulate Express precisely and systematically the relevant concept(s) or argument(s).

Identify Provide an answer from a number of possibilities; recognize and state briefly a distinguishing fact or feature.

Justify Give valid reasons or evidence to support an answer or conclusion.

Limited Restricted in size, amount, or extent; few, small, or short.

Outline Give a brief account.

Present Offer for display, observation, examination or consideration.

State Give a specific name, value or other brief answer without explanation or calculation.

Substantial Ample or considerable amount and quantity.

BibliographyAll of your sources need to be cited in an MLA bibliography. Please refer to the example of an MLA bibliography provided by IBO below. Otherwise, you can find information on citing sources at the Purdue OWL website found at: https://owl.english.purdue.edu/owl/section/2/11/.

Books:

Aeschylus, Prometheus Bound. New York, New York: Penguin Books USA Inc., 1979

Card, Orson Scott, How to Write Science Fiction and Fantasy. Cincinnati, Ohio: Writer’s Digest Books, 2001.

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“Caucasus”, “Prometheus”, “Plough”, “Farming Equipment”, “Ancient Greece”, Encyclopedia Britannica. Volume 5. Chicago: William Benton, 1972.

Web Sites:

Behind the Name. August 20, 2007. Visited: February 24, 20xx. http://www.behindthename.com/random

Cleolinda’s Blog. July 24, 2006. Livejournal LLC. Visited: July 11, 20xx. http://cleolinda.livejournal.com/414193.html#cutid1

Maureen Johnson’s Blog. January 11, 2008. Blogspot. Visited: February 20, 20xx. http://maureenjohnson.blogspot.com/2008/01/thought-process.html

Interview:

Purdue, Pete. Personal interview. 1 Dec. 2000.

Gaitskill, Mary. Interview with Charles Bock. Mississippi Review 27.3 (1999): 129-50. Print.

Stein, Bob. "Computers and Writing Conference Presentation." Purdue University. Union Club Hotel, West Lafayette, IN. 23 May 2003. Keynote Address

Digital Files:

Beethoven, Ludwig van. Moonlight Sonata. Crownstar, 2006. MP3.

Bentley, Phyllis. “Yorkshire and the Novelist.” The Kenyon Review 30.4 (1968): 509-22. JSTOR. PDF file.

Works cited in this document:

International Baccalaureate Organization. Projects Guide. Maryland. 2014. Print.

The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and Purdue U, 2008. Web. 3 Apr. 2014.

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