SENIOR Independent Research Study Handbook...for GHS seniors is the completion of their Senior...

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SENIOR Independent Research Study Handbook Part I: Starting the Process Gloucester High School First Semester 2019-2020

Transcript of SENIOR Independent Research Study Handbook...for GHS seniors is the completion of their Senior...

Page 1: SENIOR Independent Research Study Handbook...for GHS seniors is the completion of their Senior Independent Research Study (SIRS). SIRS was established nearly 20 SIRS was established

SENIOR Independent Research Study Handbook Part I: Starting the Process

Gloucester High School

First Semester

2019-2020

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TABLE OF CONTENTS

Letter to Parents ........................................................................................................... ........................................1

Rationale, Goals and Grading Policy ......................................................................................... .........................2

SIRS Objectives and English Teacher Responsibilities......................................................................... ..............3

SOL Objectives and CCR Standards............................................................................................. .......................4-5

Deadline Calendar/Checklist.................................................................................................. ..............................6-7

Parental Awareness Form...................................................................................................... ...............................8

Responsibilities of Student/Statement of Ethics.............................................................................. .....................9

Responsibilities of Mentor ......................................................……………………………………...……….…10

Mentor Contract.............................................................................................................. ......................................11

Topic Approval Sheet/Cost Estimate Form……………………………………………………………...……...12-13

Creating an Annotated Bibliography……………………………………………………………………………14

Sample Annotated Bibliography………………………………………………………………………………..15

SIRS Rubric Descriptors (or “How do I get a good grade on deadlines?”) & Topic Proposal Outline………...16-17

Evaluation form for deadline on September 24, 2019.……………………………………….………................18

Task List and Documentation of Hours……………………………………………………………….……..….19-20

Documentation of Mentor Meetings............................................................................................. ........................21

Part II of the SIRS Handbook (for either Paper or Project)

will be distributed

when teachers return Topic Approval paperwork.

Meanwhile, continue your research and time-keeping documents.

NOTE:

BOTH Part I and Part II of the SIRS Handbook

will become part of your Portfolio/Working Portfolio;

therefore, your teacher will be checking for all of your completed work in the process

whenever you have a “Working Portfolio” check

on the deadlines throughout the process.

You will want to keep everything you do or complete in one binder:

SIRS Handbook (Parts I and II), all completed/graded work, research, etc.

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LETTER TO PARENTS

Dear Parent/Guardian, This academic year and its courses will fly by more quickly than any in your senior’s life. It won’t be long before GHS graduates will be walking across the stage to receive their diplomas. One of the greatest traditions and accomplishments for GHS seniors is the completion of their Senior Independent Research Study (SIRS). SIRS was established nearly 20 years ago and has been a source of pride for thousands of students, as they demonstrate that they are capable of meeting and often exceeding requirements and can accomplish meaningful and inspiring work. Seniors at GHS have the oppor-tunity to choose their own topics and to complete either a research paper or a research-based project for the SIRS re-quirement. SIRS, one of the most valuable educational experiences your senior will have, allows students to demonstrate the skills acquired throughout their educations and to practice those skills for the future. In addition to meeting many English 12 Standards of Learning, many workplace and college skills are mirrored in the SIRS experience: responsibility for meet-ing deadlines, maturity in handling and overcoming obstacles, and refinement of interpersonal skills. Furthermore, sen-iors may achieve awards for remarkable results and community contributions within this program. SIRS undoubtedly is designed so that each student will be challenged and will experience self-discovery and genuine growth. SIRS, a multi-step process, involves research on a chosen topic, completion of a project or a paper, and finally, a presen-tation to English class and to mentor. All seniors complete 20 hours of work toward SIRS outside of their academic class hours. It is acceptable to log hours completed during a senior’s late in, early out, or study hall time; however, students may not log any hours during academic classes with the exception of their English 12 class. It is natural for parents/guardians and seniors alike to feel some apprehension regarding the SIRS. Rest assured that your senior will be given ample support from his or her English teacher, mentor, and the entire GHS staff. Also, we strongly encourage you to talk to your senior about his or her ideas, to get involved, and to actively support them as they under-take what for many becomes a life-changing process during their final year of public schooling. Though the project em-phasizes student choice and independence, support from family and faculty is imperative to push them toward success. SIRS is one of the traditions that makes the community of Gloucester so special. Thank you for supporting this mile-stone event in the life of your senior. We hope SIRS is a truly memorable and positive experience for each graduate. The GHS English Department

Senior English Teachers (and contact information)

Michelle Hudgins ([email protected]) Katherine Lanier ([email protected]) Melissa Larsen ([email protected])

Michelle Waravdekar ([email protected]) Amanda Williams ([email protected])

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RATIONALE

Nothing is sure but change. This statement is as true of education as it is of life itself. The "research paper" as it has traditionally been known no longer seems adequate to meet the needs of our students as they prepare for the challenges of their future occupations. In an attempt to meet these needs, the Gloucester High School English Department has developed the Senior Independent Research Study (SIRS) to resemble more closely the production and evaluation methods used in industry and academia. SIRS will be a year-long effort of all seniors, most teachers, the professional community, and family. The emphasis will be on the creation of a concept requiring high personal involvement and original thinking. This process will shift the bulk of responsibility from the teacher to the student, encouraging a high level of interaction between students and the adult professional community and offering the intrinsic reward of accom-plishment. SIRS will involve selecting a topic, conducting significant research, and applying the research in either an academic document or a physical product. The process culminates in a presentation of the paper or prod-uct for student’s class. SIRS is intended to build a network among academic disciplines, reduce distances be-tween teachers and students, and further unite the community in a common goal of preparing students for life in the 21st century.

GOALS SIRS encompasses the following goals and objectives: The student will consider personal goals and abilities in the selection of a topic. The student will analyze and prioritize tasks. The student will develop and practice the professional etiquette necessary in the world of work. The student will develop and practice a logical note-taking system. The student will evaluate and analyze information to ascertain its pertinence and usefulness. The student will synthesize a quantity of information into a cohesive, understandable product. The student will plan for a variety of situations in advance. The student will solve problems as they arise. The student will develop and challenge both abilities and talents. The student will honor commitments.

GRADING POLICY and EXPLANATION

The SIRS process allows students to fulfill the state research and presentation requirements for English 12. All SIRS assignments will be recorded in one grading category that accounts for 40% of a student's quarter grade; to clarify, multiple assignments will go into this category so that no single SIRS assignment accounts for more than 20% of a quarter grade. The student’s presentation grade will also account for the student’s exam grade (10% of the yearly average). A breakdown of grading appears below:

1st Quarter SIRS Grades: Topic Approval, Midway Checkpoint

2nd Quarter SIRS Grades: Project Summary/Rough Draft, Portfolio, Final Project/Paper

Exam Grade: Presentation Explanations for Rating Descriptors on rubrics throughout the process appear on pages 16 and 17.

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GENERAL SENIOR INDEPENDENT RESEARCH STUDY OBJECTIVES Research The student will choose a researchable topic and apply the research process to that topic to produce a paper or project requiring at least 20 hours of work through the portfolio deadline. The student will interview a person who has expert knowledge of the topic and then evaluate the pertinence of the interview to the research. The student will document and credit sources in proper bibliographic format with annotation. The student will research, evaluate and use at least 6 sources: 3 print sources, 3 non-print, one of which must be an interview-based source or shadowing experience. Oral The student will plan and deliver an 8-20 minute oral presentation based on the final paper or project that in-corporate multiple audio-visual components. The student will develop and practice public speaking skills and answer impromptu questions maturely and confidently. Affective The student will organize paperwork into a logical and presentable portfolio. The student will establish and maintain a mentor/mentee relationship with a person who has expert knowledge of the chosen topic. The student will monitor and evaluate his progress by completing required paperwork throughout the research process. RESPONSIBILITIES OF SENIOR ENGLISH TEACHER

Advise all seniors in topic selection.

Approve appropriate SIRS topics. For some topics, require students to shadow in the workplace, to create a power point presentation and/or a “how to” manual, or to produce other documentation for successful completion of the project.

Offer instruction in the proper form and the process in conducting research related to the paper or project.

Instruct all students in the techniques of oral presentation.

Provide assistance when requested to any student in all facets of the SIRS.

Evaluate the research paper or the project.

Evaluate the portfolio.

Evaluate the class presentation.

Tally the final grade.

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APPLICABLE VIRGINIA STANDARDS OF LEARNING (2017 REVISION) Grade 12 English

Oral Language 12.1 The student will make planned persuasive/argumentative, multimodal, interactive presentations collaboratively and individually.

a) Select and effectively use multimodal tools to design and develop presentation content. b) Credit information sources. c) Demonstrate the ability to work collaboratively with diverse teams. d) Anticipate and address alternative or opposing perspectives and counterclaims. e) Evaluate the various techniques used to construct arguments in multimodal presentations. f) Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and non-

verbal cues. g) Critique effectiveness of multimodal presentations.

Reading Analysis 12.5 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.

a) Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s). b) Identify and synthesize resources to make decisions, complete tasks, and solve specific problems. c) Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions. d) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text. e) Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Writing 12.6 The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.

a) Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.

b) Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.

c) Use a variety of rhetorical strategies to clarify and defend a position organizing claims, counterclaims, and evidence in a sustained and logical sequence.

d) Blend multiple forms of writing including embedding a narrative to produce effective essays. e) Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation. f) Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information

presented. g) Revise writing for clarity of content, depth of information, and technique of presentation. h) Write and revise to a standard acceptable both in the workplace and in postsecondary education. i) Write to clearly describe personal qualifications for potential occupational or educational opportunities.

12.7 The student will self- and peer-edit writing for Standard English. a) Use complex sentence structure to infuse sentence variety in writing. b) Edit, proofread, and prepare writing for intended audience and purpose. c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association

(APA), to apply rules for punctuation and formatting of direct quotations.

Research 12.8 The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.

a) Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge. b) Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting

information, point of view, or bias. c) Critically evaluate the accuracy, quality, and validity of the information. d) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern

Language Association (MLA) or the American Psychological Association (APA). e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using infor-

mation. f) Demonstrate ethical use of the Internet.

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Reading VOCABULARY 6. Expand general and specialized vocabulary through speaking, reading, and writing.

NONFICTION READING 7. Read and analyze a variety of nonfiction texts. 12. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.

READING ANALYSIS and CRITICAL READING 18. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. 20. Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. 21. Critically evaluate the accuracy, quality, and validity of the information.

Writing COMPOSING 25. Draw evidence from literary or informational texts to support analysis, reflection, and research. 26. Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. 28. Analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. 29. Synthesize information to support the thesis and present information in a logical manner.

REVISION and EDITING 33. Write and revise correspondence to a standard acceptable both in the workplace and in postsecondary education. 34. Revise writing for clarity of content, depth of information and technique of presentation. 35. Self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

REVISION and EDITING (cont) 36. Apply grammatical conventions to edit writing for correct use of language, spelling, punctuation, and capitalization. 37. Use computer technology to plan, draft, revise, edit, and publish writing.

DOCUMENTATION and ETHICS 38. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). 39. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

Communicating SPEAKING 40. Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. 41. Use details, illustrations, statistics, comparisons, and analogies to support the presentation. 42. Present evidence clearly and convincingly. 43. Use media, visual literacy, and technology skills to create and support the presentation.

LISTENING 45. Monitor listening and use a variety of active listening strategies to make evaluations. 48. Analyze and interpret others’ presentations.

COLLABORATING 50. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

© 2010 Commonwealth of Virginia Department of Education The Virginia Department of Education does not discriminate on the basis of

race, sex, color, national origin, religion, age, political affiliation, veteran status, or

Virginia’s College & Career Ready English Performance Expectations

The English Performance Expectations define the content and level of achievement students must reach

to be academically prepared for success in entry-level, credit-bearing English courses in college or career training. The expectations were developed through a process that involved faculty from Virginia’s two- and four year

colleges and universities, members of the business community, and high school English educators. The standards described below are the standards applicable to the Senior Independent Research Study process.

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DEADLINE CALENDAR First Semester 2019-2020

1. If by the Midway Checkpoint you do not have sufficient concrete evidence and documentation of work on a project, you will be required to complete a research paper as assigned by your teacher. Student and parent will be notified of change no later than the end of November 2019.

2. There will be a 10-point deduction from the grade PER DAY for any SIRS work (including the Portfolio) submitted

after the deadline.

3. All final materials must be turned in during English class on January 7, 2020. 4. All paperwork for deadlines is due at the beginning of the class block. 5. Each student will present the paper/project & components to his/her respective English class for the exam grade.

NOTE: Items marked with an asterisk (*) do not appear within the pages of this start-up handbook.

They will be in Part II of the SIRS Handbook which you will receive upon topic approval.

Due Date Item Show or Return to:

English teacher

English teacher (initials)_________

English teacher (initials)_________

September 13

September 24

October 8

October 31

( ) Parental Awareness Form (8) ( ) Statement of Ethics (9 )

( ) Topic Approval Sheet (12-13), which includes a 3-5 paragraph written explanation

( ) Preliminary Annotated Bibliography (3 sources) ( ) Signed Mentor Contract ( ) Working Portfolio Check

( ) Preliminary Interview Form* ( ) Midway Checkpoint forms* >Include copies of time sheet and mentor meetings documentation > For paper: includes outline, first 3 pages of paper (with thesis statement highlighted) > For project: includes: concrete evidence of progress made on project, evidence of use of at least three sources and progress

( ) Post-Interview form* or Alternate Interview Transcript (only by approval)* ( ) Preliminary Component Sheet ( ) Updated Annotated Bibliography (All sources including interview/shadowing) **Include 1-2 printed verifying pages for each internet source ( ) Working Portfolio Check

( ) Paper Rough Draft/Project Summary * ( ) Final Component Sheet * ( ) Final Annotated Bibliography

December 3 English teacher (initials)_________

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DEADLINE CALENDAR (continued) First Semester 2019-2020

Due Date Item Show or Return to:

( ) Final Paper or Project due along with second required component (printed/photographed/recorded).

Presentations in all English 12 classes. My assigned presentation date is: ____________________ (Calendar will be set by English teacher in late November/early December.)

English teacher (initials)_________

December 17

January 7

January 7-21

( ) Final Portfolio > The final portfolio must be submitted in order to receive credit for paper or project. > Late portfolios = 10-point deduction per day ( ) The portfolio must contain a final annotated bibliography that has been updated from all previous bibliographies and from feedback from the English teacher. It should also be dated the due date for the final portfolio. ( ) 1 completed component for presentation must be printed/ photographed/recorded within the portfolio. ( ) Signed Task List/Documentation of Hours (p. 19)must in- clude at least 20 documented hours.

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PARENTAL AWARENESS FORM

Please complete the following letter, acknowledging your understanding of Senior Independent Re-search Study (SIRS) and your student’s role in completing the process. As a parent/guardian of _______________________________________________, a senior at Gloucester

High School, I am aware that the SIRS is a multi-faceted process involving research, a portfolio, community

interaction, and oral presentations for either a paper or a project. I realize that my senior must complete all

SIRS requirements (except the presentation) by January 7, as a requirement for the Virginia Standards

of Learning objectives. Participation in SIRS requires the highest standard of ethics. Plagiarism, for-

gery, and all other forms of cheating or deception will render his/her work invalid. Involvement in any

dishonest practice throughout the course of the SIRS may result in failure of the respective deadline.

I agree to release the school district and its employees from all claims arriving from financial obligation

incurred or damage, injury or accident suffered while my senior participates in the Senior Independent

Research Study.

____________________________________________________ ________________________ Name of Parent/Guardian Date ____________________________________________________ ________________________ Signature of Parent/Guardian Contact phone number ________________________ Contact email address

REMINDER!

Please visit the GHS website to view an informational slide show on the SIRS process and to view the SIRS Handbook portions as they are made available to the students.

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RESPONSIBILITIES OF STUDENT Please read the following responsibilities and the statement of ethics and then sign below, indicating that you have read and understood them. 1. Behave maturely and responsibly when representing the school in the community. 2. Select a mentor to serve with the senior English teacher as an additional advisor. Mentors and interviewees may

not have a familial relationship with the student, and must be at least 25 years old. 3. Initiate, maintain, and record all monthly contact with the mentor throughout year. (It is the student’s responsi-

bility to initiate contact.) 4. Select an appropriate topic for research with the approval of the English teacher and mentor. 5. Distribute, organize and collect all necessary paperwork. 6. Meet all assignment deadlines. Note: If by the Midway Checkpoint you do not have

sufficient concrete evidence and documentation of work on the project, you will be required to complete a research paper as assigned by your teacher.

7. Complete a traditional research paper or a project which meets all requirements. Research paper/project must have at least 3 print and 3 non-print sources (one of which must be an

interview). Advanced Placement/Dual Enrollment students must have a minimum of 6 print, 1 non-print, and an

interview for a minimum of 8 sources. Research paper/project requires a minimum of 20 logged hours. Paper must be at least 8 full pages (10 full pages for AP/DE seniors)

8. Submit on December 17 a portfolio that includes all SIRS work (except the final paper/project and any remain

ing components) and verifies meeting all requirements.

9. Present the paper/project to your English class. 10. Complete most SIRS work outside of the student’s regularly scheduled classes. (Some work may be completed

in work sessions within English 12 classes.)

STATEMENT OF ETHICS Participation in the SIRS requires the highest standard of ethics. Plagiarism, forgery, and all other forms of cheating or deception demean you and render your work invalid. Involvement in any dishonest practice through-out the course of your SIRS may result in failure of the respective deadline. I have read and understand my responsibilities and the Statement of Ethics. Student Name____________________________ Parent Name________________________________ Signature/date_____________________________ Signature/date_____________________________

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RESPONSIBILITIES OF MENTOR

1. Advise and approve the student's topic. 2. Meet with the student monthly to assist and to assess progress. It is the student’s

responsibility to initiate contact.

3. Provide information and guidance specific to the student's chosen topic. 4. Provide specific written advisory notes and constructive criticism about the project or paper on the student’s Mentor’s Ongoing Feedback page in the SIRS Handbook. (The English teacher may review these notes to check that the student is making progress.)

5. Advise the student in writing the paper or in developing the project. 6. Review the student's rough draft or preliminary project. 7. Advise the student in planning the presentation. 8. Assist student in polishing the final paper/project, presentation components, and actual presentation. 9. Provide a fair, accurate rating of the student’s overall performance and work ethic over the course of the year as well as written feedback for the English Teacher on the Mentor’s Final Feedback/Rating page in the SIRS Handbook no later than the student’s assigned presentation date between Jan. 7 and Jan. 21, 2020. 10. Notify the student of any change in status or availability.

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MENTOR CONTRACT I agree to serve as a mentor for _____________________________ during the complete process of the Senior Independent Research Study. (September through January) Student Name ____________________________Topic ________________________________

Please describe your knowledge and/or expertise that would be helpful to the process of this student’s SIRS project and/or paper. Please indicate your years and level of experience and expertise.

In what capacity do you know this student?

If you did not know this student previously, how was this student referred to you?

NOTE: Your signature indicates that you are at least 25 years of age and have no familial relationship to the student. ______________________________________ ______________________________________ Mentor name Date Signature ______________________________________ _____________________________________ Phone Numbers (Day/Evening) E-mail Address Statement of Responsibility and Ethics for the SIRS Mentor Participation as a mentor requires fair and specific feedback to the student and English 12 teacher

on the student’s progress, quality of work, and professionalism throughout the development of the paper/project.

The mentor must provide specific advisory notes and comments in writing on the Mentor’s Ongoing Feedback page in the student’s SIRS Handbook to guide the student and to assure for the English teacher that the student is making progress in his/her work.

The mentor must complete and return to the English teacher the Mentor’s Final Feedback page (in a sealed envelope provided by the student) to assist the teacher in grading the student’s final project and paper.

The mentor will view a practice presentation in order to provide advice on timing, poise, and visuals before the student’s class presentation in January.

The mentor will contact the student’s English teacher if the student does not initiate a meeting by October 15.

I have read and understand my responsibilities as an mentor.

Mentor Signature Date

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SIRS TOPIC APPROVAL SHEET

Student Name____________________________________________________ Date___________________ Proposed Topic__________________________________________________________________________

CHECKLIST FOR PAPER Initial in the space on the right if you can meet the following requirements:

Initial

I will write at least 8 full pages (10 full pages for AP/DE) on this topic.

I will incorporate at least one citation from each source.

I will create at least TWO concrete components in addition to the paper itself.

CHECKLIST FOR PROJECT Initial in the space on the right if you can meet the following requirements:

I will create at least TWO concrete components in addition to the project itself.

I will be able to afford this financially. (Complete itemized cost estimate form on next page.)

I will have time to complete this by January 7, 2020.

Additional Requirements:

Attach to this sheet a written topic proposal (3-5 paragraphs) giving specific ideas and details about your plans for your Senior Independent Research Study. Explain how your topic reflects your voca-tion, avocation, or community service. TIP: See the recommended outline on p. 17 of this handbook.

Submit a preliminary annotated bibliography of 3 valid and credible sources. NOTE: See pages 14-17 for helpful tips for this deadline.

NEW GUIDELINE!

NO PROJECT OR COMPONENT OF PAPER/PROJECT WILL RESULT IN AN EVENT FOR STU-

DENTS OR THE PUBLIC TO ATTEND AT ANY FACILITY—ON OR OFF CAMPUS.

(This new requirement has been set by GHS/GCPS administration.)

Estimating Costs The design of the Senior Independent Research Study (SIRS) program gives the student the freedom to pursue many types of projects and components, and these will differ in cost for each student. The amount a student spends on a pro-ject or paper (in research and/or on production) has absolutely no bearing on the grade he or she will receive. In fact, highly successful papers and projects have cost students as little as $15.00 (basic office supplies), while other more ex-pensive projects (in a few cases, over $1,000) were not quite as impressive as those with lower costs. Examples of suc-cessful, low-cost projects include original writing, original music composition, shadowing a lawyer or other professional, volunteering at/for local charities, and tutoring at elementary schools. Some expensive projects, however, are worth the cost to students as they enhance family property or represent a long-term investment (restoring an antique vehicle, for example). The student must, therefore, make an informed choice. Think through your SIRS topic choice thoroughly and estimate the cost of materials for the project and components for presentation below; calling businesses or going online to check prices of materials is wise. Then, complete the itemized cost estimate form which appears on the back of this sheet.

This document continues on the next page. Be sure to complete and sign both pages.

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Specific Material Required for Product/Component Quantity Cost per unit Total

TOTAL ESTIMATED COST of your Senior Independent Research Study : $___________ Student signature________________________________________________

Parent/Guardian signature_________________________________________ (Your signature indicates that you approve of your student’s topic, intention, and cost.) Please note: For any product that exceeds $150.00 in estimated cost, the parents must also confirm their approval of the student’s estimated cost by contacting the English teacher via e-mail (available on GHS web-site) or phone call to GHS at 804-693-2526 (please leave a message if teacher is unavailable). Reminder: You will receive a customized Part II of the SIRS Handbook upon the return of the Topic Approval. All portions of the SIRS Handbook will also appear online as they become available.

FOR ENGLISH TEACHER TO COMPLETE: This topic is

____ Approved ____ Pending… >>> Requirement(s)/Reason(s):____________________________________ ____ Disapproved __________________________________________________________ Teacher signature_______________________________________ Date_________________

Again, starting this year... NO PROJECT OR COMPONENT OF PAPER/PROJECT WILL RESULT IN AN EVENT FOR STU-DENTS OR THE PUBLIC TO ATTEND AT ANY FACILITY—ON OR OFF CAMPUS. (This new requirement has been set by GHS/GCPS administration.)

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NEED HELP? CREATING AN ANNOTATED BIBLIOGRAPHY

What is a bibliography? -- A bibliography is a list of accurate citations for a number of sources on a certain topic. What is an annotation? - An annotation is a short description/evaluation of a source that helps writers to decide whether or not the source may be useful for their research needs. For the SIRS, your annotation must include three-four sentences summarizing/describing the source as well as a one sentence evaluation of the source and how it is helpful to your project. So, an Annotated Bibliography is a combination of a list of accurate citations and annotations for a number of sources on a certain topic. But...what is the difference between a bibliography and a works cited page? In a works cited page, there are no annotations—just bibliographical entries for sources that you have directly cited in your paper, project, or presentation. A bibliography may be longer than a works cited page if some of the sources you researched were not actually cited in the end. For SIRS, the annotation is probably the main difference between the two pages. Here is an example of a citation and annotation in MLA format 8 (updated in 2016). Zinn, H. A People's History of the United States. New Press, 2004. Print. This book covers American history

from the point of view of various underrepresented groups. It contains a large amount of firsthand in-

formation and some interesting illustrations. This book is helpful in the creation of a timeline on the

events which affected various groups of people in the United States.

Helpful hints for creating an annotated bibliography:

Type and save your bibliography so you can easily make changes for each deadline.

Place bibliographic entries in alphabetical order by the first word in the entry.

Proofread your bibliography carefully.

Avoid all first and second person pronouns. Your bibliography is a professional document listing all the sources used in your project/paper.

Write all annotations in the present tense.

HELPFUL CITATION REFERENCES

Gloucester High School’s “Gold Standard” online quick reference guide (can be found under “academics” tab and then “English” tab on GHS Home page).

Online citation makers, such as www.easybib.com

Purdue University has a very helpful online writing laboratory at owl.english.purdue.edu —> Search MLA formatting within the site.

If you use the citation and research tab within Microsoft Word, please be sure to use the MLA format and not the APA format.

Note: Citation aids on the web may require the user to make adjustments in format: these tools are only helpful when used and understood properly.

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SAMPLE ANNOTATED BIBLIOGRAPHY (MLA FORMAT)

Student name

English Teacher

English 12

Current Date (This date should change with each updated deadline).

Annotated Bibliography

Goldberg, Martin. "Celebrating Banned Books." American Libraries, vol. 21, no. 8, Sept. 1990, pp. 719-720. General

One File, http://go.galegroup.com/ps/i.doid=GALE7CA8814860&v=2.1&u=va_s_036_0260&it=r&p=GPS&sw=w&asid=

e8ae5187a6cd66b49fa4d9d98dd36e7d. Accessed 23 Aug. 2016.

In 1976, Island Tree Schools in Merrick, New York banned many books without justification. The

Merrick Public Library displayed the books that had been recently banned to encourage young adults to read and

expand their minds. Since this time Merrick has continued to display books and art that have been banned in the

school district in order to support intellectual freedom. This article is helpful in explaining the different reac-

tions to censorship.

Kliff, Sarah. "Well-Rounded Docs." Newsweek, 10 Sept. 2007, p. 47.

This article in Newsweek refers to the documentation used in books with regard to quotations and other

attributions. The author thoroughly explains the need for attribution in written work. This will be helpful in

building a defense with supporting quotations and other textual evidence.

National Coalition Against Censorship, 2016, ncac.org/. Accessed 23 Aug. 2016.

This website provides resources, news, guidance, and organization information in regards in censorship.

School Board Policy Manual. Gloucester County Public Schools, 2013.

The School Board Policy Manual is written and updated by the Gloucester County Public Schools’ ad-

ministration and approved by the school board. The information in this manual governs all policy within the

schools in Gloucester County. This source will be useful in determining GCPS’ policy on media censorship.

Ziakeresu, Joseph Coleman. Personal interview. 10 Dec. 2017.

Mr. Ziakeresu has written several books and two of these books have been censored by the public sys-

tem. His outlook on this topic will be invaluable and will offer a personal view on censorship.

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SIRS Rubric Descriptors

(or “How do I get a good grade on deadlines?”)

***On each deadline, use the evaluation form/rubric provided in the handbook as a guide and submit it with your work.***

Use the following guidelines in addition to the rubrics themselves to ensure you receive the highest number of points possible at each SIRS deadline. These descriptors will help you to earn “Excellent” or “Professional” ratings in the fol-lowing categories. For each deadline, refer to previous feedback from your teacher to make helpful corrections for the next deadline.

1. Citation Format—Citation format applies to the information from each source, such as the author name, title of the book/article/website, date of publication and access, and all other necessary information according to MLA standards (see page 14).

Additionally, this information accurately follows MLA standards, such as Current dates Includes all information in correct order Capitalization, italics, periods used accurately

2. Annotations—these are the written portion of your bibliography that follows each citation. Excellent annota-

tions should be 4 sentences or more. Each sentence needs to be grammatically correct and follow formal writing standards (no 1st or 2nd person). It should clearly explain IN DETAIL which portions of that source will be most helpful to the research project or paper.

Each annotation needs to EVALUATE the source as well; basically, this answers the question of: How do you know that this source is reliable and valuable?

3. Written assignments (topic approval explanation, interview questions, project summary, rough draft)

Organized format, easy to follow: introduction, supporting paragraphs, conclusion Free from grammatical errors Uses transitions and style to increase fluidity (the ease with which it can be read) Offers details to support all claims

Details project/paper focus, goals, and elements Gives examples of “hard work” and/or various tasks completed For topic approval, should include all “5 Ws” Explains how student uses EACH source (what information are you using from the source?

How are you using it?) Expresses genuine and thoughtful reflections on project/paper work

4. Documentation of hours & mentor meetings

Legible or typed All times and dates are accurate and current Description of task/meeting includes details, such as specific research, specific elements of project/

paper work (NOT just “worked on paper” or “discussed topic”) Includes signature for each meeting (plus the final one for portfolio)

EXCELLENT WORK SHOULD MIRROR EXAMPLES GIVEN BY TEACHER. YOUR OWN EXCELLENT WORK COULD BECOME AN EXAMPLE FOR PEERS.

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SIRS Rubric Descriptors (General)

Excellent: Perfect, no errors, exceeds minimum requirements for length, impressive writing voice, offers several details and examples—no corrections need to be made Above Average: 1-2 minor errors (for example, a period out of place), missing 1 element, includes several details and examples; only minor corrections/additions needed Average/Meets Exp.: 3 or more minor er rors, missing minor elements or details, includes an example but would benefit from more, style could be choppy for written assignments Below Average: Several minor errors or at least 1 major error (fragments/run-ons), lack of fluidity in writing, in-complete assignments (for example, 2 paragraphs instead of 3, lacks details, several unanswered questions), incorrect format Does not Meet Exp.: frequent minor and major errors, missing several details, incomplete and/or incorrect, diffi-cult to read/follow *Please note: For subsequent deadlines, student needs to make revisions based on teacher feedback in order to main-

tain or improve his/her rating.

Tip for Success!

On each deadline, use the evaluation form/rubric provided in the handbook as a guide,

Submit it with your work.***

_______________

RECOMMENDED OUTLINE for Written Topic Proposal

I. Introduction

(What is your project/paper idea? Why? What inspiration has led you to this topic?)

II. Body of Essay

(How will you approach and accomplish your goal? What supplies do you need to accomplish it?

What is your proposed focus for research —i.e., what is your research question?

III. Conclusion

(Set personal deadlines or goals. What are the hoped-for outcomes? What interesting ideas do you

have for presenting your work to others at the end of the process?)

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EVALUATION FORM for deadline on September 24, 2019 Student Name __________________________________ Date ________________________ Topic ___________________________________________________________________(paper or project ) ANNOTATED BIBLIOGRAPHY Yes No Correct MLA format, including heading, font type and size, margins 5 0 and alphabetical order.

TOPIC APPROVAL Completion of Topic Approval and Cost Analysis - - - - - - 4 - - - 0 Quality of Written Description/ 21 17.85 15.75 13.65 10.5 Purpose/Choice of Topic Grammar/Mechanics 8 6.8 6 5.2 4 Completed Mentor Contract - - - - - - 3 - - - 0 Working Portfolio - - - - - - 5 - - - 0 Total _______________ Comments/Suggestions:

Rating Categories Excellent Above Average

Meets Requirements

Below Average

Does Not Meet Requirements

Source 1

Correct Citation Format 8 6.8 6 5.2 4

annotation-summary 5 4.25 3.75 3.25 2.5

annotation- evaluation 5 4.25 3.75 3.25 2.5

Source 2

Correct Citation Format 8 6.8 6 5.2 4

annotation-summary 5 4.25 3.75 3.25 2.5

annotation- evaluation 5 4.25 3.75 3.25 2.5

Source 3

Correct Citation Format

8 6.8 6 5.2 4

annotation-summary 5 4.25 3.75 3.25 2.5

annotation- evaluation 5 4.25 3.75 3.25 2.5

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TASK LIST AND DOCUMENTATION OF HOURS You must document a minimum of 20 hours of work completed outside of regularly scheduled classes

(with the exception of English 12) by the Portfolio submission on December 17, 2020. In order to complete your project/paper, you need to devise a plan. This task list will enable you to devise such a plan. The items you will place on this list will depend on the tasks unique to your project/paper. Even if a step seems trivial, you will still place it on your list. You will use this list to show your English teacher and mentor what you have already done. Most importantly, this document is the official record of the total time you have spent completing your SIRS. You may make additions to these pages. Please be sure to document your time as you complete your project/paper. In the far right column, please be sure to document time as shown in the example (the actual time spent and the total of that time). At the bottom of each page, please be sure to total ALL hours on that page and then record the total of all hours on final page.

Task Date

Time Spent & Total Hrs. (ex. 6pm-8pm; 2hrs.)

SAMPLE: researched sources at public library 10/6/19 4:00-5:00 p.m./1 hr

Total time __________________________________ Student signature ___________________________________ Parent signature ___________________________________

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TASK LIST AND DOCUMENTATION OF HOURS (cont. if needed)

Task Date

Time Spent & Total Hrs.

(ex. 6pm-8pm; 2hrs.)

Total time __________________________________ Student signature ___________________________________ Parent signature ___________________________________

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DOCUMENTATION OF MENTOR MEETINGS When you meet with your mentor, you will be discussing your plans and progress, as well as any questions you encounter during your research. After you meet with your mentor, record the date and the topics you discussed. Remember you must meet with your mentor monthly. After you have recorded this information, have the mentor sign as proof of each meeting. This documentation should reflect wise use of your mentor as a resource.

Month Date Items Discussed (i.e. plans for project, use of research, etc.) Mentor’s Signature

September

October

November

December

Any

additional

dates?

STATEMENT OF ETHICS FOR MENTOR

Participation as a mentor requires fair and specific feedback to the student and English 12 teacher on the student’s pro-gress, quality of work, and professionalism throughout the development of the paper/project.

The mentor must provide specific advisory notes and comments in writing on the Mentor’s Ongoing Feedback page in the student’s SIRS Handbook to guide the student and to assure for the English teacher that the student is making pro-gress in his/her work.

The mentor must complete and return to the English teacher the Mentor’s Final Feedback page (in a sealed envelope provided by the student) to assist the teacher in grading the student’s final project and paper.

The mentor will view a practice presentation in order to provide advice on timing, poise, and visuals before the student’s class presentation in January.

The mentor will contact the student’s English teacher if the student does not initiate a meeting by October 15. I have read and understand my responsibilities as an evaluator (signed and dated on original contract).

FINAL signatures due on December 17 in Portfolio verifying accuracy of this page’s record keeping: Mentor Name __________________________________________________________________________ Mentor Signature/Date __________________________________________________________________ Student Name __________________________________________________________________________ Student Signature/Date___________________________________________________________________ _________________________________________________________________________________________

Reminder: You will receive a customized Part II of the SIRS Handbook upon the return of the Topic Approval. All portions of the SIRS Handbook will also appear online.