Class%of%2017% Waiakea%High%School% Capstone%/Senior ...whs-sp-ptp.weebly.com/uploads/2/3/8/0/23806048/psa_research_pap… · CAPSTONE SENIOR PROJECT: PRELIMINARY RESEARCH STATEMENT

Class  of  2017  Waiakea  High  School  Capstone  /  Senior  Project  Persuasive  Research  Paper  Guide    

Critical Due Dates    

¨ Preliminary  Research  Statement  • Period  6:  Wednesday,  August  24th    • Period  7:  Thursday,  August  25th  

¨ 10  Research  Note  Cards    • Period  6:  Wednesday,  September  14th  • Period  7:  Thursday,  September  15th  

¨ Formal  Thesis  Statement  • Period  6:  Friday,  September  23rd    • Period  7:  Thursday,  September  22nd  

¨ Complete  Research  Paper:  DRAFT  1  • Mon,  Oct  17th  (pd6)                        Tue,  Oct  18th  (pd7)    

o YesTest  #1    &  Peer  Edited  o www.turnitin.com  rated  o Period  6  Class  ID:  13013064  o Period  7  Class  ID:  13013081  o ALL  Password:  capstone  

 ***Missing/Late  Paper  =  NO  OFF  CAMPUS  PASS***  

 ¨ Draft  2  Submitted  to  turnitin.com  

• Friday,  November  18th            2:30pm    

¨ Peer  Editing  &  Evidence  of  Improvement      • Friday,  December  2nd                  2:30pm  

¨ Final  Edited  &  Reviewed  Complete  Paper  • Friday,  December  9th              1:30pm  

Handout Contents    

v Steps  In  The  Research  Process  &  Process  of  Persuasive  Writing  

o Backwards  Map    

v Preliminary  Research  Statement  o Worksheet  &  Sample  

v Creating  Research  Notecards  o Sample  &  Layout  Format  

v Effective  Note-­‐Take  Checklist    

v Developing  Guiding  Questions  for  Note-­‐Taking  

o Example  of  Making  Notes    

v Using  Notes  &  Sources  In  Your  Writing    o The  3-­‐Step  Process  

v Writing  Your  Introduction  o Checklist  of  Steps  o Sample  of  an  Effective  Intro  

v Interview  Guide  o Checklist  of  Completing  

Interview  &  Citation  Style  o Using  The  Interview    

v Example  of  Title  Page    

v Example  of  Works  Cited  Page    

v YES  –  TEST        

Waiakea High School Senior Project 155 West Kawili Street Hilo, HI 96720 Phone (808)974-4888 Fax (808)974-4880

Capstone  Senior  Project  Steps  in  the  Research  Paper    

Critical  Deadlines:    Mon.,  October  17th,  by  1:30  p.m.    Completed,  typed  rough  draft  in  MLA  format  with  at  least  5  in-­‐

text  citations  and  at  least  4  sources  (plus  1  interview)  must  be  uploaded  to  Turnitin.com  by  1:30  p.m.  You  must  also  submit  a  HARD  COPY  to  Mr.  Wagner-­‐Wright’s  hands  by  1:30  p.m.  

   Fri.,  December  9th,  by  1:30  p.m.     Completed,  typed,  final  draft  with  at  least  5  in-­‐text  citations  and  

at  least  4  sources  (plus  1  interview)  must  be  uploaded  to  Turnitin.com  by  1:30  p.m.    You  must  also  submit  a  HARD  COPY  with  last  draft  to  Mr.  Wagner-­‐Wright  by  the  1:30  p.m.  deadline.    

 Research  Tasks  &  Deadlines:   Date

Find your general topic. Then, narrow your topic. PREPARATION and

PRE-WRITING

STAGE

Focus on your topic and state your thesis. Start a sources works cited list in MLA format (Choose 2x as

many sources, books, articles, websites as you think needed). Using your sources take notes on note cards. Continue note taking. Sketch out your plan.

Organize your plan. Create web/outline. Label parts. Write the introduction paragraph & end with thesis statement.

THE

WRITING

STAGE

Support your main ideas with good source material. Use in-text citations for every source idea. Flesh out your source material and ideas with good, strong discussion of the material. Save the strongest point for last. Use clear signs (transitions) that make it easy for the reader to follow. Finish the body of the research paper. Write the conclusion.

Review the draft. THE

REWRITING

STAGE

Add, delete, and rearrange information. Proofread / PEER EDIT your draft. Confer with teacher. Share and revise draft with peers.

Revise paper again. TYPE OUT paper and compile and type Works Cited page.

THE

FINAL

REVIEW

Have two readers evaluate paper using “YES TEST.” Make revisions as necessary. This is the final check for grammar, spelling, and correct documentation.

TYPE OUT FINAL COPY AND MEET DEADLINE. Paper due by 1:30 p.m. No late papers will be accepted. If you are absent, your paper is still due.

My Backwards Map… Ideas * Concepts * Direction

Name: _____________________________________ Date: ___________________________

CAPSTONE SENIOR PROJECT: PRELIMINARY RESEARCH STATEMENT

1. INTERNSHIP/FIELDWORK Describe internship or fieldwork and location: 2. MENTOR Name of Mentor: 3. PRELIMINARY TOPIC OF PAPER Identify Topic of Senior Project Research Paper:

4. PRELIMINARY STATEMENT OF PURPOSE In a paragraph of at least 4 lines, explain the purpose of your paper: 5. PRELIMINARY THESIS STATEMENT State the preliminary thesis for your research paper:

6. PROBLEMS (IF ANY) ENCOUNTERED AS OF TODAY: (EXPLAIN)

7. KIND OF HELP NEEDED AND FROM WHOM:

CAPSTONE SENIOR PROJECT: PRELIMINARY RESEARCH STATEMENT 1. INTERNSHIP/FIELDWORK Describe internship or fieldwork and location: I am doing my internship with a kindergarten teacher at Waiakea Elementary School. I will observe the students and the teacher, create materials for the students, and I hope to be able to teach at least one class. The school is located across the campus from Waiakea High School. 2. MENTOR Name of Mentor: My mentor’s name is Mrs. Bright-Poai.

3. PRELIMINARY TOPIC OF PAPER Identify Topic of Senior Project Research Paper: The preliminary topic of my Senior Project Research is “The problem with high stakes testing” 4. PRELIMINARY STATEMENT OF PURPOSE In a paragraph of at least 4 lines, explain the purpose of your paper: In my research paper, I will give a brief explanation of “High Stakes Testing” and how it has been implemented throughout the nation and in Hawaii. Then, I will briefly mention the problems that have been encountered by schools and students, then state my thesis. The paper will focus on persuading the reader why “high stakes testing” should be stopped. 5. PRELIMINARY THESIS STATEMENT State the preliminary thesis for your research paper: Despite the good intentions of “high stakes testing,” the practice should be stopped for a number of key reasons. 6. PROBLEMS (IF ANY) ENCOUNTERED AS OF TODAY: (EXPLAIN) My first problem was finding a mentor and a school. Now, however, I have met my mentor and I have already begun to work. I don’t have any problems right now. 7. KIND OF HELP NEEDED AND FROM WHOM: I need help in finding good sources for my paper and in taking good notes. I will check with classmates & Mr.WW

Capstone Senior Project Research Paper

Creating Effective Notes

CHECKLIST Writing Effective Notes 1. Write one item per note to facilitate the shuffling and

rearranging of the data as you develop your paper during all stages of organization. Several notes can be kept in a computer file if each is labeled clearly.

2. List the source with name, year, page to be ready for in-text

citations and/or bibliographic entries. 3. Label each note (for example, “objectivity on television”). 4. Write a full note in well-developed sentences to speed the

writing of your first draft. 5. Keep everything (photocopy, scribbled note) in order to

authenticate dates, page numbers, and full names. 6. Label your personal notes with “my idea” or “personal note”

to distinguish them from the sources.

USING A COMPUTER FOR NOTETAKING The computer affects note-taking strategies in several ways:

* Your notes can be entered into the word using these methods:

1. Write each note as a separate temporary file in a common directory so each can be moved later into the appropriate section of your draft via the Copy and Paste commands.

2. Write all the notes in a single file. Begin each new note with a code word or phrase. When you begin the actual writing of the paper, you can begin writing at the top of the file, which will push the notes down as you write. As necessary, search out and bring up specific notes as you need them. In other situations, you might employ a split screen or use two windows so your draft is in one window and your notes are in another.

Note: It might be wise to keep a copy of the original file(s) in case anything is lost or deleted while arranging materials.

3. You can record the bibliography information for each source you encounter by listing it in a BIBLIO file so that you build the necessary list of references in one alphabetical file.

DEVELOPING HANDWRITTEN NOTES Handwritten notes should conform to these additional conventions:

a. Write in ink, because penciled notes blur after repeated shuffling.

b. Keep notes and the working bibliography separate c. Write on one side of a sheet because information

written on the back may be overlooked. Use the back side, if at all, for personal notes and observations, but mark the front with “OVER.”

d. Staple together two or more notes that document one item.

WRITING DIRECT QUOTATION NOTES

Copying the worlds of another person is the easiest type of note to write. In the process, you will need to follow basic conventions:

1. Select quote material that is important and well-phrased, not something trivial or something that is common knowledge. NOT “John F. Kennedy was a Democrat from Massachusetts” (Rupert 233) BUT “John F. Kennedy’s Peace Corps left a legacy of lasting compassion for the down-trodden” (Rupert 233).

2. Use quotations marks. Do not copy the words of

source into your paper in such a way that readers will think that you wrote the material.

3. Use the exact words of the source.

4. Provide an in-text citation to author and page number, like this (Henson 34-35), or give the author’s name at the beginning of the quotation and put the page number after the quotation, like this example in MLA style:

Barnill says, “More than 400 people each month receive the gift of sight through yet another type of tissue donation—corneal transplants. In many cases, donors unsuitable for organ donation are eligible for tissue donation” (2).

5. The in-text citation goes outside the final quotation

mark but inside the period. 6. Try to quote key sentences and short passages, not

entire paragraphs. Find the essential statement and feature it; do not force your reader to fumble through a long quoted passage in search of the relevant statement. Make the brief quotation a part of your sentence, in this way:

Many Americans, trying to mend their past eating habits, adopt functional foods as an essential step toward a more health-conscious future. This group of believers spends “an estimated $29 billion a year” on functional foods (Nelson 755).

7. Quote from both primary sources (the original words by

a writer or speaker) and secondary sources (the comments after the fact about original works).

Source: Lester, James D, and James D. Lester, Jr. Writing Research Papers. 11th ed. New York: Pearson Longman, 2005

CAPSTONE SENIOR PROJECT: NOTETAKING LESSON #2

TOPIC: Type 2 Diabetes and Native Hawaiians Preliminary Thesis Statement: A closer analysis of the problems of type 2 diabetes among Native Hawaiians reveals that treatment of this illness must include medicine and culturally adapted self-management interventions. Before beginning note-taking, ask yourself, “What essential information will I need to support this thesis?” These may be stated in question form. Your note cards will be the answers to these essential questions. Here are some questions that might be prompted by the above preliminary thesis:

1. How many Native Hawaiians are in Hawaii? 2. How many Native Hawaiians have type 2 diabetes? 3. What percent of other ethnic groups in Hawaii have type 2 diabetes? 4. What is the mortality rate of Native Hawaiians with type 2 diabetes? 5. What are “culturally adapted interventions?” 6. Why isn’t medicine alone (i.e. insulin) enough to treat Native Hawaiians with type 2 diabetes? 7. What evidence is there that culturally adapted intervention will work with Native Hawaiians who have type 2

diabetes? 8. Why are Native Hawaiians so susceptible to diabetes? 9. What do anthropologists believe are the causes of the high rate of type 2 diabetes among Native Hawaiians? 10. In what way did losing their land, religion, culture, and language cause Native Hawaiians to suffer health problems? 11. What other ways are there to help Native Hawaiians with type 2 diabetes? 12. What studies have been done that show how Native Hawaiians can manage their diabetes? 13. What groups can help these individuals to manage their diabetes? 14. What kinds of patient education can be used to help Native Hawaiians to manage their diabetes? 15. What kinds of materials were used to help these patients? 16. How well did the Native Hawaiian patients in the study follow the routines and diet that were prescribed for them? 17. How many participants were in the study? 18. What were the results of the study? 19. What can the community do to help the Native Hawaiians with type 2 diabetes? 20. To what extent is technology needed to assist these patients to manage their diabetes? 21. How successfully may the results of this study be replicated? 22. How easy or difficult is it to implement the proposed method of interventions? 23. What relationship, if any, exists between ethnicity, genetics, and health? 24. How are politics, economics, environment, culture, and individual choice related to the high incidence of Native

Hawaiians and type 2 diabetes? 25. To what extent are race statistics helpful in clinical studies?

HOW TO WRITE A NOTE CARD

Dangers of eating GMO foods (Smith 10) (direct quote) page 10 The range of what GMOs might do to us is breathtaking. “Several animal studies,” according to the AAEM, reveal a long list of disorders, including: “infertility, immune dysregulation, accelerated aging, dysregulation of genes associated with cholesterol synthesis, [faulty] insulin regulation, cell signaling, and protein formation, and changes in the liver, kidney, spleen, and gastrointestinal system.” Smith, Jeffrey M. “The Fight Against GMOs.” Share Guide 114 (2011): 10- 33. Alt

HealthWatch. Web. 17 Oct. 2013.

WORKS CITED

IN-TEXT CITATION PAGE NUMBER MAIN IDEA

10 Note Cards completed in the format above DUE in class on Period 6: Wednesday, September 14th Period 7: Thursday, September 15th

APA Documentation: Sinclair, K., Makahi, E., Shea-Solatorio, C.,

Yoshimura, S., Townsend, C., & Kaholokula, J. J. (2013). Outcomes from a Diabetes Self-management Intervention for Native Hawaiians and Pacific People: Partners in Care. Annals Of Behavioral Medicine, 45(1), 24-32. doi:10.1007/s12160-012-9422-1.

Directly from Source: Type 2 Diabetes among Native Hawaiians and Pacific People Of Hawaii’s 1.3 million residents, 26 % identify themselves as Native Hawaiian or Pacific Islander [3]. There has been a long-standing concern about the disproportionate burden of type 2 diabetes in these ethnic groups. The overall prevalence of type 2 diabetes in Hawaii in 2008 was 8.2%, comparable to that of the U.S. overall prevalence [4]. However, there is considerable difference in prevalence by race and ethnicity. Native Hawaiians have the highest prevalence of diagnosed type 2 diabetes ranging from 19 to 22 %, and from 16 to 35 % for impaired glucose tolerance [5–7]. The prevalence of diabetes among Whites and Japanese Americans is 3 and 7 %, respectively. Native Hawaiians are an average of 7 years younger when diagnosed with diabetes compared to Whites and Japanese Americans. Moreover, Native Hawaiians die of diabetes at a rate of 117 per 100,000 compared to the average rate of 53 per 100,000 for other racial/ethnic groups [8]. The extent of unmanaged diabetes in Native Hawaiian and other Pacific Islanders is evident not only in mortality rates, but in medical complications and preventable hospitalizations related to diabetes. Native Hawaiians and Pacific Islanders account for over 50 % of chronic dialysis patients in Hawaii [9, 10].

Number of Native Source 1 Hawaiians with type 2 diabetes: Page 25 “Native Hawaiians have the highest

prevalence of diagnosed type 2

diabetes ranging from 19 to 22 %,

and from 16 to 35 % for impaired

glucose tolerance [5–7].”

What percent of other Source 1

Ethnic groups have type 2 diabetes?

Page 25

“The prevalence of diabetes among Whites and Japanese Americans is 3 and 7 %, respectively. Native Hawaiians are an average of 7 years younger when diagnosed with diabetes compared to Whites and Japanese Americans.”

Number of Hawaiians Source 1 who die of type 2 diabetes: Page 25 “Moreover, Native Hawaiians die of diabetes at a rate of 117 per 100,000 compared to the average rate of 53 per 100,000 for other racial/ethnic groups [8].”

How to use your sources… USING SOURCE MATERIAL FOR SUPPORT

HOW TO USE AND DISCUSS SOURCE MATERIAL IN YOUR PAPER It is a simple four-step process:

1. INTRODUCE the source with words like: • According Catharine Lo. . . • Catharine Lo writes. . . • Catharine Lo asserts . . . • Lo states . . . • Lo recounts. . .

2. QUOTE the actual line and CITE IT:

• Lo recounts, “Armed with a garden-variety digital camera and a simple waterproof housing he bought on Amazon.com, Little dived boldly into the monster winter surf to capture the drama of a breaking wave” (Lo 49).

IDENTIFY KEY WORDS OR PHRASES in the material. • Lo recounts, “Armed with a garden-variety digital camera and a simple

waterproof housing he bought on Amazon.com, Little dived boldly into the monster winter surf to capture the drama of a breaking wave” (Lo 49).

3. DISCUSS EACH KEY WORD OR PHRASE in a separate sentence, if possible.

Lo recounts, “Armed with a garden-variety digital camera and a simple waterproof housing he bought on Amazon.com, Little dived boldly into the monster winter surf to capture the drama of a breaking wave” (Lo 49). The fact that Little began his photography business with a “garden-variety digital camera”(Lo 49) suggests that anyone, with even the most basic camera equipment, can begin to take and market his own pictures. In this case, to take underwater pictures, Little used an “waterproof housing he bought on Amazon.com” (Lo 49), which implies that inexpensive equipment can be bought on-line and used with professional results. Finally, Lo discusses how Little “dived boldly” into the North Shore surf, which suggests that anyone who aspires to be a photographer/entrepreneur must be willing to take the risks needed to become successful in this line of work.

WRITING THE INTRODUCTION

Taken From Writing Research Papers: A Complete Guide, by James D. Lester and James D. Lester Jr. WRITING THE INTRODUCTION OF THE PAPER

Use the first few paragraphs of your paper to establish the nature of your study. In brief, the introduction should establish the problem, the body should present the evidence, and the conclusion should arrive at answers, judgments, proposals, and closure. Most important, let the introduction and body work toward a demonstrative conclusion. The introduction should be long enough to establish the required elements described in the checklist.

How you work these essential elements into the framework of your opening will depend on your style of writing. They need not appear in this order, nor should you cram all items into a short opening paragraph. Feel free to write two or three paragraphs of introduction . . . .

PROVIDE THE THESIS STATEMENT Generally, the thesis statement will appear early in the introduction to establish the agenda for the paper. . . . SAMPLE INTRODUCTORY PARAGRAPH:

Shoplifting has become an epidemic in America, and all kinds of people are guilty of it. The people who use the “five-finger discount” come from all walks of life—the unemployed, . . . doctors, lawyers, and even public officials. As a result, clerks in many retail stores look at the public with ill will, not friendliness, and they treat the public with suspicion, not trust. In short, shoplifting in stores all over America has reached the point where all shoppers are suspect; each shopper is photographed, followed, and watched.

CHECKLIST

WRITING THE INTRODUCTION

SUBJECT □Identify your specific topic, and then define, limit, and narrow it to one issue.

BACKGROUND □Provide relevant background data.

□Discuss a few key sources that touch on your specific issue. If writing about a major figure, give relevant biographical facts, but not an encyclopedia-type survey.

PROBLEM □The point of your research paper is to explore or resolve a problem, so identify and explain the complications you see. (See Sample Introductory Paragraph above)

THESIS □Within the first few paragraphs, use your thesis statement to establish the direction of the study and to point your readers toward your eventual conclusions.

Notes

WRITING THE CAPTONE SENIOR PROJECT RESEARCH PAPER HANDOUT

“Writing the Introduction of the Paper” Use the first few paragraphs of your paper to provide the background and important facts about your topic. This should take not more than two or three paragraphs in a 4-5 page paper. Each of the paragraphs in your paper should be at least four to six sentences long. At the end of the introduction, state your thesis in clear and specific words. Here is an example of how to write a typical introduction in the Senior Project Research Paper: Jennifer K. Kalani Mr. Wagner-Wright PSA Capstone 14 November 2015

Type 2 Diabetes and Native Hawaiians

Diabetes is a disease that afflicts approximately 11 million people in the United States alone.

Its complications lead to approximately 350,000 deaths per year and cost the nation $20,373 billion

per year in medical care, in the direct cost of complication, and in the indirect costs of loss of

productivity related to the disease (Guthrie and Guthrie 1). The condition can produce devastating

side effects and a multitude of chronic health problems.

Like the other states in the nation, Hawai’i, too, has a high rate of patients with type 2

diabetes. Interestingly, however, the Native Hawaiian population has one of the highest rates of

diabetes of any culture or race in the Hawaiian Islands (“Diabetes Among Native Hawaiians”). In

fact, according to Todd Pickett, “Hawaiians are five times more likely to develop diabetes between

ages 19 to 35 than any other culture on the planet.” Another study reports that “Eleven percent of

Native Hawaiians develop type 2 diabetes between these ages, compared to only two percent seen

elsewhere in the world” (“Native Hawaiians”). This is a startling fact when one considers the healthy

climate, abundance of tropical fruit, plants, and vegetables, and the numerous kinds of edible marine

life. Yet, Native Hawaiians have higher mortality rates due to “heart disease, cancer, and diabetes

than any other culture in America” (McMullin).

Kalani 2

There have been a number of reputable studies conducted by scientists who seek the

answer to what makes Native Hawaiians more vulnerable to type 2 diabetes as well as any number

of theories to accompany those studies. Initially, some scientists attributed the predisposition to

genetics, but research did not support that conclusion. Eventually, anthropologists proposed that a

number of problems led to the health problems suffered by Hawaiians. These anthropologists also

posit that when the culture was removed from the Hawaiian people during the 1893 Overthrow of

the Hawaiian Monarchy, this was one of the biggest problems that contributed to the deteriorating

health of the Native Hawaiian population. Furthermore, because their land was taken from them,

Native Hawaiians were no longer able to grow the foods that once made up the healthy lifestyle of

their people (Pickett). However, along with this research, scientists have developed a new

method to help Native Hawaiians to treat their problems with type 2 diabetes. In short, a closer

analysis of the problems of type 2 diabetes among Native Hawaiians reveals that treatment

of this illness must include medicine and culturally adapted self-management interventions.

CAPSTONE SENIOR PROJECT: WRITING THE PAPER WARNING: An interview is a required source for all Senior Project Research Papers. Main Point #1: Checklist for Interviews:

• Set up appointments in advance. • Consult with experienced persons. If possible, talk to several people in order to weigh their

different opinions. Telephone and e-mail interviews are acceptable. • Be courteous and on time for interviews. • Be prepared in advance with a set of focused, pertinent questions for initiating and conducting

the interview. • For accuracy, record the interview with a tape recorder (with permission of the person

interviewed, of course). • Double-check direct quotations with the interviewee or the tape. • Get permission before citing a person by name or quoting his or her exact words. • Send helpful people a copy of your report, along with a thank-you note.

HOW TO CITE INTERVIEWS, LETTERS, AND MEMOS: Barstow, I. (2014, May 22). Personal Interview. Hilo, Hi.

WARNING: A survey is not a mandatory source, but some research papers may require it. Main Point #2: Checklist for Conducting a Survey:

• Keep the questionnaire short, clear, and focused on your topic. • Write unbiased questions. Let your Academy Head or Advisory Mentor review the instrument

before you use it. • Design a quick response to a scale (Choose A, B, or C), to a ranking (first choice, second

choice, and so on), or to fill the blanks. • Arrange for an easy return of the questionnaire, even to the point of providing a self-

addressed, stamped envelope. • Retain e-mail responses until the project is complete. • Provide a sample questionnaire and your tabulations in an appendix (Caution: This does not

count as part of the 750-1000 word paper). • Tabulate the results objectively. Even negative results that deny your hypothesis have value.

HOW TO CITE A SURVEY: Abilock, Damon. "Hot Lunch Options." Survey. 6 June 2014. NOTE: If the survey or poll was conducted online, provide the URL and date of access as well, as you would any other online citation.

Lester, James D. Sr., James D. Lester, Jr., Writing Research Papers: A Complete Guide. 11th ed. New York: Pearson Education Inc., 2005.

The Interview and Incorporating the Interview into the Paper

Effective Interviews For your Capstone Senior Thesis paper, you will need to get at least one interview from a person in your field. The purpose of this handout is to help you to interview successfully and to weave that interview into your paper. Interviewing Tips:

1. Ask questions that cannot be answered by “yes” or “no.” 2. Prepare at least five questions in advance. In addition to these questions, record the full name of the interviewee and list the job of the

interviewee. If possible, ask your interviewee for his/her phone number and ask for permission to call back if you need something clarified. You might also ask for a mailing address so that you can send the interviewee a thank you card.

3. Listen as your interviewee answers your questions; don’t just rush too quickly into the next question on the list. Sometimes, your subject’s answer will steer your questions into another direction.

4. Take good notes, but don’t try to take down every word. Just capture a few good quotes, and be sure to write down everything that you can possibly remember as soon as the interview is over.

5. Make sure to thank the interviewee at the conclusion of the interview. If you want to be polite, send the interviewee a thank you card, thanking him/her for the interview (make sure you ask him/her for a mailing address).

From Lester, James D., and James D. Jr. Lester. Writing Research Papers: A Complete Guide. Eleventh Edition. NY, NY: Pearson Longman, 2005. 78-79. Print.

1. When did you first meet online? Answer: September of 1996 2. What prompted you to try an online matching service? Answer: “We didn’t really try online matching services. We chatted in a chat

room, became friends there, and met in person later.” 3. Who initiated the first contact? Answer: Stephen initiated the first online chat. 4. How long into the relationship did you correspond by e-mail when one of you gave an address and/or phone number? Answer: “We

chatted and corresponded by e-mail for nine months before Jennifer shared her phone number.” 5. Who initiated the first meeting in person? Where did you meet? How long were you into the relation before you met in person? Answer:

Stephen first requested the meeting, and Jennifer flew from the States to Glasgow, Scotland. This was about a year into the relationship.

6. How much time elapsed between your first online meeting and your marriage? Answer: “One and a half years after our first chat, we were married.”

Works Cited Entry For a Personal Interview: Burns, Stephen, and Jennifer Jones. Personal Interview by Shellie Naungayan. 14 Feb. 2013. In-text Citation: (Burns, and Jones) HOW TO INTEGRATE THE INTERVIEW INTO THE PAPER: (SAMPLE PARAGRAPH FROM THE PAPER) Research uncovered a match that resulted in marriage. The two subjects, Stephen Burns and Jennifer Jones, were interviewed regarding their on-line romance. When asked how they first “met” each other on-line, Stephen Burns asserted, “We didn’t really try online matching services. We chatted in a chat room, became friends there, and met in person later” (Burns, and Jones). The couple then confessed that they were very cautious about sharing personal information. Said Burns, “We chatted and corresponded by e-mail for nine months before Jennifer shared her phone number” (Burns, and Jones). When this writer commented on how much time it took before the couple exchanged phone numbers, Jones was quick to point out, “One and a half years after our first chat, we were married” (Burns, and Jones).

Waiakea High School Senior Project 155 West Kawili Street Hilo, HI 96720 Phone (808)974-4888 x288 Fax (808)974-4880

Capstone Senior Project Instructions for Title Page

• Title should be typed in 12 point Arial font • All words to be centered on page • MARGINS: 2” (top, left, right); 1” bottom • Spacing: Double

2 inches

Type 2 Diabetes and Native Hawaiians

1 inch

A Senior Project Research Paper

Presented to the Faculty of

Waiakea High School

in Partial Fulfillment

of the Requirements for the Senior Project

Jennifer K. Kalani

Public Service Academy Capstone

Mr. Joel Wagner-Wright

November 14, 2015 1 inch

Kalani 8

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April 2009. <http://www.endocrine.niddk.nih.gov/pubs/acro/acro.htm

Butler, Robert N.. "Super Hype for Super Hormones." Health Source-Consumer

Edition 52.2February 1997 Web.23 Apr 2009.

<http://www.ebscohost.com/ehost/detail?vid=16&hid=15&sid=ca914880-f146-

4205-a8bc-ed>.

“Definition of Human Growth Hormone.” Medical Definitions of Popular Medical

Terms. 23 April 2009. 31 August 2003.

<http://www.medterms.com/script/main/art.asp?articlekey=16691.

Drysdale, R. "Human Growth Hormone Side Effects". Ezine Articles 04 Oct. 2006

Web.16 Apr 2009. <http://ezinearticles.com/?human-growth-hormone-side-

effects&id=317973&opt=print>.

"How Many People Treated With HGH in the U.S. Got Creutzfeldt-Jakob Disease

(CJD)?." National Hormone and Pituitary Program: Information for People

Treated with Human Growth Hormone (Summary) February 2004 Web.23 Apr

2009. <http:www.endocrine.niddk.nih.gov/pubs/creutz/update.htm>.

"USADA Funds Further Study Of Tests For HGH." USA Today 0734745627 Feb.

2009 04C. Web.23 Apr 2009.

<http://web.ebscohost.com/ehost/detail?vid=11&hid=15&sid=c8224f1c-4ad5-

444a-9343-42>.

Waiākea High School Senior Project Research Paper YES TEST (Revised 7/2016)

Directions:

• TWO (2) students must review your paper to make certain that your paper meets certain basic requirements contained on this YES TEST to receive credit and to be scored.

• If your paper receives a NO on any item listed below, your paper will be returned to you for revision. • The teacher WILL NOT issue credit and will not score any paper that: 1) does not pass the “YES TEST” and 2) has

not been reviewed by two readers.

READER #1 BASIC REQUIREMENTS READER #2 Yes No Yes No

Paper is typed (12 point, Arial font, doubled-spaced).

1” margins are used on all research essay pages.

Correct default spacing between letters is used (no right justifying).

The first page of the essay is correctly formatted with student info and research paper title. (The Title Page will be inserted before binding.)

Pages, including the “Works Cited” page, are numbered properly, according to MLA format.

A minimum of FIVE sources, including the personal interview of a credible and reliable person in the field, are included on the “Works Cited.” ****** “Wikipedia” entries and the like are not acceptable sources.

Sources are as current as possible, particularly for data sources. Credible internet sites may be used as sources. EBSCO sources are print sources. The paper contains at least 5 in-text citations.

Source citations in the paper are formatted properly using in-text documentation. Each in-text citation is highlighted in yellow.

The essay part of the paper is at least 3 complete pages in length and not longer than 5 pages. This does not include the “Works Cited” or title pages.

The “Works Cited” page is properly formatted and accurately reflects the citations in the paper.

The paper is consistently written in the third person. First and/or second person ( I, me, my, you, your, we, us, our) is/are not used.

The thesis statement is italicized.

For papers submitted to Turnitin.com, the Originality Index must be no greater than 25%. Period 6 Class ID: 13013064 Password: capstone Period 7 Class ID: 13013081 Password: capstone

Reader #1: _____________________________ Reader #2:_________________________________

1st  Peer  Edit/Review  Due:  Monday,  October  17th  

2nd  Peer  Edit/Review  Due:  Friday,  December  2nd