Senior Cumulative Project€¦ · Web viewProject/Paper compilation in Portfolio. Follow up – thank you/reflection . Rationale: Senior students at Bowdle High School will complete

Bowdle High School

2015-2016

Senior Cumulative Project

Cumulative Senior ProjectTable of Contents

Senior Cumulative Project Timeline........................................................................................................3 & 4Senior Cumulative Project Overview ............................................................................................................5Letter of Intent ...............................................................................................................................................7Sample Letter of Intent ..................................................................................................................................8Senior Project Approval Form........................................................................................................................9

RESEARCH ...............................................................................................................................................10Guidelines to Research.................................................................................................................................11Plagiarism Policy..........................................................................................................................................12Evaluating Internet Sources..........................................................................................................................13

PROJECT and PRODUCT........................................................................................................................14The Product ..................................................................................................................................................15Product Mentor Role and Responsibilities...................................................................................................16Mentor Evaluation........................................................................................................................................17Product Log...................................................................................................................................................18Senior Product Considerations......................................................................................................................19

PRESENTATION.......................................................................................................................................20The Presentation............................................................................................................................................21Guidelines for the Presentation ....................................................................................................................22Rehearsal and Delivery ................................................................................................................................24Delivery Checklist………………………………………………………………………………………….25

PORTFOLIO...............................................................................................................................................26Letter to the Judges.......................................................................................................................................27Resume Writing............................................................................................................................................28Suggestions for Sections on your Resume....................................................................................................29Suggestions for Reference List ........................................................................................................................Resume and References Checklist................................................................................................................30The Cover Letter …………………………………………………………………………………………...31

RUBRICS .....................................................................................................................Distributed Fall 2015

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BHS – Senior Cumulative Project

Project Time-Line 2010-2011

Required Activities:

25% Research Paper 25% Portfolio25% Product 25% Presentation

Tentative Due Dates:Dates correspond with quarter and mid-term grading

Letter of Intent pgs. 7 – 8 Senior Project Approval Form p. 9Mentor Form p. 19Plagiarism policy Form p. 13Research Paper Topic Identified

Appointment with Advisor Appointment with Ms. Froiland

September 9 & 10(Two dates indicate Ms. Newman grading)

Research Paper Computer Files Graphic Organizer Notes Topic Outline Annotated Works Cited Rough Draft Final Draft

September 16

Research Paper Graphic OrganizerResearch Paper Rough Draft Topic Outline

September 21

Product Plan/Checkpoint 1 Submitted Appointment with Advisor Appointment with Ms. Froiland

October 1 & 2(Two dates indicate Ms. Newman grading)

Research Paper NotesResearch Paper RD Annotated Works Cited

October 13

Research Paper Rough Draft – all parts 1 documentResearch Paper Copy to AdvisorResearch Paper Copy to Pre-selected Peer

October 19

Research Paper Peer Edit October 20

Research Paper Final Draft Research Paper Final Outline

October 22

Research Paper in Portfolio Graded Rough Drafts Peer Edited Drafts

October 28

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Graded Final Drafts

Resume & Cover Letter November 17

Product Checkpoint 2 December 2 & 3(Two dates indicate Ms. Newman grading)

Product Checkpoint 4 January 6 & 7(Two dates indicate Ms. Newman grading)

Product Checkpoint 6 February 2 & 3(Two dates indicate Ms. Newman grading)

Product Checkpoint 8 March 2 & 3(Two dates indicate Ms. Newman grading)

Product Checkpoint 9 March 23 & 24(Two dates indicate Ms. Newman grading)

Product Checkpoint 10 April 6 & 7(Two dates indicate Ms. Newman grading)

Portfolio GradingInclude Product Log/Checkpoint Form

April 14 & 15(Two dates indicate Ms. Newman grading)

Presentation Preparation & Practice April 18 – 21(Two dates indicate Ms. Newman grading)

Presentation Open House TBA

Presentation Judging TBA

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Senior Cumulative Project Fall 2015

Phases of the Project 1. Introduce idea 2. Letters of intent 3. Parent acknowledgement form 4. Personal mentors 5. Research component 6. Product component 7. Presentation practice 8. Presentation 9. Project/Paper compilation in Portfolio10. Follow up – thank you/reflection

Rationale: Senior students at Bowdle High School will complete a Cumulative Senior Project as an elective course. The purpose of the project is to allow the student to demonstrate the knowledge and maturity that he/she has gained during the course of his/her education. The project must be a “learning stretch,” meaning that it must go beyond what one already knows or has experienced. The Cumulative Senior Project is a four-part process involving a Research Paper (as accepted and assigned by the senior English teacher), a Project/Portfolio (approved by parents and administration), a Portfolio (running representation of yearly progress and compilation of the experience), and Open House and Judged Presentation.

Selection of the Topic The topic should be of great interest to the student. The topic should be project-friendly, meaning it should easily lend itself as a project or product but be a

definite “stretch” for the student to experience growth. The Research Paper topic and format will be determined by the English teacher as he/she sees fit in

accordance with the educational norms/necessities for their standard senior year in high school as well as being fundamentally purposeful for post-secondary writing expectations.

The below source is a magnificent reference for Research Paper writing.

Complete Research Paper http://owl.english.purdue.edu/owl/resource/747/01/

Project/Product This should be a real-world accomplishment that can make an impact upon the student by providing a

stretch in abilities in order that he/she can experience something new and that through research, guidance, and perseverance success can be realized.

Mentors You should seek a mentor for this project, a subject specialist preferably not a family member .

Your teacher & advisor will check that you are maintaining the timeline and provide academic assistance.

Specialist mentors provide an interview, guidance, suggestions, and possibly sources.

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http://owl.english.purdue.edu/owl/resource/747/01/

At least three mentor meetings need to be scheduled with your mentor. Remember that your mentor’s time is valuable. Be respectful of this fact and schedule your meetings in

advance and within the convenience of the mentor. When you schedule a meeting – BE THERE!

Presentation 10-15 minutes Introduction should explain why you selected the topic and your research. The body of the presentation will explain and demonstrate how your project/product was an extension of

your research. Be sure to show and explain your product and/or shadowing hours. If applicable, describe the role your mentors played during the course of your project. In conclusion, explain how the senior project has affected or influenced your personal

development, intended area of study or employment. Your presentation must include visual aids and must incorporate technology.

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LETTER OF INTENT

The letter of intent is a document you write before you are allowed to do any “hands-on” work on your project. It will explain what your plans are for your project, including how you plan to go about finishing it and what the finished product will be.

Your letter of intent must be typed in block-style, personal business letter format (see next page) with one-inch margins on the left, right, and bottom; the top margin should be 2 – 2 ½ inches. Block style means all parts of the letter begin at the left margin. Your letter must provide all of the information requested and reflect your best writing, spelling, and grammar. Make certain to sign your letter! You should quadruple space after the date and before your typed signature line to allow room for your handwritten signature. Your letter of intent must be approved by administration before you begin your project.

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Sample Letter of IntentYour name123 Main Street (your home address) Bowdle, South Dakota 57053

(DS) 2 returns or one blank line August 25, 2007 (current date) (DS) 2 returns or one blank line Addressee’s nameBowdle High School P.O. Box 517330 W. 2nd. St. Bowdle, SD 57053 (DS) 2 returns or one blank line Dear Mr. Meyer: (DS) 2 returns or one blank line In the first paragraph you are to describe the general area of interest, such as art, communications, social problems, physical fitness, automotive, etc. Explain why you chose this area and what you already know or have accomplished in this area. Identify what you hope to learn or accomplish by doing this project. (DS) In the second paragraph, be specific about what you will be researching, what you hope to gain from your investigation, and any sources you plan to use. Include names of at least two people/authorities you plan to interview as primary sources for information and identify their expertise/background. (DS) The third paragraph should describe your project, giving very specific details-what the senior project will be, what you will actually do, who and what will be involved, and what you will need to consider completing your project. You should also list possible mentors to help you, estimated cost, and estimated time required to complete the project. Explain clearly how this project will be a learning stretch for you that will take you beyond current knowledge and/or current skills. This is not an opportunity to do again something which you already have done using current knowledge. It is here that you can explain the connection between the research paper and the product portion of the Cumulative Senior Project. (DS) In the fourth paragraph you should explain what plagiarism is and the consequences of plagiarizing or falsifying any information, including the fact that this would result in failing the Senior Project and possibly English 12. Conclude with a clear statement affirming that you will not plagiarize or falsify any information in your research, your research narrative, or your project itself. (DS) Sincerely yours, (or other appropriate complimentary close)

(QS) 4 returns or 3 blank lines (Your signature)

Your Typed Signature

This letter will be submitted with a Senior Project Approval Form. When the approved documents are returned to you, you must keep them to add to your Senior Project Portfolio.

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SENIOR PROJECT APPROVAL FORM

BOWDLE HIGH SCHOOL

Research Topic_________________________________________________________________

Product Idea___________________________________________________________________

Student Signature ________________________________ Date_________________________

Parent Signature _________________________________ Date _________________________

Review Committee

Topic Approved ________________ Product Approved_________________

Topic Not Approved*_____________ Product Not Approved*_____________

Reason Not Approved:

There is no apparent "learning stretch" for you in this project. This project closely resembles one that is already part of the BHS curriculum and is a project that is

already completed by many students. The proposal has elements that violate school policies. The project has potentially dangerous elements. o Other_________________________________________________________

Comments

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Teacher Signature _________________________________ Date ______________

*You must resubmit unapproved components.

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Main Entry: 1re·search Pronunciation: ri-'s&rch, 'rE-" Function: noun Etymology: Middle French recerche, from recerchier to investigate thoroughly, from Old French, from re- + cerchier to search -- more at SEARCH 1: careful or diligent search 2: studious inquiry or examination; especially : investigation or experimentation aimed at the discovery and

interpretation of facts, revision of accepted theories or laws in the light of new facts, or practical application of such new or revised theories or laws

3: the collecting of information about a particular subject

Main Entry: 2research Function: verb transitive senses 1: to search or investigate exhaustively <research a problem> 2: to do research for <research a book> intransitive senses : to engage in research -re·search·able /ri-'s&r-ch&-b&l, 'rE-"/ adjective -re·search·er noun

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GUIDELINES TO RESEARCH

1. The research paper is more meaningful than a "term paper." It is likely to cross disciplines and will require interviews, as well as written material.

2. The first step involves researching. Research may take a variety of forms, primary and secondary, traditional and non-traditional. Primary sources of information may include interviews and surveys, an expert's actual notes, an autobiography, letter, or on-line databases. You may use more than one primary source, but one must be an interview. Secondary sources are textbooks, reference books, periodical articles, literary criticism, and/or written material discussing any primary information.

3. Each research paper must cite a minimum of six different sources. Students should seek a variety and balance in their selections, utilizing no less than three different types of sources. Sources should include at least one primary source (interview source) because primary sources add immediacy and relevance to the research.

4. Students must carefully document all research information cited in their papers. This should include parenthetical documentation within the paper and a list of annotated works cited at the end of the paper. Likewise, the student should be thoroughly informed of research ethics and the serious consequences of plagiarism. Refer to your copy of the current MLA/APA Writing Stylus.

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BOWDLE HIGH SCHOOL PLAGIARISM POLICY- SENIOR CLASS EXPERIENCE

Bowdle High School regards plagiarism as a very serious offense. Plagiarism is a form of cheating, and cheating will not be tolerated.

Plagiarism is defined as:

The use of another's words without acknowledging the source, whether found in printed material or in electronic media, including submitting the work of another, either published or unpublished, in full or in part, free or purchased.

It is the teacher's responsibility to provide instruction concerning documentation procedures. Ultimately, however, academic honesty is the student's responsibility. If plagiarism is not discovered during the writing process but appears in the final paper, the penalties listed below will apply.

Student research will be evaluated throughout the writing process. A paper containing blatant plagiarism will be returned. After having a period of time to conference with the teacher and make any necessary corrections, the student may resubmit the paper for a final grade no higher than 50% of the possible points. If the resubmitted paper still contains a pattern of plagiarism, it will receive a zero.

I understand that if the first final copy of my research paper contains plagiarism, it must be rewritten correctly in order for me to continue with my Senior Project. I also understand that when the paper is redone, it will receive no grade higher than a 50%.

Student's Signature_______________________________________________

Date___________________________________________________________

Parent's Signature________________________________________________

Date___________________________________________________________

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EVALUATING INTERNET SOURCES

1. Authorship

· Who wrote the site?· What are the author's credentials?· Is the web information within the author's specialty?

2. Publishing Body

· Is this an official organizational site or a personal web page?· Is the sponsoring organization credible?

3. Content

· What is the purpose of the web page?· Is there evidence of bias? · What is the source and date of the information?

4. Context of the work

· Does the site include a bibliography?

5. Accuracy or credibility

· What are some of the links listed at the site?

6. Source

· · What is the full URL address?

7. Scope

· What is the depth of the context (i.e. number of pages)?

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Main Entry: 1proj·ect Pronunciation: 'prä-"jekt, -jikt also 'prO-Function: noun Etymology: Middle English proiecte, from Medieval Latin projectum, from Latin, neuter of projectus, past participle of proicere to throw forward, from pro- + jacere to throw -- more at JET 1: a specific plan or design : SCHEME 2 obsolete : IDEA 3: a planned undertaking: as a: a definitely formulated piece of research b: a large usually government-supported undertaking c: a task or problem engaged in usually by a group of students to supplement and apply classroom studies 4: a usually public housing development consisting of houses or apartments built and arranged according to a single plan synonym see PLAN

Main Entry: prod·uct Pronunciation: 'prä-(")d&kt Function: noun Etymology: in sense 1, from Middle English, from Medieval Latin productum, from Latin, something produced, from neuter of productus, past participle of producere; in other senses, from Latin productum

1 : the number or expression resulting from the multiplication together of two or more numbers or expressions 2 a : something produced b : something resulting from or necessarily following from a set of conditions <a product of his environment>

3 : the amount, quantity, or total produced 4 : CONJUNCTION 5

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THE PRODUCT

The product will be a physical extension of your research paper, which will allow you to use your creativity and personal interests to learn more about the passion/career you have researched for your paper. For this reason, the product will take on many different forms. It will be important for you to consider the product you would like to create while you are determining the topic for your research paper.

Remember that the Senior Project should be a stretch and stimulate intellectual growth. This is true for the product you will be developing. When considering the product, think about the resources that you currently have available to you, the resources that are available through your mentor, and contacts you may make in the

The possibilities are endless!!

Senior Project Review

Parents must sign topic/product plans prior to review by the Review Committee/Administration. These plans should be attached to your letter of intent. The signature will be an indication of parental knowledge and support of the topic/product. The approved plans will be kept in the portfolio. The Review Committee/Administration must review detailed plans before you begin work on the research paper portion.

Product Log

The Product log will be used to document the time you spend working on your Product/Project. You are required to spend a minimum of fifteen hours working on your Product/Project. All the time you spend working on your Product/Project should be documented on a Product/Project log (you can create your own or use the one provided in this packet). The log needs to specify the hours you worked alone, with your mentor, as well as the meeting times with your teacher (director) and school adviser. Signatures of the mentor, advisor, and director are required on this log. The log should provide an area to describe the activity accomplished and the next planned steps. You will find the next step column especially helpful when you have lapses of time between your work sessions. The Product log requires appropriate signatures.

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PRODUCT MENTOR ROLE AND RESPONSIBILITIES

SENIOR PROJECT OBJECTIVE:

The BHS Senior Cumulative Project, consisting of four equally important parts, must be successfully completed. The four parts include a paper, a product, a portfolio, and a presentation. The Senior Cumulative Project is a culmination of skills learned throughout high school. Each senior is required to produce a Product that relates to his/her research area. The Product requires the student to work a minimum of fifteen hours. Students are to use real-world materials and resources. The Product must be a "stretch" for the student.

MENTOR ROLE:

A career professional has much to offer students working on a Senior Cumulative Project. The professional has the expertise and resources to offer a more realistic perspective on the overall Product. The students are required to work with a mentor who has the following responsibilities: · Meet with student a minimum of three times · Offer Product suggestions and improvements · Verify student work times · Evaluate student task performance

MENTOR AGREEMENT:

I agree to offer my guidance to _______________________________, a BHS senior. I understand that the

production of the Product is the student's responsibility, but I will fulfill the defined role of a mentor.

Mentor's Signature

Date

Please print the following:

Mentor's Name _______________________________________________________________________

Name of Business _____________________________________________________________________

Address _____________________________________________________________________________

E-mail Address _______________________________________________________________________

Phone Number(s) _____________________________________________________________________

STUDENT AGREEMENT: I agree to work on my Senior Cumulative Product a minimum of ten hours. I understand that the production of my Product is my responsibility and not my mentor's. I will utilize my mentor as a resource.

Student's Signature ________________________________ Date_____________________________

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Bowdle School District Mentor Evaluation

The community mentor evaluation is a very important part of the Culminating Project experience. We would greatly appreciate your honest appraisal of the student including any other specific information you feel may be helpful to this student. This evaluation will become a part of the student’s final portfolio for graduation. Thank you so much for your time and commitment to our student’s personal growth.

Mentor Name _____________________________________________________________________________________Student Name ____________________________________________________________________________________Did the student spend ten or more hours on his/her experience? Yes ________ No ________

Did you meet with the student at least three times during his/her experience to provide input, feedback, make

suggestions and determine if the student was applying the feedback? Yes ________ No ________

What are the first words that come to your mind to describe the student? __________________________________

____________________________________________________________________________________________

Briefly describe the project goals and benefits to your organization: ______________________________________

____________________________________________________________________________________________

Student Performance Evaluation (Please place a check mark in the appropriate column listed below.)

Unsatisfactory Satisfactory Exemplary Attendance Promptness Attitude Effort Efficiency Follow Through Appearance – appropriate for job Respectful and courteous Communication Skills Shows Initiative Overall Performance

Additional Comments (include description of jobs performed.) If you would like to attach an additional page, please feel free to do so. _________________________________________________________________

_____________________________________________________________________________________I recommend this student: ____With Reservation ____Fairly ____Strongly ____Strongly ____Enthusiastically

Mentor Signature __________________________________ Date __________________

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Product Log

Date Activity Accomplished Amt. of Time used

Next Step/Plans Mentor Signature Advisor Initials

Director

Initials

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Initials are required. If you create separate logs, be sure necessary columns are provided.

Senior Product Considerations

PERFORMANCE CRITERIA Evidence of Goals and Organization in Learning

The Product demonstrates an application of knowledge acquired while writing the paper. The Product has evidence of orderly work guided by planned steps. There is evidence of 15 hours or more of work outside the class invested in completing this

Product.

Application of Knowledge Acquired from the Senior Project The Product is directly related to the topic of the research paper. The Product is evidence of the student’s growth in knowledge and ability to solve problems.

Quality of the Product The Product is complete and creative. The student demonstrates care for his/her work and attention to detail through the Product. The Product reflects effort and his/her personal growth through completion of the Product.

Comments:

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Main Entry: pre·sen·ta·tion Pronunciation: "prE-"zen-'tA-sh&n, "pre-z&n-, "prE-z&n-Function: noun 1 a: the act of presenting b: the act, power, or privilege especially of a patron of applying to the bishop or ordinary for instituting someone into a benefice 2: something presented : as a: a symbol or image that represents something b: something offered or given : GIFT c : something set forth for the attention of the mind d: a descriptive or persuasive account (as by a salesman of a product) 3: the position in which the fetus lies in the uterus in labor with respect to the mouth of the uterus 4: an immediate object of perception, cognition, or memory 5 often capitalized : a church feast on November 21 celebrating the presentation of the Virgin Mary in the temple 6: the method by which radio, navigation, or radar information is given to the operator (as the pilot of an airplane) -pre·sen·ta·tion·al /-shn&l, -sh&-n&l/ adjective

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THE PRESENTATION

At the end of the senior year, seniors will present the culmination of their work to a panel of judges. The student will speak about the research paper, the product application, the lessons learned, and the problems encountered while doing the project. When the 10 – 15 minute formal speech is over, the student must be prepared to answer questions about the different phases of the project from the panel of judges. In essence, the presentation is an oral self-evaluation that enables the student to reflect on what he/she has accomplished.

The members of the panel will review the portfolio prior to the presentation to obtain an understanding of what has been accomplished. The portfolio will contain the research paper, verification of the project, and additional materials that will support the presentation.

The presentation requires the following:

· The student will give the presentation during the last 6 weeks of their senior year. · The student will present orally, using any resources for support. · The student will speak for ten-fifteen minutes. · The student will use an audio/visual aid, not including the portfolio. · The student will dress appropriately. · The student will be prepared for a question/answer session with the judges.

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GUIDELINES FOR THE PRESENTATION

Speech Outline Your speech outline should show five distinctive parts:

1. Capture their attention (hook) 2. Introduction of you and your Product 3. Research Paper topic/knowledge & Relation to Product 4. Product Purpose & Process (choice?/successes/failures/mentor info./hours spent)5. Questions

You may begin your speech with any of the following points: · Background or historical material · Special point of view and purpose · Preliminary definitions · An explanation of how the speech is to be developed.

In other words, get the attention of the audience; state your central ideas or purpose; briefly identify your main points; make your audience interested in what you have to say. "Hook" your audience. Why is this important to them?

Once you have hooked your audience:

1 What is your name? (first and last) 2 What subject did you research? 3 Why did you choose that subject?

As you progress from the introduction to the body of your speech, keep the audience's attention by using one or more of the following:

· An interesting quotation · An amazing fact or startling statement · An illustration or colorful visual aid · A series of questions · A strong statement showing the relevance of your topic by demonstrating how it relates to important political, social, or scientific issues.

The body of your speech contains the main message, including the primary arguments and supporting evidence. The evidence that supports your argument should outline such materials in detail. Details usually consist of descriptive settings, images, figures of speech, examples and illustrations, comparisons and contrasts, and references to charts, diagrams, models, quotations, etc. The way you organize information is very important because the audience must understand it after hearing it only once.

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Be sure to cover…

What are three interesting things you found out about your subject during the research for your paper and your product?

1 What is your product? 2 How does it relate to your subject of research? 3 What research was involved in preparing your project? 4 What process was involved? (How did you do it?) 5 What problems did you encounter (skills, finances, etc.)?

The conclusion completes the argument or thesis while it also helps the judges understand what they have heard and why this information is important. A good conclusion will consist of the following types of material:

1 Again, what was your primary objective in pursuing this topic? 2 How does your product relate to your research? 3 What successes and failures were encountered during research for paper and project work?4 What did you learn from this project? Anything about yourself?

The speech outline is designed to give you a complete sequence of ideas, arranged in the order in which they are to be presented in the speech.

Good speakers understand that preparing the script for delivery, revising it as necessary, and rehearsing repeatedly are necessary steps in the speaking process. It is the path the speaker pursues from beginning to end. Accordingly, you should use it in rehearsal.

Think about your purpose, topic, and audience. Then outline your speech as follows:

· Opening statement in sentence form · All main points in sentence form · Quotations written in full · All supporting numbers, technical details, and sources listed · Closing statement in sentence form · Notes indicating visual aids you plan to use.

The above is all good information, but you must put your presentation together in the way that it makes sense to you

and actually represents you and your project.

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REHEARSAL AND DELIVERY

During your rehearsals, make your presentation follow the path of the speech outline. Do not try to memorize items. Through practice and repetition, become thoroughly familiar with your ideas so that the material finds its own language. Don't forget that even though you may rehearse only once in class, you should rehearse two to four times outside of class. Rehearse in front of your family and friends. If you can present your speech in front of them, you can present to anyone.

*****Once you set up your props on the day of your presentation, don't forget to introduce yourself to the judges. Look directly at each of them, introduce yourself, and offer a firm handshake. When making a first impression, nothing is a bigger turn-off than a limp, fish-like or a bone-crushing handshake.

Get "set" before speaking. Face your audience and look at them for a few seconds until they are paying attention to you. Continue to breathe regularly, address your audience, and begin your presentation.

Employ a salutation such as "Mr. Chairman" or "Ladies and Gentlemen." A salutation is not only good manners, but it also makes you become aware of your listeners and vice versa.

Be confident. Let your body language demonstrate your assurance.

State clearly and precisely why your audience should be interested in what you are going to say. Focus on why your material is important to your audience.

Keep your eyes on the audience. Make consistent eye contact with all the judges.

Use direct address. Use the pronouns "we" and "you" in your presentation. This helps to give you and the listeners a sense of being one group.

Use an occasional question, especially in introducing a new point. Particularly helpful are those questions that you think your audience would like to ask if they saw fit to interrupt you as you go along. Anticipate them, state them, and answer them.

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DELIVERY CHECKLIST

Verbal Elements of Speaking

Volume. Speak loudly enough to be heard without shouting.

Pitch. When you speak, vary your pitch.

Pace. Do not speak too slowly or too quickly.

Stress. Emphasize important ideas by saying them with force.

Tone. Match the emotion in your voice to the message you wish to convey to your audience.

Enunciation. Pronounce each word clearly. Do not drop the ends of words or sentences.

Variety. Vary your volume, pitch, pace, stress, and tone to suit parts of your message.

Nonverbal Elements of Speaking

Eye Contact. Look at your audience as you speak.

Facial Expressions. Display emotions that match your message.

Body Language. Use good posture.

Gestures. Use hand gestures sparingly to emphasize points that you make.

Proximity. Stay at a comfortable distance from your audience, neither too far nor too close.

Clothing. Dress for success. Your attire should be appropriate for a job interview. Since dress/appearance is one of the items that judges mark on the evaluation form, it would benefit you to give the judges a favorable impression by dressing in a manner that demonstrates maturity and professionalism. No jeans, T-shirts, bare midriffs, tennis shoes, or excessive jewelry should be worn. Keep the school dress code in mind.

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port·fo·lio Pronunciation: pOrt-'fO-lE-"O, port-Function: noun Inflected Form(s): plural -li·os Etymology: Italian portafoglio, from portare to carry (from Latin) + foglio leaf, sheet, from Latin folium -- more at BLADE 1: a hinged cover or flexible case for carrying loose papers, pictures, or pamphlets 2 [from the use of such a case to carry documents of state] : the office and functions of a minister of state or member of a cabinet 3: the securities held by an investor : the commercial paper held by a financial house (as a bank)

4: a set of pictures (as drawings or photographs) either bound in book form or loose in a folder

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LETTER TO THE JUDGES

The first page following the table of contents in your portfolio will be a reflective letter to the judges. This letter will serve as your first contact with the judges who will be evaluating you on your senior project presentation of your experiences. Use this letter to make the best first impression you can. You will use the following format in preparing this letter.

Your nameYour street address Your city, state and zip code

Date

Senior Project Judges 330 W. 2nd St. P.O. Box 517Bowdle, SD 57053

Dear Judges:

Discuss in the first paragraph what you learned while completing this project.

Use the second paragraph to tell the judges more about yourself and your school life.

In the third paragraph, explain to the judges why you chose the topic you did.

In the fourth paragraph, touch on the easiest and most difficult areas of the project, and the ways you predict this experience will benefit you later in life.

In the last paragraph, thank them for their time.

Sincerely,

(Four returns to allow for your signature) Your name (typed)

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RESUME WRITING

…An Overview

A good resume is one of the most important tools in your job search. Its purpose is to entice the employer to want to know more about you and call you for an interview. It is usually the first impression you make! Make it fabulous!

A good resume presents Who you are. What position you want. What skills you possess. What accomplishments you have made. What jobs you have held previously.

Remember A resume is not an autobiography; it is a sales brochure. Only two out of one hundred resumes result in an interview. Keep it short; make it sizzle!A resume needs to be one page to pass the ten-second test.

While writing DO Be concise. List in reverse chronological order. Stress skills and accomplishments. Use job-related key words. Use one-inch margins all around. Use good white, ivory or gray bond paper. Make your resume attractive and neat. Proofread, proofread, proofread, and then have someone else proofread! Always include a cover letter. Include references. If this needs to be on a second page use an identical heading and style as used on the resume.

While writing DON'T Lie or exaggerate. Include salary history. Use pronouns or abbreviations. Overdo use of bold or italics or fancy fonts. Use more than one font. Use small type or overcrowd.

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SUGGESTIONS FOR SECTIONS ON YOUR RESUME

1. HEADING: Include name; complete address with street address, city, state, and zip code; phone number; and email address.

2. OBJECTIVE: List the position you are seeking or hope to obtain, level of job your are seeking, and the skills you possess / bring to the business.

3. EDUCATION: List school’s complete name, address, phone number of last high school you attended, and the years you attended each school.

4. EMPLOYMENT HISTORY: List dates worked, job title, complete name, address, and phone number of places of employment as well as supervisor’s name and title.

5. EXPERIENCE AND SKILLS: List academic, technical, performing, and community service experiences and any special skills.

6. HONORS AND AWARDS: Indicate years in clubs, offices held, scholarships earned, etc.

SUGGESTIONS FOR REFERENCE LIST

1. Can be a separate sheet of paper from resume

2. Same heading including your name, address, phone number, and e-mail centered as on resume

3. List of references including

Name

Occupation

Complete Address

Phone Number

Years known

4. Same style as resume

**Always have extra copies of your resume when going to a job interview. You may be interviewed by more than one person and wish to present a copy to each interviewer. You also may be asked to complete a job application and will need a copy for yourself to use while filling it out.**

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SENIOR PROJECT RESUME AND REFERENCES CHECKLIST

STUDENT NAME:_________________________________________________________

CategoryOverall appearance

- Resume is neatly and accurately types with no errors in grammar, spelling.

- Adequate white spce and margins are used.- Most important “selling” points follow the job objective.- Resume is brief and relevant.- Resume is printed on quality paper.- Resume looks professional.

Objective- Clear, short statement is geared to the employer’s needs.

Education- All relevant honors, awards, training, education, and special skills are

included.Experience and skills

- Work history is listed in reverse chronological order with dates included.

- Company name, city, state, job title are included.- Skills and accomplishments are clustered.- Skills and accomplishments are written in short, clear phrases.- Accomplishments from paid and volunteer work are included.

Summary- The resume sells the writer.

References (may be on separate page)- Reference list looks professional- Information presented is relevant- Information provided is complete- Information is accurate

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THE COVER LETTER

A cover letter is used to accompany any resume mailed to a prospective employer. Its purpose is to summarize briefly what you can offer to the employer. This letter should be carefully planned, written, and possibly rewritten until you are satisfied that it is as effective as possible. The following guidelines will be helpful in writing your cover letter.

The Heading

Your return address and date

The Inside Address

The name of the person to whom you are writing The name of the company and its correct mailing address

Salutation or Greeting

If possible, address the letter to a specific person by name. Try to avoid "Dear Sir/Madam" or "To Whom It May Concern."

The Body of the Letter

The body of the letter should include three paragraphs. These paragraphs may take several forms depending on your level of experience or the type of position you are seeking.

Opening Paragraph

State why you are writing to this employer. Give the position or type of work for which you are applying. Tell how you heard about the position or the company.

Middle Paragraph

Include a brief description of your education and work experience. Indicate how these relate to the position. Be positive and confident; sell yourself.

Closing Paragraph

Tell the employer that you are available for a personal interview. Always close by thanking the employer for the company's time and consideration.

The Signature

Sign your name, and then type your name beneath your signature.

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Senior Cumulative Project€¦ · Web viewProject/Paper compilation in Portfolio. Follow up – thank you/reflection . Rationale: Senior students at Bowdle High School will complete

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