P.A.C.E.at Bonita High School

2nd Semester Handbook

P.A.C.E. at Bonita High SchoolCHECKLIST: Winter-Spring 2016

SECOND SEMESTERJanuary

*8- Research Paper Sentence Outline due 11- Posters Displayed 15- Outline returned Write Advisory Draft 31- Advisory Draft Early Turn-in Day in the Computer Lab…Extra Credit!!!

February *1- Advisory Draft due (before 7:30 a.m.) 2, 3, 4, 5- Advisory Draft scored 8- Return Advisory Draft begin revision for Master Draft Submission *23- Master Draft Due (before 7:30 a.m.) 23, 24, 25, 26- Master Draft Scored 29- Master Draft Returned

March 7- Master Draft rewrite due (if necessary) *16- Research Paper Self-Evaluation due *23- Five Year Post High School Plan due *30- Resume due and Board Speech assigned

April *20- Portfolio Due (before 7:30 a.m.) 25- Written speech due

May 2- Practice speeches begin Dress rehearsals for Board Speeches 11, 12- Junior Portfolio Viewing *24- Senior Boards *25- Senior Boards

June 1- Junior Brainstorming/Application for Summer Hours due 9- GRADUATION !!!

*NOTE: All boldfaced assignments are SCHOOL-WIDE DEADLINES and MUST be completed at a passing level in order to pass English at the corresponding QUARTER or SEMESTER.

PROGRESS REPORTS DESIGNATING AN “F” WILL BE GIVEN ACCORDINGLY.

ADDING COMMENTARY: “WHAT, WHEN, WHY AND HOW”

TYPE

WHAT IT DOES

WHEN (AND WHY) YOU DO IT

HOW TO START

1Clarifies

SimplifiesExplains

When you need to make the concrete detail as CLEAR as

possible . . .

(Don’t assume your reader will “get it.”

MAKE him get it.)

“This means . . .”“This can be defined as . . .”

“In other words . . .”“To be more direct . . .”

“More simply . . .”

2DevelopsAnalyzesJustifies

When you need to make the concrete detail as

MEANINGFUL as possible . . .

(Don’t assume your reader will see the significance of the fact

you present.Provide some GUIDANCE.)

“Therefore . . .”“Hence . . .”

“That is why . . .”“For this reason . . .”“This is because . . .”“Consequently . . .”

3Links

ConnectsCombines

When you need to show the RELATIONSHIP between concrete details within

paragraphs . . .

(Do this when the fact is SELF-EXPLANATORY and doesn’t

really need type 1 or 2 above.)

“Also . . .”“However . . .”

“Nevertheless . . .”“Moreover . . .”

“Furthermore . . .”“Besides . . .”

Adding Lead-ins and Lead-outsType Where it goes When and why you use it What it looks like

Author attribution

Beginning or endNote: you do not add a citation at the end of the sentence, just the

page number if necessary

To establish the credibility/authority of the author

In place of citation The first time you

cite a source When you quote

someone other than the author ex. Quote within a quote

(Lead in) John Hechinger, senior special writer for the Boston Bureau of The Wall Street Journal, defines social networking as "..."

(Lead out) "Concrete detail" according to Karen Goldberg Goff, feature writer at The Washington Times since 1992.

Transitional Phrase Beginning or middle When you are

comparing, contrasting or linking ideas within a single paragraph

Compared to...Unlike...On the Contrary...Alternatively

Writing a Complete Sentence

Beginning

End

Both

When your concrete detail is not a full sentence (independent clause) on its own.

Other leaders also "stood up against the rights of those less fortunate" (Citation) during the time of the civil rights movement.

Adding Commentary

Beginning

End

Both

If you want to seamlessly weave your commentary in with your concrete detail. This demonstrates your grasp of your use of language and takes practice.

Use an idea from your commentary bubble which is not already used in your commentary sentence.

(Note: be careful not to create run-on sentences

Different Options for Lead Ins

Horowitz, Chaim. "’Final Solution’: Overview." United States Holocaust Memorial Museum. Web. 16 May 2011. <http://www.ushmm.org/wlc/en/article.php?ModuleId=10005151>.

The actual text: German SS and police murdered nearly 2,700,000 Jews in the killing centers either by asphyxiation with poison gas or by shooting. In its entirety, the "Final Solution" called for the murder of all European Jews by gassing, shooting, and other means. Approximately six million Jewish men, women, and children were killed during the Holocaust -- two-thirds of the Jews living in Europe before World War II.

Lead In With Attribution

According to Dr. Chaim Horowitz, historical expert for the Unites States Holocaust Memorial Museum, “German SS and police murdered nearly 2,700,000 Jews in the killing centers either by asphyxiation with poison gas or by shooting.”

Lead In With Critical Thought

Because Hitler believed the Germans were racially superior to the supposedly inferior Jews, “German SS and police murdered nearly 2,700,000 Jews in the killing centers either by asphyxiation with poison gas or by shooting” (Horowitz).

Lead in When The Sentence is NOT a Complex Sentence

Hitler commanded his SS to gather the Jews in concentration camps and exterminate them by the million by “asphyxiation with poison gas or by shooting” (Horowitz).

Quote Paraphrase Hitler systematically gathered millions of Jews and had them killed in an effort to “purify” Europe (Horowitz).

Pulling from two different sources

“In 1921 the Nazi party was reorganized with Hitler as chairman” (Calliope) and he immediately launched the “’Final Solution’ [which] called for the murder of all European Jews” (Horowitz).

Note: This should be followed up with enough commentary to fully expand the ideas presented in the concrete details.

Sentence Templates for Introducing Commentary

(from They Say, I Say)

Introducing What “They Say”

A number of sociologists have recently suggested that X’s work has several fundamental problems. (Replace italicized terms with terms that work for specific subject).

It has become common today to dismiss X’s contribution to the field of sociology.

In their recent work, Y and Z have offered harsh critiques of Dr. X for _____.

Introducing “Standard Views”

Americans today tend to believe that ______________.

Conventional wisdom has it that _________.

Common sense seems to dictate that _____.

The standard way of thinking about topic X has it that _____.

It is often said that _____.

Many people assumed that _____.

Introducing Something Implied or Assumed

Although none of them have ever said so directly, teachers have often given the impression that_____.

One implication of X’s treatment of _____ is that _____.

Although X does not say so directly, she apparently assumed that _____.

While they rarely admit as much, _____often take for granted that _____.

Introducing An Ongoing Debate

In discussion of X, one controversial issue has been _____. On the one hand, _____ argues ______. On the other hand, _____ contends ______. Others even maintain ______.

When it comes to the topic of _____, most will readily agree that _____. Where this agreement usually ends, however, is on the question of _____. Whereas some are convinced that _____, others maintain that _____.

Capturing Authorial Action

X acknowledges that _____.

X agrees that _____.

X argues that _____.

X believes that _____.

X denies/ does not deny that ______.

X claims that ______.

X complains that ______.

X concedes that _____.

X demonstrates that _____.

X deplores the tendency to _____.

X celebrates the fact that _____.

X emphasizes that ______.

X insists that _____.

X observes that _____.

X questions whether_____.

X refutes the claim that _____.

X reports that _____.

X suggests that _____.

Making Concessions While Still Standing Your Ground

Proponents of X are right to argue that _____. But they exaggerate when they claim that _____.

While it is true that _____, it does not necessarily follow that _____.

Naming Your Naysayers

Here many feminists would probably object that _____.

But social Darwinists would certainly take issue with the argument that _____.

Biologists, of course, may want to dispute my claim that _____.

Nevertheless, both followers and critics of Malcolm X will probably argue that _____.

Although not all Christians think alike, some of them will probably dispute the claim that ______.Indicating Who Cares

_____used to think_____. But recently [or within the past few decades]_____suggests that ______.

What this new research does, then, is correct the mistaken impression, held by many earlier researchers, that ______.

These findings challenge the work of earlier researchers, who tended to assume that ______.

Recent studies shed new light on _____, which previous studies had not addressed.

These findings challenge dieters’ common assumptions that _____.

At first glance, teenagers appear to _____. But on closer inspection, _____.

Establishing Why Your Claims Matter

X matters/is important because _____.

Although X may seem trivial, it is in fact crucial in terms of today’s concern over _____.

Ultimately, what is at stake here is _____.

These findings have important consequences for the broader domain of _____.

Although X may seem of concern to only a small group of _____, it should in fact concern anyone who cares about _____.

Quoting Rules

This handout is designed to help you understand how quoting works. If you follow these rules, you will have a well-supported essay.

Purpose One of the first things you need to understand is what a quote is. A quote happens when you use another person’s words to support what you want to say (or write). You never refer to the quote though as a quote in your analysis.

Correct: “The water in the glass is dirty.” This shows that… Incorrect: “The water in the glass is dirty.” This quote shows that…

Rationale: By saying that something is a quote, by giving it that title, what you are actually doing is saying that the source you took it from actually took it from someone else. This may sound weird, but that is just how it works.

Context The biggest problem with quoting is that it is often used in insolation, without context. This pulls the quote out of the main idea of a paragraph, setting it apart from the main idea. This is why you have been taught to use lead-ins so much: they should be used to connect the quote with the main idea of paragraph. Now the trick is to make good use of lead-ins.

Correct: The author clearly wanted the reader to see that “the water in the glass is dirty.” Correct: The first use of imagery can be seen when the author says “the water in the glass is dirty.” Incorrect: No lead-in used

Rationale: It is always good to prime the reader before they read the quote. This allows the reader to see where you are going with the quote before you use it. It also connects the quote to the rest of the paragraphs. Ultimately, by blending your ideas with your sources ideas, you make both stronger.

Analysis Providing analysis for the quotes you use is a part of good argument. There is no example to accompany this, but the suggestion is that you provide a 3:1 ratio for the number of words in your paragraphs. Three of your words for each quoted word.

Rationale: You want your essay to be your essay. This ensures that your essay is not written by your sources.

Grammatical Correctness

There is a simple rule you need to understand. The grammar of the sentence is more important than the grammar of the quote. The most important rules to follow are that a sentence begins with a capital and ends with a period, and there should not be either somewhere in between, regardless of what happened in the source document.

Source Quote: “The water in the glass is dirty.” Notice, this is a complete sentence, therefore it has a capital to lead the sentence and period at the end. However, if you are going use this in your writing, you have to provide context, which means that your sentence will be more than just the quote.

Correct: The author clearly wanted the reader to see that “the water in the glass is dirty.” Incorrect: The author clearly wanted the reader to see that “The water in the glass is dirty.”

Correct: “The water in the glass is dirty” is made clear by the author. Incorrect: “The water in the glass is dirty.” is made clear by the author.

Rationale: You want your reader to know where your sentences begin and end. This allows for that. To do otherwise creates confusion—and you don’t want a confused reader

Modifying Quotes

There are times where you need to change a quote to add clarity. This is perfectly acceptable; you just need to do it correctly. The correct way to indicate a change is to use [square brackets] to highlight the changes that were made.

Source Quote: “The water in there is dirty.” Notice that this is different than previous quotes. This is done to show how brackets work

Correct: “The water in [the glass] is dirty.” Incorrect: “The water in the glass is dirty.”

Rationale: The brackets are what indicate a change has been made. If you change a quote and don’t use brackets, you are misrepresenting what the author said. That is bad.

Note: If the change you are making is for the sake of grammar, you don’t need to bracket. You are not changing words, just capitalization, which has no effect on meaning.

Interview Evaluation FormP.A.C.E. at Bonita High School

Dear Interview Volunteer:

Thank you for volunteering your time to talk with a student concerning his/her P.A.C.E. Project. P.A.C.E. affords students the opportunity to gain specific information regarding an occupation, body of knowledge, or skill from an adult expert in the field.

The time, place, and approximate length of interview should have been arranged with you prior to the interview. We would find it very helpful if you would take a few minutes to complete this evaluation form concerning the interview. We would like you to help us determine how effectively the student utilized the opportunity. You may give this completed evaluation to the student after the interview, or fax it to Bonita High School (909.971-8229) or mail it to his/her English teacher at Bonita High School, 3102 "D" Street, La Verne, CA 91750. Your evaluation is part of his/her grade; therefore, please return this form prior to ____________________________.

Thank you again for taking time to share your expertise and to participate in P.A.C.E.

Sincerely,

Adam Archibald, P.A.C.E. Coordinator__________________________________________________________________________________

TO BE COMPLETED BY THE PERSON BEING INTERVIEWED:

Interviewee's name____________________________________________________________________________________________(Print)

Address_________________________________________________________________________________________________________

Phone Number____________________________Fax____________________e-mail______________________________________

Qualifications__________________________________________________________________________________________________

Did the student arrive punctually for the interview? Yes____No____

Was the student prepared with questions? Yes____No____

What was the total interview time? _________Min/hour

Did the student take notes? Yes____No____

Signature______________________________________________________________ Date___________________________________

Please, feel free to write additional comments on the back of this sheet.

TO BE COMPLETED BY THE STUDENT:

Student Name_________________________________________________________________English Teacher's Name_________________________________________________________Area of Study _________________________________________________________________

INTRODUCING AN INTERVIEWEE IN YOUR PAPER

Rules of Thumb:

1. When first quoting from an interview person, it is good reporting to give their name, job title, and city of employment.

2. Refer to them always by last name every time you quote from them in your paper.

3. Don’t forget to list them alphabetically in your Works Cited page. Here is an example of what it should look like on your works cited page:

Kosinski, Jim. Personal Interview. 10 March 2014.

Here’s an example:

Voiceover work is a lively business that calls for different styles in ability to read material. The advantage here is that the business is open to anyone who can read well, take direction, and has a commanding voice. Jim Kosinski, owner of Info-Hold in Glendale, California, utilizes a variety of people to record company telephone greetings. “It’s always best to use more than one voice in a telephone greeting, as we’ve found it really helps to add interest for the person making the call and who might have to be on hold” (Kosinski). Kosinski may hire three or four people to record the same greeting, and then edit their recordings to mix the voices together. “I have found that editing multiple voices together really enhances the telephone greetings, and the companies that hire me to do this like this approach a lot” (Kosinski). The advantage of this approach is threefold: more than one voiceover talent can earn money, this keeps Kosinski in demand, and the company is happy.

MLA Style and Citation GuideBasic Information1. Margins are to be one inch (1”) from the top, bottom, and sides.2. Double space everything, including block quotes and citations.3. Use 12-point Times New Roman font.

Note: This is not the default in Microsoft Word, so make sure to change the font and size. Donot use different fonts for titles or other special effects.

4. Justify only on the left side of the paper.5. Include a header with your last name and page number in the upper right-hand corner. 6. The entire research paper is double-spaced. Indent the beginning of each paragraph using one tab space. Do not leave extra space between paragraphs.7. Center the title and capitalize all the main words.8. The Works Cited page follows the text of the paper, beginning on a new page and continuing the page numbering of your paper.

General Guidelines for Authors and Titles1. Refer to the author by his or her full name the first time it is mentioned in the text, but by last name only thereafter, unless you have two authors with the same last name. In that case, use both the first and last names consistently.2. Titles of books, plays, magazines, journals, newspapers, movies, television shows, compact discs, and Web sites are to be italicized.3. Titles of articles, short stories, essays, poems, and songs are in quotation marks.4. Capitalize the first and last words and all main words. Examples: “Eight Days a Week,” Great Expectations, Wall Street Journal, The Simpsons, “The Raven.”

Use of Numbers1. Spell out numbers that can be written in one or two words (four, thirty-five); use numerals to represent longer numbers (110, 5 ½).2. Do not begin a sentence with a numeral – spell it out.3. Express related numbers in the same format (5 out of 50 states).

Internal Documentation (In-text citations, parenthetical references)Every time you paraphrase or directly quote a source, you must give the reader the author’s last name and the page number of the source, either in the lead in, lead out or in parentheses.

Do not use a comma between the author’s name and the page number.

Author’s name in the lead in“He was obeyed,” writes Joseph Conrad of the manager in Heart of Darkness, “yet he inspired neither love nor fear, nor even respect” (87).

Author’s name in parenthesesThe author, speaking of the manager in Heart of Darkness , says that “He was obeyed, yet heinspired neither love nor fear, nor even respect” (Conrad 87).

Three or more authorsIf a work has three or more authors, you should use et al. followed by the page number. Notice that et al., which means “and others,” ends with a period. Example: (Bell et al. 19).

Indirect quotationsUse material from primary sources whenever possible. If you need to include a quotation from an indirect source, use the original author’s name in the tag line and cite your source in the parenthetical reference.

Example: Sir William Berkeley believed that “learning has brought disobedience and heresy and sects into the world, and printing has divulged them” (Chappell 139).

In the above example, Chappell’s book would appear in the works cited list.

Work listed by titleIf there is no author, use the article or book title (or a shortened version of the title, if it is alengthy title) before the page number. For example, a parenthetical reference to the anonymous article “Tweeting All the Way to the Bank” which appeared in the Economist would be formatted as (“Tweeting” 61).

Citing more than one source in a single parenthetical referenceIf you wish to cite more than one source, separate the citations with a semicolon.(Badke 48; Lupton 411-13).

Corporate authorCorporate authors are groups such as the United Nations, the Modern Language Association, or the Commonwealth of Pennsylvania. It is easier to read if the corporate author is cited in the text (rather than parenthetically) the first time it is referenced, as in the following example:

“The American Diabetes Association (ADA) warns that too much sugar could be bad for a child’s health” (42).

Block quotes When you quote more than four typed lines of prose or more than three lines of poetry, set off the quotation by indenting it one tab from the left margin. Long quotations should be introduced with a tag line followed by a colon. Do not use quotation marks around the material.

At the conclusion of Golding’s Lord of the Flies, Ralph and the other boys realize the horror oftheir actions:

The tears began to flow and sobs shook him. He gave himself up to them now for thefirst time on the island; great, shuddering spasms of grief that seemed to wrench hiswhole body. His voice rose under the black smoke before the burning wreckage ofthe island; and infected by that emotion, the other little boys began to shake and sobtoo. (186)

As you can see in the above example, the parenthetical reference follows the ending period of thequotation. There is also a space after this period.

Ellipsis Ellipsis points (three spaced periods) are used to designate that material has been omitted from the source material. These are used only with directly quoted material, not paraphrases. They are only used in the middle of a quotation, not in the beginning or end. They are only used to show that information is taken out of the middle of a quote.

Works Cited Page

The list of works cited follows the text of the paper, beginning on a new page and continuing the page numbering of your paper. Center the title Works Cited one inch from the top. All sources used in your paper are listed in alphabetical order and are double-spaced with hanging indentation.

If you are citing two or more works by the same author, list the name in the first citation only. Use three hyphens and a period for all the following references. The same rule applies for multiple authors, as long as the authors’ names in each source appear in the same order. If they are not in the same order, or if there are different coauthors, you must list all names in the same order as shown in the original source. For entries beginning with the same name, but with different coauthors, alphabetize by the last names of the second author listed.

www.Easybib.com is a great resource for proper citations.

BooksCitations for books include the following:

Author’s name Title of work italicized Publication information (city of publication, the publisher’s name, and the year of publication) Medium

Each portion of the citation is followed with a period in order to show that new information is being presented.

Book by a single author or editorExamples:Fair, John D. Muscletown USA: Bob Hoffman and the Manly Culture of York Barbell. University Park: Pennsylvania State UP, 1999. Print.

Gallagher, Gary W., ed. Fighting for the Confederacy: The Personal Recollections of General Edward Porter Alexander. Chapel Hill: U of North Carolina P, 1989. Print.

Wood, Edward W., Jr. Worshipping the Myths of World War II: Reflections on America’sDedication to War. Washington: Potomac, 2006. Print.

Book by two authorsGive the names of the authors as they appear on the title page. Reverse only the first author’s name.

Booth, Wayne C. and Joseph M. Williams. The Craft of Research. 2nd ed. Chicago: U of Chicago P,2003. Print.

If there are more than two authors, you must list them all on the works cited page, but in the in-text citations you may list only the first author followed by et al., which means “and others.”

Ozretich, Rachel, Linda Burt, Susan Doescher, and Martha Foster. Case Studies in Early ChildhoodEducation: Implementing Developmentally Appropriate Practices . Boston: Merrill, 2010. Print.

Book by a corporate authorA corporate author can be an association, a committee, or any group whose members are not identified individually. In some cases, the corporate author is also the publisher.

Urban Land Institute. Cities Post-9/11. Washington: Urban Land Inst., 2002. Print.

Work in an anthologyBegin the citation with the information for the part of the book (short story, essay, poem) you are using, followed by the information for the anthology. Notice the page numbers for the piece you are citing appear at the end of the citation, right before the medium of publication.

Poston, Ted. “ A Matter of Record.” Ebony Rising: Short Fiction of the Greater Harlem Renaissance Era. Ed. Craig Gable. Bloomington: Indiana UP, 2004. 493-94. Print.

ArticlesCitations for articles usually include the following:

Author’s name Title of article in quotation marks Title of journal, newspaper, or magazine italicized Volume # and issue # for scholarly journal articles Date of publication Inclusive page numbers Medium

Scholarly journal articleLadner, Betty, Donald Beagle, James R. Steele, and Linda Steele. “Rethinking Online Instruction: From Content Transmission to Cognitive Immersion.” Reference & User Services Quarterly 43.4 (2004): 329-37. Print.

Newspaper articleSince there can be a lot of variation in the way newspapers number and date their sections and editions, please the MLA Handbook for additional information and examples.

Steinhauer, Jennifer. “Pinch of Reality Threatens the California Dream.” New York Times 22 July 2009, Washington ed.: A1+. Print.Van Ingen, Lori. “Protest to Target City Surveillance Cameras.” Intelligencer Journal [Lancaster] 26

June 2009: B1+. Print.

Magazine articlesMagazine published every week or every two weeks:

Quittner, Josh. “The Race for a Better Read.” Time 16 Feb. 2009: 34-35. Print.

“Tweeting All the Way to the Bank.” Economist 25 July 2009: 61-62. Print.

Magazine published every month or two months:

Bakich, Michael E. “How to Build a Backyard Observatory.” Astronomy Mar. 2009: 56-59. Print.

Landis, Kevin. “Dreaming in Place.” American Theatre July-Aug. 2009: 28+. Print.

Articles from an online library database (Ebsco)If you are using an article accessed from an online library database, do not use the word Print, as shown in the previous examples. Instead, follow the page numbers with the name of the database (italicized), the medium of publication (Web) and the date you accessed the article (day, month, and year).

Bakich, Michael E. “How to Build a Backyard Observatory.” Astronomy Mar. 2009: 56-59. EBSCOinformation services. Web. 29 July 2009.

Ladner, Betty, et al. “Rethinking Online Instruction: From Content Transmission to CognitiveImmersion.” Reference & User Services Quarterly 43.4 (2004): 329-37. EBSCO information services. Web. 24 July 2009.

“Tweeting All the Way to the Bank.” Economist 25 July 2009: 61-62. EBSCO information services.Web. 3 Aug. 2009.

Web PublicationsSince you are able to find such a wide variety of material on the Web, it is difficult to summarize guidelines for these sources. MLA recommends printing or downloading the Web sources you use in a research paper, in case they are no longer available later.

The citations shown in this handout include the following information: Name of the author (individual or organization responsible for the information) Title of the work (in quotes, since this is not the whole site, but rather an article or work which is

part of a larger site) Title of the overall Web site (italicized) Publisher or sponsor of the site (you may find this information listed as the copyright owner; use

N.p. if that information is not available) Date of publication (copyright date if that is all that is available, or n.d. if no date is shown) Medium of publication Date of access Website URL in <angle brackets> followed by a period.

Example: <http://www.newsweek.com/id/70750>

Additional Web Publication NotesWebsite title: is not a URL. Use American Cancer Society (close to the sponsoring institution), which is also different than the article title.

Publishing Dates: If there is not specifically a publishing date, use the last website update, if that is not available, use the copyright date. If, no copyright date, don’t allow use.

EBSCO: EBSCO should be cited as periodicals, they are simply kept online.

ExamplesThe following example is a Web exclusive article from the Newsweek site, not available in the print Newsweek magazine. The first reference to Newsweek in the citation is italicized since it refers to the name of the Web site. The second time refers to the publisher, or sponsor, of the site and is not italicized.

Tyre, Peg. “Standardized Tests in College?” Newsweek . Newsweek, 16 Nov. 2007. Web. 7 July 2009. <http://www.newsweek.com/id/70750>.

The following is an example for citing information from an organization’s Web site. Notice that many of the elements are the same.

Donor Sibling Registry. “About the DSR.” The Donor Sibling Registry . Donor Sibling Registry, 2008. Web. 30 July 2009. <http://www.donorsiblingregistry.com/about-dsr>.

If you choose to use a URL, place it at the end of the citation, enclose it in angle brackets and end with a period. You may break a long URL into two lines, only after the double or single slashes. You will have to remove the hyperlink if your Word program tries to automatically format your URL as a hyperlink.

Same Website/Same Source Issue1. If the root of the URL (www.easybib.com) does not change, it is one source. Regardless of how

many forward or backslashes there are.

Example: www.easybib.com/citations and www.easybib.com/parenthetical_citations are the same source.

1. The exception to this rule is if the article has an author, then it must be attributed to the author, not the website.

2. This issue should be treated like an anthology in a book. A website with no authors would be a book with one author. A website filled with articles from other authors, would be treated like an anthology.

Additional Common Sources In addition to the sources shown below, the MLA Handbook covers television and radio broadcasts, sound recordings, performances, musical scores, visual art, maps, charts, comic strips, advertisements, lectures, speeches, manuscripts, letters, and e-mail messages.

A digital fileThe following is an example of a citation for a file downloaded from the Web:

American Council of Learned Societies. Commission on Cyberinfrastructure for the Humanities and Social Sciences. Our Cultural Commonwealth. New York: ACLS, 2006. PDF file.

InterviewsExamples for interviews you conducted, either in person or on the phone:

Killian, Harry. Personal interview. 16 Nov. 2008.

Simmons, Roger. Telephone interview. 15 Dec. 2007.

Global Warming: The Problem with Growing Greenhouse Gas Emissions

A Senior Paper

Presented to the

Faculty of

Bonita High School

in Partial Fulfillment

of the Requirements for P.A.C.E.

in

English

by

Steven Student

2016

SIGNATURE PAGE

TITLE: Global Warming: The Problem with Growing Greenhouse Gas Emissions (change this)

AUTHOR: Steven Student (change this)

DATE SUBMITTED: 23 February 2016

DEPARTMENT OF ENGLISH

Mr.(s). Your Teacher (change this)Senior English Teacher __________________________________________

Mr. Adam ArchibaldThe P.A.C.E. Coordinator __________________________________________

Mr. Robert KetterlingPrincipal __________________________________________

Steven Student

Mrs. Tammy Teacher

These sample pages are based on an actual research paper submitted by a senior at Bonita. Some of its content and source information have been altered from the original to show you how the following 2 standards for writing research papers actually look when done correctly:

(1) M.L.A. (for effective formatting, with header/heading/margins/spacing/citation/etc.)(2) JANE SCHAFFER (for effective paragraphing, with concrete detail/commentary/leads/etc.)

RESEARCH PAPER EXAMPLE . . . Student 1

English IV P

1 February 2016

Global Warming: The Problem with Growing Greenhouse Gas Emissions

The world is going through a dangerous, albeit subtle, global change. Global warming is the slow

heating of Earth's atmosphere by greenhouse gases that has been occurring for over two hundred years. Its

current and future effects range from minor alterations to the way humans live to being mostly responsible for

weather-related natural disasters. Avoiding these effects will be difficult, but with regulation, education, and

new technologies, it is possible. Global warming and its destructive effects on Earth's climate can and should be

avoided at all costs through the use of diligent action.

Global warming, at its core, is the gradual heat increase of Earth's atmosphere. Environmentally

conscious landfill designer Brenda Robertson says “either man, or natural cyclical changes, or a combination of

both, are believed to cause global warming,” with the former seen more as the prevalent cause. Natural cyclical

changes alone do not account for the majority of global warming. “Without any change in . . . habits, Earth may

warm by about five degrees [C] . . . by 2100” (Leroux), causing the stable climate which all known life thrives

upon to corrode. This seemingly small change in global temperature could have far-reaching negative

consequences. “Already, the Arctic has warmed faster than anywhere else, by about two degrees C compared

with 0.8 degree C globally” (“Putting a Price on Pollution”), and temperatures will rise even more, given time.

This planet has heated up and will continue to heat up based on current trends. The cause of global warming—

greenhouse gases (GHGs)—must be addressed.

Carbon dioxide, usually formed from fossil-fuel combustion, and other GHGs are the direct cause of

global warming and climate change. "[GHGs] alter Earth’s climate by absorbing energy in the lower atmosphere

and re-emitting it" (Milken et al. 63) causing some heat to be trapped inside the planet increasing global

temperature. This effect is best known as global warming. The “most prominent [GHG] is carbon dioxide (CO2)

[and is] mostly [formed] by the burning of fossil fuels” (Coalition for Awareness). CO2 is rightfully blamed as

the main cause of global warming; however; it is not the only cause. There are "other gases, such as methane

(CH4) [and] nitrous oxide (N2O)” (“Blueprint Lays Out . . .”) that contribute to global warming as well. All

provocative “hook” section

one preview

sectiontwo

preview sectionthree

preview

concise thesis statement, providing clear direction for all body paragraphs to follow

Jane S.pattern:

TS

CD

CM

CD

CM

CD

CM

CS

(add leads?)

use lead-in to introduce

interviewee

These sample pages are based on an actual research paper submitted by a senior at Bonita. Some of its content and source information have been altered from the original to show you how the following 2 standards for writing research papers actually look when done correctly:

(1) M.L.A. (for effective formatting, with header/heading/margins/spacing/citation/etc.)(2) JANE SCHAFFER (for effective paragraphing, with concrete detail/commentary/leads/etc.)

use an ellipsis

to shorten a C.D.

thesis-specific title

insert (citation)between C.D. and lead-out

last sentence transitions to the topic of the next paragraph…

INTRODUCTION

Student 2

GHGs cause global warming, and so reducing the emissions of every greenhouse gas is key to fighting the

problem. The potential effects of global warming are compelling reasons to curb GHG emissions.

The predicted adverse effects of a warming planet are why global warming should be avoided. It is

predicted that “the interior regions of continents will become drier as temperature rises. This change could make

the [farmland] less suitable for [crops]” (Nordhaus, “Global Warming . . .” 1284), leading to less affordable

food and more hungry people. Global warming could lead to the starvation of people living in poor,

underdeveloped countries with rising populations. “Under the effects of global warming, U.S. corn crop yields

could drop by as much as 42 percent, according to figures from the Environmental Protection Agency (EPA)”

(Nordhaus, “After Kyoto . . .” 33). The effect global warming has on the food supply of the world will almost

certainly not be insignificant. According to Uzawa, Mendelsen and Heidelberg, “[It has been] suggested that

feedback effects such as melting permafrost could cause a runaway greenhouse scenario where the oceans

become so hot they evaporate,” turning the planet into a waterless dead-zone. While this scenario is unlikely, it

is possible, and should be viewed as a threat. The repercussions of global warming must not be doubted, even

though they may be hard to recognize.

Despite global warming being a very real issue, its effects can be hard to identify, prove, and predict.

The exact effects of global warming are unknown because

greenhouse gas emissions are hitting [Earth's] complex [climate] with a hammer, and it is nothing like

anything we geophysicists have studied before. Obviously, a fundamental element of any scientific study is the

existence of prior data to provide a “baseline.” But in in this case, no prior evidence exists. This is one of

our most significant hurdles—one which unfortunately fails to make headlines. (Cooler Heads

Coalition)

It is hard to predict effects in general with little to no prior experience. Also, “climate related disaster losses

reported . . . are unequally distributed” (Clinton, in Revkin), meaning that known data is not as precise or

accurate as it could be. Data that is not precise and accurate is essentially useless for making predictions.

Another issue is that “risks cannot be eliminated fully” (An Inconvenient Truth), leading to more difficulty

making accurate predictions. Additionally, many predictions about global warming are more likely to not

only include the first three words of a lengthy “web page title,” followed by an ellipsis

2 or moreworks

by same

author

use [brackets] when inserting your own words to make concrete details flow more effectively

“block” quote when more than

4 lines of C.D. (tab left margin only, eliminate

quotation marks and (cite) after

last punctuation)

first-person

pronouns allowed if found in a

C.D.

primary source

quoted by secondary

source

lead-ins / lead-outs serve to

(1)blend

C.D.+CM(2)

provide extraCM

try leading

with a citation authors only)

Student 3

coincide with each other, giving them less validity. Despite the lack of absolute certainty of global warming's

adverse effects, some of those effects, thus far, are fairly well understood.

Global warming is not to be taken lightly; it has the potential to cause not only extreme heat, but

extreme weather in general, including hurricanes and blizzards the likes of which humanity has never

experienced. Greenhouse gas emissions are climbing more than ever. Fossil fuels are burned dangerously

casually. Beautiful ecosystems are on the brink of collapse. It is not overstatement to say that, left unchecked,

global warming’s residual drought, famine, disease, and ultimate human extinction are not only scientifically

plausible, but probable. However, that same science suggests that it is not too late; by making fundamental

changes in the way it uses the planet to provide for its human needs, the human race can indeed come to its own

rescue.

Works Cited

"Blueprint Lays Out Clear Path for Climate Action." Environmental Defense Fund. Environmental

Defense Fund, 8 May 2007. Web. 24 May 2009.

<www.climateawarenes.org/blueprint_action>.

Clinton, Bill. Interview by Andrew C. Revkin. “Clinton on Climate Change.” New York Times. New York

Times, May 2007. Web. 25 May 2009.

Coalition for Awareness. Climate: Fact and Fiction. Los Angeles: Greenview Press, 2010.

Cooler Heads Coalition. Web. 4 January 2010.

<www.globalwarming.org/media/pdf/23423986_20567 pdf>.

An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore, Billy West. Paramount, 2006. DVD.

Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology. New York:

Springer, 2005. Print.

Milken, Michael et al. "On Global Warming and Financial Imbalances." New Perspectives Quarterly 23.4

(2006): 63. Print.

key ideas from thesis

statement

brief summary of each section

one last thought-provoking statement which captures the essence of what your research has demonstrated and the kind of paper it was(persuasive? exploratory? compare/contrast? problem/solution?)

Internet (web page)

(we

Online Periodical

(we

Corporate Author

(weInternet

(web site) (minimum

entry)

(weFilm(we

Book (1 author)

(weJournal

more than authors)

(we

Periodical (magazine)

(we

WORKS CITED EXAMPLE . . . Student 10

Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global

Warming." American Economic Review 96.2 (2006): 31-34. Print.

---. "Global Warming Economics." Science 9 Nov. 2001: 1283-84. Science Online. Web. 24 May

2009.

"Putting a Price on Pollution." Usnews.com. US News & World Rept., 6 May 2007.

Web. 24 May 2009.

Robertson, Brenda. Personal interview. 12 February 2010.

Uzawa, Hirofumi, Henry Mendelsen and Thomas Heidelberg. Economic Theory and Global Warming.

Cambridge: Cambridge UP, 2003. Print.

Turnitin.comAll students are required to submit their research paper to the website turnitin.com, which is website that contains a database of papers and also searches the web for direct plagiarism matches. In order to avoid problems, write your own paper!

Directions for students to set up their account:

Go to www.turnitin.com

Enter class ID number: ___________________________________________________________

Password: _________________________________________________________________________

The WORKS CITED PAGE above conforms to MLA (7th ed.) guidelines. (See www.owl.english.perdue.edu). For your use as a sample, it has been altered from its original form. COPY format for header, title, margins, spacing and punctuation.

If you prefer to use easybib.com, you must remember to enact the setting that will include each website’s <URL>. A variety of source types have been included for your reference. If you do not find what you need, refer to the “owl” website above…

Online Periodical

(same author as above)

(we

Online Periodical

(no author)(we

Interview(we

Book authors)

(we

P.A.C.E. ADVISORY DRAFT 2016: “YES” TESTDue Monday, February 1st

Student: ______________________________________________ Date: __________

Teacher: ______________________________________________ Period: ____Please highlight the category that best fits your paper . . .

Animals Art & Design Business Careers CultureEducation Entertainment Environment Food Health & FitnessMedicine Music Psychology Public Service Religion & PhilosophyScience &

TechnologySocial Issues Social Science Sports MISCELLANEOUS

Before turning in your paper, be sure you can answer Yes to all of the following criteria. Any No on the Yes Test or “Special Directions” not followed will result in an automatic "Not Yet" for the Advisory Draft.

We have extensively reviewed these requirements in the course of writing the research paper for P.A.C.E. Please be sure you understand each requirement. If you are unclear about any one in particular, please ask your English teacher for clarification or reference to an appropriate handout.

Yes No Criteria

Word processed to MLA standards (font, size, margins, header, etc.)

Title page included and properly formatted

Introduction and Conclusion included and properly formatted

MLA documentation in the body paragraphs included and properly formatted

Minimum of five sources are cited in the paper including the interview at least onceWorks Cited page is present and correctly formatted and interview is includedPaper is written in third person (no: I, me, my, we, us, our, you, your, etc.)Adheres to required minimum (8) and maximum (9) page length

Process: Approved Letter of Intent, note cards, outline, drafts, printed internet sources with source finders and website evaluations, interview evaluation and notes, Turnitin.com receipt

It is a good idea to bring a flash drive or CD containing your paper so you can make any changes necessary.

Special Directions:

P.A.C.E. Research Paper Scoring Guide: ADVISORY DRAFT Name: _______________________________________________________________________________ Teacher: ____________________________________ Period: _____

GRADE: __ 16 / A __ 15 / A __ 14 / A- __ 13 / B+ __ 12 / B __ 11 / B- __ 10 / C+ __ 9 / C __ 8 / C- __ 7-0 or a 1 in any column / NOT YET

CONTENT4

o Narrowly focuses on a single topico Develops topic with relevant concrete details from the sourceso Uses commentary seamlessly and accurately to expand on concrete detailso Balanced, thorough development throughout

ORGANIZATION4

o Introduction provides clear directiono Sections/paragraphs logically build on introduction/thesis statemento Transitions are seamless, clear and logicalo Conclusion demonstrates understanding of subject without restating the introduction

SOURCES4

o MLA documentation correct; each citation has an exact match on the Works Cited pageo Research is relevant; integrated into text and often blended with the writer’s commentaryo 8+ extensive scholarly/academic sources; all

internet----sources are legitimate sources of solid, useful information

o Interview used 4+ times throughout the paper

CONVENTIONS4

o Few or no errors in usage, punctuation, capitalization and spellingo Effective use of sentence variety; complex, compound sentences throughouto Correct use of mature, elevated vocabularyo Excellent readability; unobtrusive errorso In-text citation properly formatted including

all punctuation3

o Less narrow focuso Develops topic with relevant but heavy reliance on concrete details from sourceso Commentary may be awkward or forced, but accurately develops informationo Mostly balanced, adequate development; some sections may be significantly better than others

3o Introduction provides a clear direction, but may be under or over developedo Sections/paragraphs clearly fit intro/thesis, but development does not build ideaso Some transitions may be awkward or forcedo Conclusion finishes paper by summarizing, without restating the introduction

3o MLA documentation format may have minimal but consistent errors; each citation still has an exact match in the Works Citedo Research relevant; integrated into paragraphs but not blended with commentary, no leadso 5-7 extensive academic sources; Most ----------- Internet sources are relevant and -------- ---------somewhat-useful. A few may contain _______ _- inaccurate informationo Interview used 3 times throughout the paper

3o Few errors in punctuation, capitalization and spelling; some noticeable usage errorso Occasional use of sentence variety; a few complex, compound sentences throughouto Correct use of vocabularyo Good readability; a few noticeable errors, but

errors do not distract from the papero In-text citation may contain a few errors, but

mostly correct throughout

2o Broad scope of topico Develops topic with marginally relevant concrete details; heavy reliance on sourceso Commentary may be simplistic, minimal, and/or repetitious of sourceso Balanced but minimal development; several underdeveloped paragraphs/sections

2o Introduction is formulaic, but it does provide adequate directiono Sections/paragraphs fit topic in a general way, or the focus may wander or appear unrelated at timeso Transitions may be formulaic or abrupt, but are usually presento Conclusion simply restates introduction

2o Random MLA documentation format; 1 minor source may not correspond with Works Citedo Research is not extensive; formulaic use of sources/heavy reliance on a few sourceso 5 academic sources; Internet sources and

offer-little relevant and-often inaccurate-information about the topic

o Includes interview at least once but lacks significant connection or may be specific to just one paragraph/section

2o Errors in punctuation, capitalization, spelling

or usage (4-5 different errors per page)o Little or no sentence variety; simple sentences throughouto Correct use of simple vocabularyo Adequate readability; communicates with

consistent noticeable errorso In-text citation have multiple but consistent

errors

1o Lacks clear focus of subject mattero Underdevelopedo Inadequate/unsubstantiated commentaryo Paragraphs lack balance and/or connection

1o Introduction does not state paper’s directiono Sections/paragraphs lack focus and do not

follow what is discussed in intro/thesiso Transitions connecting paragraphs are missing and/or ineffectiveo Conclusion is indistinct and/or ineffective

1o Incorrect MLA documentation formato Citations do not match Works Citedo Cited research inappropriate or irrelevanto Fewer than 5 sources/No interviewo Internet sources are not acceptable sources -----with irrelevant and inaccurate information. -----

1o 6+ errors on 2+ pages, including capitalization, punctuation, spelling and contractionso 2+ fragments and/or run-ons on 2+ pageso Consistent misuse of vocabulary, including first person (I/you/we/our) more than onceo Lacks readability; difficult to understando In-text citation is incorrectly formatted

A “1” in any column earns an automatic NOT YET. The English teacher’s grade stands and/or improves ONLY when the Master Draft is successfully completed.

P.A.C.E. MASTER DRAFT 2016: “YES” TESTDue Tuesday, February 23rd

Student: ______________________________________________________ Date: _____________

Teacher: ______________________________________________________ Period: __________

Please highlight the category that best fits your paper . . .

Animals Art & Design Business Careers CultureEducation Entertainment Environment Food Health & FitnessMedicine Music Psychology Public Service Religion & PhilosophyScience &

TechnologySocial Issues Social Science Sports MISCELLANEOUS

Before turning in your paper, be sure you can answer Yes to all of the following criteria. Any No on the Yes Test or “Special Directions” not followed will result in an automatic "Not Yet" for the Master Draft.

We have extensively reviewed these requirements in the course of writing the research paper for P.A.C.E. Please be sure you understand each requirement. If you are unclear about any one in particular, please ask your English teacher for clarification or reference to an appropriate handout.

Yes No CriteriaWord processed to MLA standards (font, size, margins, header, etc.)Title page and Signature page included and properly formattedIntroduction and Conclusion included and properly formattedMLA documentation in the body paragraphs included and properly formattedMinimum of five sources (including interview) are cited in the paper Separate interview and add notes etc...

Works Cited page is present and correctly formattedPaper is written in third person (no: I, me, my, we, us, our, you, your, etc.)Adheres to required minimum (8) and maximum (9) page length

Process: Approved Letter of Intent, Advisory Draft with Scoring Guide, note cards, outline, drafts, printed internet sources with source finders and website evaluations, interview notes, New turnitin.com receipt

Special Directions:

P.A.C.E. Research Paper Scoring Guide: MASTER DRAFT Name: _______________________________________________________________________________ Teacher: ____________________________________ Period: _____

GRADE: __ 16 / A __ 15 / A __ 14 / A- __ 13 / B+ __ 12 / B __ 11 / B- __ 10 / C+ __ 9 / C __ 8 / C- __ 7-0 or a 1 in any column / NOT YETCONTENT

4o Narrowly focuses on a single topico Develops topic with relevant concrete details from the sourceso Uses commentary seamlessly and accurately to expand on concrete detailso Balanced, thorough development

ORGANIZATION

4o Introduction provides clear direction with

clear thesiso Sections/paragraphs logically build on introduction/thesis statemento Transitions are seamless, clear and logicalo Conclusion demonstrates understanding of subject without restating the introduction

SOURCES

4o MLA documentation correct; each citation has an exact match on the Works Cited pageo Research is relevant; integrated into text and often blended with the writer’s commentaryo 8+ extensive scholarly/academic sources; all

internet----sources are legitimate sources of solid, useful information

o Interview used 4+ times throughout the paper

CONVENTIONS

4o Few or no errors in usage, punctuation, capitalization and spellingo Effective use of sentence variety; complex, compound sentences throughouto Correct use of mature, elevated vocabularyo Excellent readability; unobtrusive errorso In-text citation properly formatted including

all punctuation3

o Less narrow focuso Develops topic with relevant but heavy reliance on concrete details from sourceso Commentary may be awkward or forced, but accurately develops informationo Mostly balanced, adequate development; some sections may be significantly better than others

3o Introduction provides a clear direction, but

thesis may be under or over developedo Sections/paragraphs clearly fit intro/thesis, but development does not build ideaso Some transitions may be awkward or forcedo Conclusion finishes paper by summarizing, without restating the introduction

3o MLA documentation format may have minimal but consistent errors; each citation still has an exact match in the Works Citedo Research relevant; integrated into paragraphs but not blended with commentary, no leadso 5-7 extensive academic sources; Most ----------- Internet sources are relevant and -------- ---------somewhat-useful. A few may contain _______ _- inaccurate informationo Interview used 3 times throughout the paper

3o Few errors in punctuation, capitalization and spelling; some noticeable usage errorso Occasional use of sentence variety; a few complex, compound sentences throughouto Correct use of vocabularyo Good readability; a few noticeable errorso In-text citation may contain a few errors, but

mostly correct throughout

2o Broad scope of topico Develops topic with marginally relevant concrete details; heavy reliance on sourceso Commentary may be simplistic, minimal, and/or repetitious of sourceso Balanced but minimal development; several underdeveloped paragraphs

2o Introduction is formulaic, thesis may only

provide adequate directiono Sections/paragraphs fit topic in a general way, or the focus may wander or appear unrelated at timeso Transitions may be formulaic or abrupt, but are usually presento Conclusion simply restates introduction

2o Random MLA documentation format; 1 minor source may not correspond with Works Citedo Research is not extensive; formulaic use of sources/heavy reliance on a few sourceso 5 academic sources; Internet sources are --------questionable and offer-little relevant and --------often inaccurate-information about the topico Includes interview at least once but lacks

significant connection or may be specific to just one paragraph/section

2o Errors in punctuation, capitalization, spelling

or usage (4-5 different errors per page)o Little or no sentence variety; simple sentences throughouto Correct use of simple vocabularyo Adequate readability; communicates with

consistent noticeable errorso In-text citation have multiple but consistent

errors

1o Lacks clear focus of subject mattero Underdevelopedo Inadequate/unsubstantiated commentaryo Paragraphs lack balance and/or connection

1o Introduction does not state paper’s direction,

thesis statement unclear and ineffectiveo Sections/paragraphs lack focuso Transitions connecting paragraphs are missing and/or ineffectiveo Conclusion is indistinct and/or ineffective

1o Incorrect MLA documentation formato Citations do not match Works Citedo Cited research inappropriate or irrelevanto Fewer than 5 sourceso No interviewo Internet sources are not acceptable sources -----with irrelevant and inaccurate information. -----These sites include but are not limited

1o 6+ errors on 2+ pages, including capitalization, punctuation, spelling and contractionso 2+ fragments and/or run-ons on 2+ pageso Consistent misuse of vocabulary, including first person (I/you/we/our) more than onceo Lacks readability; difficult to understando In-text citation is incorrectly formatted

to---------Wikipedia, ask.com, buzzle, ehow etc…

A “1” in any column earns an automatic NOT YET. The English teacher’s grade stands and/or improves ONLY when the Master Draft is successfully completed.

P.A.C.E. at Bonita High SchoolFive Year Post High School Plan

As with any journey, a map serves several purposes: it guides, measures, and serves as a record of your trip. Your five-year plan is a map for your future. Though you may get lost, you can always find the direction you have created for yourself by looking back at this plan.

Directions: Use the following guidelines to create a plan for yourself to achieve over the next five years. Write a seven-paragraph essay with at least 100 words in each paragraph.

Paragraph one: What personal interests, talents or passions have you identified in the past few years? Which of these have you decided to pursue? Why? What else interests you about your chosen area of interest? Describe your future career path goal and how you plan to achieve it over the next five years.

Paragraph two: Write about five to seven personal sub-goals that you hope to achieve in the next five years. These sub-goals may be health and fitness, relationship, independence, monetary, and material goals, just to name a few. These sub-goals could be other personal interests, talents and passions you have identified and would also like to pursue. Write about why you have chosen these sub-goals and what you hope/think will come out of them as you progress through life.

Paragraph three: Describe and give examples of your work skills and behaviors. These may be behaviors such as good attendance and being on time to appointments and/or skills such as ability to use specific computer programs, speak languages other than English etc...

Paragraph four: Describe the education and work experiences you might need to meet the goals discussed in the first two paragraphs. Also discuss how the examples given in paragraph three will help you be successful your chosen career path. Use the online Occupational Outlook Handbook to get concrete details about your career choice at http://www.bls.gov/oco/. This paragraph must cover, the amount of schooling needed, volunteer and other requirements of a specific careers (ie student teaching, internship etc...)

Paragraph five: Create a realistic monthly budget of expenses for the costs involved in achieving your goals over the next five years. Detail each of the costs listed in the “Budget Template” on the other side of this page, as well as any other expenses you may have (do not just give a total dollar amount). After completing the budget template, use the information to write a paragraph explaining who will be covering what costs, how much they are and how you arrived at your estimates. YOU MUST break down your budget IN WRITING in this paragraph. Detail the budget categories and who will be paying for each.

Paragraph six: Discuss four to five realistic problems you might encounter as you work toward your goals in the next five years. Give thoughtful solutions for how you could solve some of these problems. Example: Problem: I am not able to get the classes I need to graduate from college. Thoughtful solution: I may have to go to multiple schools in order to get through and stay on track. Poor Solution: I guess I will have to wait.

Paragraph seven: Conclude with what achieving this goal will mean for you? Your sense of accomplishment? Describe your determination to achieve your goals and sub-goals. How will reaching this goal help you in your future?

P.A.C.E. at Bonita High SchoolResearch Paper Self Evaluation

P.A.C.E. Five Year Post High School Plan: Monthly Budget TemplateName: ____________________________________________________

Directions: Use this form to help you with paragraph number five. Be sure to be as accurate aspossible with your estimates. If you don't know how much something costs, find out! Do someresearch or talk to people who can give you a reasonable idea. Also, be sure to indicate who willbe covering any expenses that you will not be paying for yourself . . .

CategoryMonthly $$

$How did you arrive at your

estimate? Who will payTake total

÷12 Asked Parents? Online research? You, Parents, etc…?Education: tuition $ books $ school parking $

Necessities: rent $ electricity $ gas $ water $ groceries $ sundries (makeup, TP, etc…) $

Luxuries: auto insurance $ gasoline/maintenance $ cell phone $ hair/nails $ other $

Entertainment: dining out/fast food $ movies $ clubs $ concerts $ sporting events $ other $

Miscellaneous:$$$

My Total Expenses: $ Parents Total Expenses: $How do you plan to pay your total?Total Amount ÷ amount of hours per month.Full time 40 hrs/week, part time 20 or less hrs/week. Total Combined Expenses: $

Directions: Copy the questions and answer thoroughly in complete sentences. The word-processed final copy is due: _______________________________________

1. Explain three interesting ideas or facts you learned about your research topic. Explain what about these ideas and facts interested you?

2. Explain how your project influenced your paper. How did the project affect your choice of paper topic?

3. If you were to write your paper over, what would you change and why?

4. Who or what helped you the most when you were writing your paper? How?

5. What was the biggest problem related to researching or writing your paper you had to solve?

What was the solution?

6. What helpful and realistic tip or bit of advice would you give someone who is going to be writing his/her Senior Project paper next year? Why?

7. What aspect(s) of your paper makes you feel most satisfied or proud? Why?

What is a Resume? Why should I make one?What is a Resume?

A resume is a short, one or two page document, that summarizes your career goals, experience, awards and achievements, as well as your educational background and special skills. A good resume can be the link between you and your future. Your resume often controls the number of interviews you get, plays a vital role in the amount money you make as well as the quality of the jobs offered to you.

Why do I need a Resume?

Reason one: prove you are qualified. A resume is important because it is the tool for proving you deserve the job. In a well-crafted resume, job seekers can guide potential employers through their work history, and demonstrate that they have all of the skills necessary for the desired position.

Reason two: prove you care about the job. It is important that job seekers guide potential employers not only through their work history, but also through their passion for the job. Failure to prepare a strong resume sends the message that you are not serious about getting the job.

Reason three: prove you understand the working world. A resume is important because it is part of the hiring process that everyone is expected to understand. For the modern working world, this includes the technical aspects of job seeking, such as resume preparation. If job seekers cannot understand the need to create a resume, what else do they not understand?

Isn't the application that my potential employer gives me enough?

The short answer is No. A good resume does three things: it catches the attention of potential employers, it highlights your qualifications and skills, and it sells your capabilities. Job applications may or may not do this for you, hence the need for a resume.

In order to catch the attention of potential employers, a resume does not have to be flashy or organized in a specific way. The truth is that there is truly no right way to create a resume.A few guidelines that you should follow when putting together your resume.

Your resume should be well organized and easy to read. It should be targeted to the specific job you want. (yes this means making lots of them...one for every job)

By focusing your resume on the skills needed to accomplish the job you are applying for, you will be more likely to stand out in the minds of those who read it. 

When describing your qualifications and skills, make sure that you only list those that pertain to the job in question. By tailoring your qualifications and skills to meet the needs of the company, your potential employer will be more apt to see you as a good fit for the position.

Also many are tempted to embellish on the truth, remain truthful, but use creative and descriptive vocabulary to highlight your strengths and downplay your weaknesses

The tone of the writing should be factual and confident, making you seem capable and competent.  This is where word choice plays a major part in the construction of your resume.  You need to know when to use specific words, indicating that you have specialized training or knowledge, and when to use more vague words, indicating that your knowledge base is wide in that subject. 

P.A.C.E. at Bonita High School: PORTFOLIO CHECKLISTDue April 20, 2016

The P.A.C.E. Portfolio is your journal and evidence for completing the project phase of P.A.C.E. You must include the items listed below, but you may include items not specifically mentioned on the list.

The portfolio will be reviewed by the judges before they hear your P.A.C.E. Board Speech. Reviewing your portfolio allows the judges to prepare for your speech by learning about your research paper and project as presented in the portfolio.

Be sure the judges' first impression of you is a good one. Clean up all your work (do you really want correction marks and grades to show on your research paper?) Rewrite sloppily written forms and papers, and organize your materials. Be sure that all final drafts are typed.

You must use a WHITE view binder (1 ½ inch minimum width/2 inch maximum width) and create a neat and tidy INSERT to serve as the cover of your portfolio, which includes the following information:

Your name English teacher's name Project topic Class period

You must also create a TABBED DIVIDER for each section of your portfolio. The 10 items in bold below must have a divider created for them, the first and last are not required, but certainly add a bit of quality and clout to your portfolio. The order must be as follows:

1. Dedication Page (Optional)2. Table of Contents3. Career Narrative With Title Page4. Letter of Commitment5. Project Verification Forms (4)

#1: “Parent Consent” #2: “Mentor Verification” (This form has two sides) #3: “Mentor Completion” #4: “Parent Completion”

6. Project Logs: Project logs must be typed. If the mentor signed your original handwritten logs and not the final draft, include both. On the final draft, write see original in the space where the signature should be.

7. Evidence: Include as many of the following as possible since evidence is important to convincing your judges of the authenticity and learning stretch of your project.

Certificates of completion, i.e., classes, skills Photographs, sketches Charts, diagrams Receipts Sign in sheets Notes from classes, training, etc. Materials you created: If your project has a product involved (i.e., photography portfolio, a video, a quilt,

a scale model), you must turn in the product with your portfolio.8. P.A.C.E. Project Hour Self-Evaluation9. Senior Research Paper with Title and Signature Page10. Senior Research Paper Self Evaluation11. Five-Year Post High School Plan12. Resume13. Letters of recommendation (optional)

P.A.C.E. at Bonita High School: PROJECT PORTFOLIO SCORING GUIDE Name: ___________________________________________________________________________________________________ Period: _____ SCORE: _______________

LEARNING STRETCH

- 4 -o The student is self-directed and meets senior

project deadlines on time.o Learning stretch is exceedingly evident as

the student explores a new area or demonstrates a new skill.

o Original, intellectual, physical, creative and/or independent learning is thoroughly detailed in question #12 of the Project Self-Evaluation and matches Letter of Commitment.

o 30 project hours are achieved.

PROJECT LOGS & VERIFICATIONITEMS

- 4 -o The student is self-directed and meets senior

project deadlines on time.o Project logs and verification forms are

thoroughly completed.o Corrected and unmarked research paper

complete with title page, signature page and works cited page.

o 30 project hours are achieved.

SELF-EVALUATION & EVIDENCE

- 4 -o The student is self-directed and meets senior

project deadlines on time.o Specific details and insightful reflection

regarding the student’s accomplishments are evident in the self-evaluations.

o Evidence thoroughly demonstrates a quest for quality.

o The project goals described in the Letter of Commitment have been exceeded.

o 30 project hours are achieved.

PORTFOLIO QUALITY

- 4 -o The student is self-directed and meets senior

project deadlines on time.o Portfolio demonstrates superior

craftsmanship and pride in content and appearance.

o Organization strictly adheres to the required order of sections.

o All items are properly formatted including business letters, research paper and self evaluations; fonts match throughout the portfolio.

o 30 project hours are achieved.- 3 -

o The student meets senior project deadlines with some teacher direction.

o Learning stretch for both paper and project are clearly evident.

o Original, intellectual, physical, creative and/or independent learning is generally detailed in question #12 of the Project Self-Evaluation and matches the Letter of Commitment.

o 25 project hours are achieved.

- 3 -o The student meets senior project deadlines

with some teacher direction.o Project logs and verification forms are

generally completed.o Research paper title page, signature page

and works cited page are included, but may have one minor error.

o 25 project hours are achieved.

- 3 -o The student meets senior project deadlines

with some teacher direction.o General attention to detail and reflection in

the self-evaluations is evident.o A substantial amount of evidence is clear

and labeled.o Evidence adequately demonstrates that the

project goals described in the Letter of Commitment have been met.

o 25 project hours are achieved.

- 3 -o The student meets senior project deadlines

with some teacher direction.o Portfolio is complete and tidy.o Organization generally adheres to the

required order of sections; one section may be misplaced.

o Two items may not follow format; two different fonts in the portfolio.

o 25 project hours are achieved.

- 2 -o The student misses multiple senior project

deadlines.o A moderate or limited learning stretch is

evident.o Original, intellectual, physical, creative

and/or independent learning is mentioned in question #12 of the Project Self-Evaluation, but minimally detailed and matches the Letter of Commitment.

o 20 project hours are achieved.

- 2 -o The student misses multiple senior project

deadlines.o Project logs and verification forms are

minimally completed.o Research paper title page, signature page

and works cited page are included, but poorly presented and/or may have 2-3 uncorrected errors.

o 20 project hours are achieved.

- 2 -o The student misses multiple senior project

deadlines.o Minimal attention to detail and reflection in

the self-evaluations is evident.o An adequate amount of evidence is included,

but not labeled.o Evidence demonstrates reasonable progress

toward the project goals described in the Letter of Commitment.

o 20 project hours are achieved.

- 2 -o The student misses multiple senior project

deadlines.o The required content is included, but a lack

of pride in the overall presentation of the material is evident.

o Organization does not adhere to the required order of sections; two or more sections may be misplaced.

o Three or more items do not follow required format and/or there are three or more different fonts in the portfolio.

o 20 project hours are achieved.

- 1 -o Project/Paper do not match Letter of

Commitment.o No learning stretch is evident.o 20-hour Minimum requirement for project is

not achieved.

- 1 -o Verification items are incomplete and/or

unsigned.o Project logs do not accurately reflect the

amount of hours declared in the log.o Research paper title page, signature page or

works cited page are missing or paper is marked and uncorrected.

o 20-hour minimum requirement for project hours is not achieved.

- 1 -o No reflection evident in self-evaluations.o Evidence fails to demonstrate adequate

progress toward project goals.o Too little evidence for amount of hours

logged.o 20-hour minimum requirement for project

hours is not achieved.

- 1 -o Content includes marked items that remain

uncorrected.o Portfolio does not follow the organization

guidelines.o Portfolio is sloppy, untyped and/or

incomplete.o 20-hour minimum requirement for project

hours is not achieved.

P.A.C.E. at Bonita High SchoolPresentation Guidelines

Your board presentation is the final component of P.A.C.E. It is composed of an 8 to 10 minute multi-media presentation given to a panel of 3-5 adults who judge the presentation of the components that you have completed for your P.A.C.E. project. This handout provides you guidelines on how to create both the content and multi-media aspects of your presentation.

First, let us define multi-media. A multi-media presentation is one that uses more than one type of medium to present information. Everyone will use their voice as one type of media. The additional media (hence multi) will come in the form of your choosing. It can be a visual presentation with graphs and tables, it can be a video that you create, and/or it can be audio files that you play. There are several possibilities and you can mix and match as needed. The multi-media aspect of your presentation is not just one small part, it should be a part of your entire presentation, start to finish. It needs to be more than just a PowerPoint that you read slides from, but you can use PowerPoint to contain all the elements.

Second, there is specific content that must be covered in your presentation, and this should help you build your presentation. The general structure of your presentation is as follows:

I. IntroductionII. Project description III. Performance/Demonstration (Optional, though some projects require it)IV. Connection between research paper and projectV. Research paper informationVI. Self-growth and learning stretchVII. Conclusion

Below you will find specific information about each section. Use any or all of these questions below to help you write your speech, but don’t make it sound like you are answering a list of questions.

Introduction: (30-60 seconds) Introduce yourself and the topic you focused on this year. Create an interesting lead that grabs the attention of your board judges. This can be achieved by telling a story about your topic as an example of why you are interested in this topic, by asking provocative questions that you also had before you began your project, or give some personal information about yourself as a reason that you chose this topic. Whatever introduction you choose, remember to connect it to and explain what you wrote your research paper about and what you did for your project hours.

Project description: (2-3 minutes) Since projects vary so greatly, use some of these questions to put detail into your speech. Not all questions will apply to your project. What did you do for your project hours? What steps did you take to begin and complete your project? Be detailed in what you did: either use the steps you took and go through them in detail, or describe a usual activity you engaged in and what you learned from it. What were the people that you worked with like? What were some of the materials you used to complete your project? What did you expect your project to be like? What challenges occurred while setting up and completing your project? What did you learn about your topic from your project? What was the most rewarding aspect of your project? Explain whether or not the topic still interests you as a possible career? What are your plans with this topic in the future?

Performance/Demonstration: (2 minutes Maximum ) Plan out precisely how you will conduct your demonstration, what preparation you need to make prior to your presentation, and the steps which you will need to follow so your audience understands and appreciates your demonstration.

Connection between research and project: (30-60 seconds) Explain how your research paper and project are connected. Remember: your connection does not have to be a direct 1:1 connection, but it does need to be concrete. Perhaps explain which idea came first—the paper topic or the project—and then how you went about thinking up the connection that you could pursue in further study or activity.

Research paper Information: (2-3 minutes) What did you know about your topic before you began your research? Did the project hours affect your research paper topic? Explain. What were the three most important things you learned

while doing your research? Be detailed here—give concrete details that you actually put into your paper. Why are the concrete details you chose for this speech important? Do not include what you learned about actually doing research or the research process. What was your thesis? Were you successful in proving your thesis? What did you discover in your research that surprised you, made you think, intrigued you, or touched you in some way? Did you find interesting sources? Where? Was your interview/mentor helpful to you for your paper? What was the main conclusion you came away with from your research? How did the research paper improve your understanding of the topic you chose?

Self-growth and learning stretch: (30–60 seconds) What was the learning stretch for your paper? Did you learn about a topic you knew very little about? Did you expand on prior knowledge? If yes, what did you learn that was new? What obstacles occurred while writing your paper, and how did you stretch yourself to meet them and overcome them? What was the learning stretch for your project? What satisfaction do you have about the growth you have made—either in this topic area, in study skills, in discovering new skills and talents? Avoid mentioning overcoming procrastination; this is not a solid learning stretch.

Conclusion: (30-60 seconds) Use an interesting hook to end your speech and be sure your hook mentions both the paper and the project. Consider beginning with a rhetorical question, a quotation, with a “Looking back . . .” or a “Looking ahead” hook, or one last surprising fact. Then briefly summarize what you did for your paper and project and your last impression of what the Senior Project has taught you about the topic and yourself (or perhaps other people and/or the world). Thank the board judges for letting you share your Senior Project experience, or for giving their time to listen to your speech. Ask for questions that you would be happy to answer.

Try to anticipate what sort of questions the board may ask and be prepared with answers! Remember: this is where you show your expertise in the subject area you’ve chosen.

After you have created your multi-media presentation: Practice in front of your parents or friends as much as possible. Time your presentation; it must be NO LESS than 4 minutes and NO MORE than 10 minutes. Go to the classroom where you are presenting and test your presentation to make sure the multi-media will work

there. Make sure you politely ask the teacher in that room when they/their room is available for you to test your multimedia presentation.

Be on time to your board presentation! Good Luck!

Once you have passed your presentation, you will officially be done with your P.A.C.E. Project.

Multimedia Presentation TipsDigital presentations are challenging for students because students are often unfamiliar with controlling Powerpoint or similar presentation tools. Secondly, most of the models you see from your teachers have too much information crammed into them. This is due to teachers usually wanting you to take notes. For the purposes of your P.A.C.E. speech, no one is taking notes.

Let's start with a few things to stay away from! Don'ts (you will probably fail if you do these)From the "Annual Annoying Powerpoint Survey"

Speaker reads slides directly (74%) Full sentences instead of bullets (52%) Text too small (48%) Poor visibility Contrast/background (34%) Overly complex diagrams or charts (26%)

25% or less Too many font types Animations distracting Annoying sounds Irrelevant graphics/info

Do's Font and readbility

Select an easy to read font, such as Calibri Sans (without) serif fonts are easier to read than serif fonts Example Calibri Easy to read, quickly on slide Example Times new roman not as easy to quickly read Font Size Titles 32-36 point font Body Text 28 point Sub headings 24 point no smaller than 24 point

Background Select a nice clean background

Photos Incorporate high quality photos, images, or diagrams that reinforce your verbal message

Animations Use animation, slide transitions, audio and video sparingly

To maximize retentionConvert:

sentences to short phrases passive verbs to active verbs decimals to whole % Round and abbreviate numbers

Remove: Extra Words Most Prepositional Phrases Most punctuation

Progressively reveal Tables row by row or column by column bullet points (great for conclusion)

KISS Keep It Simple and Short Employ the 6 x 6 rule 6 lines or less per slide

6 words or less per line Avoid mega-data slides

Only highlight the most important information in tables and graphs

Create a handout to give to your judges

Be passionate about your topic

After you have created your multi-media presentation: Practice in front of your parents or friends as much as possible Time your presentation; it must be NO LESS than 4 minutes and NO MORE than 10 minutes. Go to the classroom where you are presenting and test your presentation to make sure the

multi-media will work there. Be on time to your board presentation

*Try Prezi for an online presentation format that is unique and little more interesting.

P.A.C.E. at Bonita High School: SPEECH SCORING GUIDE

Student Name: ___________________________________________________________________ TOTAL SCORE: ________ / 55 ( _____ “NOT YET” )

Directions: Circle a score for each of the aspects of the speech listed below. Then add the numbers in each total section. Add the total score out of 55 at the top and indicate (if necessary) if the speech should receive a score of “Not yet.” Note: If you need further clarification of any of the grading categories, see the back of this page.

Content and OrganizationNot

PresentSatisfactor

y Good Excellent

Presentation has clear introduction, body and conclusion 0 1 2 3

Project description 0 1 2 3

Link between paper and project presented 0 1 2 3

Paper description 0 1 2 3

Learning Stretch (self-discovery, personal growth identified)

0 1 2 3

Balance: Time spent on paper and project are even 0 1 2 3

Content and Organization Total ___________ /18 or NY

Presentation/Delivery/Effectiveness

Arrives promptly> 10 min late

= NY5-10 m late

= 11-4 m late

= 2On time

= 3

Not PresentSatisfactor

y GoodExcellen

tDress 0 1 2 3

Posture 0 1 2 3

Reading/eye contact (eye contact made at least once=1)

0 1 2 3

Interest/credibility/Enthusiasm 0 1 2 3

Flow: Rehearsal/preparation/no dead air 0 1 2 3

Presentation Delivery/Effectiveness Total ___________ /18 or NY

Visual UsageNot

PresentSatisfactor

y Good Excellent

Connected to topic 0 1 2 3

Ready to present 0 1 2 3

Visual used effectively (only reading from slides/poster =0)

0 1 2 3

Visual Usage Total ___________ /9 or NY

Demonstration

(Note: not all speeches will have a demonstration, performance speeches require a demonstration)

Demonstration is 2:00 or less YES NO NA NY

Time NYSatisfactor

y Good Excellent

Under 4:00 or Over 10:00 = Not yet score 0

4:00-6:59 5

7:00-7:59 8

8:00-10:00 10

Time Total __________ /10 or NYAny mark of “0” indicates that the requirement was not met and the speech will receive a score of “Not Yet.”

Clarification of Scoring Categories

Content and OrganizationIntroduction, Body and Conclusion- The Introduction should include the student’s name as well as a basic description of their topic including what they have completed for their hours and what they wrote their research paper about. The Body of their speech should include details that describe in depth what they did for their project and paper. The Conclusion should tie the speech together and mention the paper and project without a word for word repetition of the introduction.

Project Description- Students should clearly describe exactly what they did in order to complete their hours. This may include describing any or all parts of the process including what an average day was like for them, describing the array of experiences they had during their hours as well as interactions with people including their mentor during the course of completing their project hours.

Link Between Paper and Project Hours- All students should describe to their board how their project hours connect to their research paper or vice versa. The link may be solid and concrete or very loose. If it is mentioned, give the student a passing score.

Paper Description- Students should describe what they wrote their research paper on in detail. This includes the new information learned about their topic, concrete details from their paper that were interesting or useful and any other important aspects that made the topic interesting to them.

Learning Stretch- The learning stretch is specifically the area of self-discovery, acquisition of new knowledge or personal growth the student has achieved in the process of completing their P.A.C.E. project. They should identify a stretch for their paper and their project, as long as they have mentioned one, give a passing score.

Presentation Delivery and EffectivenessArrives Promptly- Students are instructed to be on time for their speech if not early. If they arrive late, please mark them according to the scale.

Dress- If the student is dressed in a way that you feel is appropriate for a business setting, give them the max score here (3 or Excellent). If they have a casual element to the way they are dressed, give them the good score (2 or Good). If they are somewhat underdressed, give them the satisfactory score (1 or Satisfactory). If they are inappropriately dressed, give them the not yet score.

Posture- Students are instructed to stand up straight with their hands by their sides or notecards in front of them. If they slouch, legs wander, are overly stiff, robotic or have nervous shifting, please score them appropriately based on the severity of the distraction.

Reading/Eye Contact- Students are allowed to have notecards and may read portions of their speech. They should not read the entire speech. Making eye contact one time is a passing score. In order to receive a high grade in this section of the speech, they should speak more than they read.

Interest/credibility- Interest is the student establishing an interesting or personal reason for choosing their topic. Credibility is established by the student sharing their knowledge about their chosen topic in a way that shows they understand it. Enthusiasm is the student’s excitement to tell you about their project hours and research topic. Some students are very nervous and may not show you this.

Flow: Rehearsal/preparation/no dead air- If the student has practiced enough, there should be no dead air, few filler words and the speech should flow well with little to no stopping. It should be easy to follow and logically ordered in order to avoid confusion.

Visual UsageConnected to the topic- The visual should be directly connected to the topic and reinforce what is being presented in the rest of the speech. It may be used as a separated part of the speech or incorporated throughout the speech.

Ready to present- The visual should be ready to present with minimal set-up time. Students are instructed to check the technology in the room prior to presenting. Their visual should be ready, complete and compatible with the room technology.

Visual used effectively- The student should use the visual to reinforce the topic and should not read directly from the presentation slides or poster.

DemonstrationDemonstration 2:00 or less- Demonstrations are only required for performance projects such as musical instruments learned for a project. Demonstrations are defined as any time the student stops speaking and demonstrates a skill or plays a film to explain their topic further. Films, songs, etc… these may not exceed the 2:00 time limit, if they do, this would necessitate a NY or failing score.

TimeTime score- Score the time based off of what the lead judge tells you the time is. NY or failing is under 4:00 or over 10:00.