Professional Documents
Culture Documents
Senior Project
Handbook
2013-2014
Table of Contents
Overview .......................................................................................................................................................................... 3
Expectations for Student Learning................................................................................................................................... 3
Senior Project Components.............................................................................................................................................. 3
Grading ............................................................................................................................................................................ 4
Timeline ........................................................................................................................................................................... 4
Service learning ............................................................................................................................................................... 5
Service learning ............................................................................................................................................................... 5
Required Forms ................................................................................................................................................................ 8
Service learning Project Proposal .................................................................................................................................... 9
Essay Guidelines ............................................................................................................................................................ 10
Essay Rubric .................................................................................................................................................................. 11
10 Tips for Writing Your College Essay ....................................................................................................................... 13
College Application Essay Format ................................................................................................................................ 15
Cover Letter Sample ...................................................................................................................................................... 17
PowerPoint Presentation ................................................................................................................................................ 18
PowerPoint Presentation Rubric .................................................................................................................................... 19
Overview
The Senior Project is the last formal learning experience of your Academy Charter High School career. This project
is designed to demonstrate your prior learning, show your potential, and help you understand a stronger sense of self.
More importantly, the Senior Project can capture your imagination. It can offer you an adventure, tapping into
your interests at a transitional time in your life. The hope of Senior Project is to engage your sense of curiosity
proactively by having you initiate, develop, and engage in a plan of action. You will be guided through a process
of discovery, encouraging you to embrace whats possible and challenge yourself through the Senior Project. This
Senior Project Handbook explains the expectations, process, and outcomes of the Senior Project.
Grading
Students will be graded on the following elements:
Portfolio Components
o Project Proposal
o Essay
o Service learning Hours Log
Classwork
Portfolio Components
o Internship Hours Log
Service learning
The mission of service learning at Academy Charter High School is to provide students with the opportunity to show mastery of
the many skills they have acquired. Service learning empowers students to take responsibility for their learning and to have a
powerful voice in their development as individuals. Students express what they know, display what they are able to, and
showcase their talents.
Service learning is an opportunity to bring awareness of global and local issues into the realm of teenage existence and in the
process, create a connectedness to the community within which they live. All students will begin working on and with
community issues toward fulfilling the schools social and civic expectations. Each senior will be expected to complete hours
of service within the dealing with global issues as they exist within the local setting.
Such topics may include, but are not limited to:
_Environmental
_Hunger & Poverty
_Sustainable development
_Homelessness
_Health Issues, Education, Research
_Social equity
The insight and knowledge gained through this experience will be incorporated into the final exhibition, which will be a
reflective presentation. Students are encouraged to reflect on issues of interest by surfing the net, reading global and local news,
and examining how they wish to engage with others outside of the school environment as a way to single-out one service
avenue. Classmates can work together on a service learning project if they choose, but each person much complete their own set
of hours and be responsible for completing the task they have been designated. This is to ensure that no one is left holding the
bag for success at the end of a project.
_Keeping track of hours, dates, and individual tasks by completing the Service learning Time Log sheets, and timelines by
student;
_Having the mentor sign student time log sheets to verify hours;
_ Verification that student has completed a minimum of 10 hours of service learning, either in direct contact with the mentor
and/or working under the direction of the mentor, including dated photographs of your service learning experience (where
applicable).
What are acceptable and unacceptable hours of service for Senior Project?
Acceptable:
Any service-learning activity:
that takes place in the community that the student resides or has interest in.
whose chief purpose is to directly address human needs in areas such as: environment, health, homelessness, poverty,
sustainable development, social equity, education or public safety with research for solutions.
whose chief purpose is to collect food, clothing, or other items necessary to benefit others and meet human needs.
o All acceptable service-learning activities require a signed and approved project proposal form.
Unacceptable:
Any service-learning activity:
Whose chief purpose is to serve the students own family and which does not extend the benefit of service to other families.
Whose chief purpose is to increase the amount of revenue for a private, for-profit business or to generate new revenue for that
business.
That replaces a paid staff worker of the participating agency or institution with a student earning service-learning credit.
That compensates a student with money, goods, or services such that the service-learning activity is performed in expectation
of both the service-learning credit and the money, goods or services.
Whose chief purpose is to convert others to a particular religious, moral or spiritual view and/or which denigrates the
religious, moral, or spiritual views of others.
Whose chief purpose is to prepare and/or participate in the performance of a religious service.
That violates federal or state law which prohibits discrimination on the basis of race, color, sex, age,
religion, or disability.
national origin,
Student Responsibilities
Students are representing Academy Charter High School when they go out into the community. As representatives, they must
always do the following:
1. Be courteous and respectful on the phone, through emails, and in person. Texting is to be avoided.
2. Dress in an appropriate manner.
3. Value time by showing up on time for appointments. It is unacceptable to cancel an appointment without giving
twenty-four hours notice.
4. Complete ten hours of meeting/activity time and document pertinent information on a service learning log.
5. Incorporate the service experience into the senior presentation by including experiences of your service time, new
knowledge gained through experience and research, and the impact it has had on you and the community you serve.
Goals of Working with Service learning Organizations/Supporters
Academic achievement provide valuable real-world applications of inquiry and knowledge as students volunteer in
their area of interest.
Employment and career preparation introduce general ideas about the workforce, including potential career,
educational, and skill requirements, how to get and keep a job, and attitudes about work.
Social and Civic Awareness engender awareness of social and civic issues as they occur within the students own
backyard, and can offer suggestions on how the individual may enhance his/her own stewardship qualities
_________________________________________________
_______________________________________________ _________________________________________________
I understand that service learning is a component of my senior project which is a graduation requirement for Academy Charter
High School. Failure to complete all requirements will put my graduation in jeopardy.
Student Signature: __________________________________________ Date: _______________
Mary Jo McKinley:
Megan Sherman:
Approved
Approved
Rejected
Rejected
Phil Kuhlthau:
Approved
Rejected
Essay
Adapted from the Common College Application for 2012-2013 (subject to change)
Please write an essay of 250 _500 words on a topic of your choice or on one of the options listed below. Please indicate
your topic by checking the appropriate box below. This personal essay helps us become acquainted with you as a
person student, apart from courses, grades, test scores, and other objective data. It will also demonstrate your ability to
organize your thoughts and express yourself.
_Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and
its impact on you.
_Discuss some issue of personal, local, national, or international concern and its importance to you.
_Indicate a person who has had a significant influence on you, and describe that influence.
_Describe a character in fiction, a historical figure, or a creative work (as in art, music, influence on you, and
explain that influence.
_A range of academic interests, personal perspectives, and life experiences adds much to the educational mix.
Given your personal background, describe an experience that illustrates what you would bring to the diversity in a
college community demonstrated the importance of diversity to you.
_
Topic
Approved
Essay Rubric
Introduction
(Organization)
Focus on Topic
(Content)
Commitment
(Voice)
Sequencing
(Organization)
Sentence Structure
(Sentence Fluency)
Word Choice
10
The introduction is
inviting, states the main
topic and previews the
structure of the paper.
9
The introduction clearly
states the main topic and
previews the structure of
the paper, but is not
particularly inviting to the
reader.
Main idea is clear but the
supporting information is
general.
8
The introduction states the
main topic, but does not
adequately preview the
structure of the paper nor is
it particularly inviting to
the reader.
Main idea is somewhat
clear but there is aneed
for more supporting
information.
7
There is no clear
introduction of the main
topic or structure of the
paper.
Score
Adding
Personality
(Voice)
Grammar &
Spelling
(Conventions)
Conclusion
(Organization)
10
The writer seems to be
writing from
knowledge or
experience. The author
has taken the ideas and
made them "his own."
Writer makes no errors
in grammar or spelling
that
distract the reader from
the content.
The conclusion is
strong and leaves the
reader with
a feeling that they
understand what the
writer
is "getting at."
9
The writer seems to be
drawing on knowledge
or
experience, but there is
some lack of ownership
of the topic.
Writer makes 1-2 errors
in grammar or spelling
that
distract the reader from
the content.
The conclusion is
recognizable and ties up
almost all the loose ends.
8
The writer relates some of
his own knowledge or
experience, but it adds
nothing to the discussion
of the topic.
Writer makes 3-4 errors
in grammar or spelling
that distract the reader
from the content.
The conclusion is
recognizable, but does not
tie up several loose ends.
7
The writer has not tried to
transform the information
in a personal way. The
ideas and the way they
are expressed seem to
belong to someone else.
Writer makes more than 4
errors in grammar or
spelling that distract the
reader from the content.
Score
TOTAL
10
2. Be honest. Don't embellish your achievements, titles, and offices. It's just fine to be the copy editor of the
newspaper or the treasurer of the Green Club, instead of the president. Not everyone has to be the star at everything.
You will feel better if you don't strain to inflate yourself.
3. Be an individual. In writing the essay, ask yourself, "How can I distinguish myself from those thousands of others
applying to College X whom I don't knowand even the ones I do know?" It's not in your activities or interests. If
you're going straight from high school to college, you're just a teenager, doing teenage things. It is your mind and
how it works that are distinctive. How do you think? Sure, that's hard to explain, but that's the key to the whole
exercise.
4. Be coherent. Obviously, you don't want to babble, but I mean write about just one subject at a time. Don't try to
cover everything in an essay. Doing so can make you sound busy, but at the same time, scattered and superficial. The
whole application is a series of snapshots of what you do. It is inevitably incomplete. The colleges expect this. Go
along with them.
5. Be accurate. I don't mean just use spell check (that goes without saying). Attend to the other mechanics of good
writing, including conventional punctuation in the use of commas, semi-colons, etc. If you are writing about Dickens,
don't say he wrote Wuthering Heights. If you write about Nietzsche, spell his name right.
6. Be vivid. A good essay is often compared to a story: In many cases it's an anecdote of an important moment.
Provide some details to help the reader see the setting. Use the names (or invent them) for the other people in the
story, including your brother, teacher, or coach. This makes it all more human and humane. It also shows the reader
that you are thinking about his or her appreciation of your writing, which is something you'll surely want to do.
7. Be likable. Colleges see themselves as communities, where people have to get along with others, in dorms, classes,
etc. Are you someone they would like to have dinner with, hang out with, have in a discussion section? Think, "How
can I communicate this without just standing up and saying it, which is corny." Subtlety is good.
8. Be cautious in your use of humor. You never know how someone you don't know is going to respond to you,
especially if you offer something humorous. Humor is always in the eye of the beholder. Be funny only if you think
you have to. Then think again.
9. Be controversial (if you can). So many kids write bland essays that don't take a stand on anything. It is fine to
write about politics, religion, something serious, as long as you are balanced and thoughtful. Don't pretend you have
the final truth. And don't just get up on your soapbox and spout off on a sensitive subject; instead, give reasons and
arguments for your view and consider other perspectives (if appropriate). Colleges are places for the discussion of
ideas, and admissions officers look for diversity of mind.
10. Be smart. Colleges are intellectual places, a fact they almost always keep a secret when they talk about their
dorms, climbing walls, and how many sports you can play. It is helpful to show your intellectual vitality. What turns
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your mind on? This is not the same thing as declaring an intended major; what matters is why that subject interests
you.
Write as you speak. The purpose of the essay is to show the admissions and scholarship committee the real you, why yo
think and act the way you do, and what motivates you. So dont write as if you are someone else, use stilted language, or g
over how you really feel. Be authentic, not superficial. Use a relaxed, conversational style.
Be original. Too many essays use the same tired themes. For example, instead of showing yourself as a victim,
focus on how you overcame the situation. Youre not running for Miss America, so avoid presenting your
solutions to world peace and hunger. Remember that what bores you pretty much bores others. As youre writing
and revising, continually ask yourself if you would be interested in reading your essay.
Show genuine enthusiasm. Nothing draws a reader more than writing thats invigorating. When choosing your
topics, pick what genuinely excites you. Your enthusiasm will show through.
Create some mystery. Begin with an introduction that surprises your readers and makes them want to read past
the first paragraph. For example, if youre an avid volunteer for the Appalachian Trail Club and youve chosen to
talk about your latest trip, you could start with a description of the sights and sounds as you move about the forest
clearing trails.
Focus. Rather than describing everything youve done with your life, give a full description of one or two items
or events. The magic is in the details.
Use active verbs. Action verbs makes your essay much more lively than passive voice, which comes across as
cold and detached. For example, My Botany teacher recommended me for a semester of study at Longwood
Gardens in Kennett Square, Pennsylvania is much better than I was recommended for a semester of study at
Longwood Gardens in Kennett Square, Pennsylvania, by my Botany teacher.
Use short sentences and simple words. According to a recent study at Stanford University, individuals who
use complicated language are viewed as less intelligent than individuals who use simpler, more concise language.
You want your readers to understand your essay. If you use obscure terms needlessly, they wont be impressed.
A FEW MORE THOUGHTS ABOUT WRITING YOUR ESSAY
1. Whats your hook?
While the top schools look for good writing, theyre more interested in character. Your Board scores will tell
them how smart you are, and your grades let them know you study hard. Admissions officers also look for a
student who will add something to the campus. Ask them about the most recent crop of first-year students, and
youll see what I mean: Our class includes a published novelist, an Olympic luger, and an artist who made a
monumental sculpture out of Gummi Bears. Thats what I mean by hook.
Dont stress out if you dont really have one. (Remember Georges headache?) But it helps. My friend Alex,
whos about to enter her senior year in high school, has a second-degree black belt in judo. She was thinking
about doing an essay on her beloved Calvin & Hobbes. Can you guess what my advice was? If you have a
hook, write about the hook.
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of your choosing. You should write an essay that is strong and personal while being specific and focused. You will
need to speak about who you are and who you hope to become. You need to connect who you want to become with
the institution you believe will help you achieve your goal. You should note what you have studied while in high
school; what activities you have joined both in and out of school; and you should write specifically about how the
college of your choice meets your needs.
Your essay should contain simple, yet formal language. This means that
word choice should not require a dictionary by the reader, yet your essay should adhere to formal MLA writing styles. Not only is the
message important but the delivery and presentation as well. More information on MLA style.
General Idea
Your essay does not need to be a novel. It should focused and succinct. You should be able to complete your essay
with 5 paragraphs. Introduce your purpose, support your argument and then summarize and restate your purpose.
Page Mechanics Your essay page should have 1-inch set margins along sides, top and bottom. Each paragraph should be
indented the standard 5 spaces, the equivalent of hitting the "tab" button once. The type font and size should also be standard: Times
New Roman 12 is universally accepted for formal papers. You should double-space the lines of your essay as well. Finally, you should
include two spaces at the end of a sentence. This is very formal, but it makes your paper stand out.
Style Mechanics
Your essay can and should be written in first person. You are writing about yourself and your goals so firstperson is the accepted perspective. Make sure you check your paper for use of 2nd person. This is rarely acceptable and you don't want
to make this style error and a poor impression. Finally, you should review your paper for active vs. passive verbs. Active voice speaks
firmly about who you are; passive voice leaves a hint of doubt because it is not strong.
Grammar Is Never To Be Forgotten Don't rely on spell-check to deliver a perfect paper. Remember, when you intend to
spell "there" and mistakenly spell "here" spell-check will not see this as an error though it will be one. Have someone else read your
paper for content and errors. Also, read your paper from end to beginning to catch spelling errors. Use grammar help for simple rules on
punctuation usage. The entire paper is a reflection of who you are. Don't let a dangling modifier hang your college career.
To summarize, you want to be focused in what you say. Your paper should be set-up to adhere to MLA guidelines: margins should be 1-inch
around; paragraphs indented correctly; proper spacing between lines and sentences; correct perspective and voice used; and finally correct
grammar used. Don't let the words you say drown in a sea of mechanical difficulties. Presentation is just as important as content.
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PowerPoint Presentation
SENIOR PROJECT CAPSTONE
created in May, Presented in June
DIRECTIONS:
From your research, you will create an informative PowerPoint slide presentation to be
presented in June.
Include the following:
Minimum of 10 slides
Include one title slide and one conclusion slide (if you need to cite sources, then include a slide for: Sources)
Include pictures to balance your slides and add visual interest
Use bullets ONLY!!! (Do not write sentences)
If you use a background, make sure your bullets can be seen over it
Insert a graph, table, or organization chart, if applicable
You may be creative, but do not have all information zooming in and making sounds those
become distractions not aids
This is a Multi-Media presentation; that means you CAN use more than simply PowerPoint
slides (For example, add actual pictures, video clips, audio clips, music clips, create a poster
to use in conjunction with PowerPoint, etc.)
Approximately 3 minutes for this presentation (you will need to practice and time yourself
many timesonce will not be enough).
How will your presentation be different/unique from everyone elses?
15
MULTI-MEDIA COMPONENT
Visual Aids
In planning your presentation, think about the following questions when determining which
visual/media component will enhance what you are trying to communicate:
What chart, graph, table, timeline, overhead, slides, audio, video, PowerPoint slides could
help the audience more clearly understand your information?
Where in your presentation is the perfect place to insert your various media?
How can you include your visual or audio into your presentation so that you are the focus
and your visual media component serves as an accent?
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Sequencing of
Information
Effectiveness
Use of Graphics
Cooperation
Delivery
Excellent-4
All content throughout
the presentation is
accurate. There are no
factual errors.
Information is organized
in a clear, logical way. It
is easy to anticipate the
next slide.
Project includes all
material needed to give a
good understanding of the
topic. The project is
consistent with the
driving question.
All graphics are attractive
(size and colors) and
support the topic of the
presentation.
Font formats (color, bold,
italic) have been carefully
planned to enhance
readability and content.
Good-3
Most of the content is
accurate but there is one
piece of information that
seems inaccurate.
Most information is
organized in a clear,
logical way. One slide or
piece of information
seems out of place.
Project is lacking one or
two key elements. Project
is consistent with driving
question most of the time.
Satisfactory-2
The content is generally
accurate, but one piece of
information is clearly
inaccurate.
Some information is
logically sequenced. An
occasional slide or piece
of information seems out
of place.
Project is missing more
than two key elements. It
is rarely consistent with
the driving question.
Presentation has no
misspellings or
grammatical errors.
Group shares tasks and
all performed responsibly
all of the time.
Needs Improvement-1
Content confusing or
contains more than one
factual error.
There is no clear plan for
the organization of
information.
17