Chs senior Project

Download 232.92 Kb.
Size232.92 Kb.
CHS Senior Project



Table of Contents

  • Section One: Overview 5

  • Section Two: Timeline & Responsibilities 9

  • Section Three: Getting Started 13

    • Selecting a Project 13

    • Getting Started Tips 16

    • Possible Senior Project Topics 17

    • Project Information 18

  • Section Four: Components 19

    • Proposal Guidelines 20

    • Research Paper Guidelines 23

      • Research Paper Assessment Checklist 25

      • Conducting the Personal Interview 27

      • Works Cited Guidelines 34

    • Portfolio Guidelines 39

    • PowerPoint Presentation Guidelines 45

      • Practice Session Guidelines 47

    • Reflection Paper Guidelines 51

    • Final Presentation Guidelines 52

  • Section Five: Appendix 57

Section One:


The senior project represents the culmination of a student’s K-12 education. Employers and universities indicate that workers and students need to be able to bring complex ideas together in order to be successful. Bringing complex ideas together might include knowing how to merge modern technologies to manage machinery, serve customers, or locate and use a wide variety of information. In-depth examination of a senior project topic requires students to make wide searches and to extend searches for more and more information. Furthermore, senior project research requires students to understand and organize information from a variety of sources, to interpret this information meaningfully, and to communicate this meaning to others. These are all important skills for future success in any endeavor.
Businesses also indicate a need for new employees to enter the work world with good time management and goal-setting skills; these are the same skills that are needed for academic success after high school. Students and workers must be able to solve problems and make good decisions. Completing a successful senior project is a long process with many steps; focusing on one area of interest will provide the student with guidance in making decisions about choices in life after high school. Successful completion of this process demonstrates that a student can manage complex, time-consuming tasks successfully, and can master a body of information about a field and communicate it to others.
There is a need for a more personalized approach to education…an approach founded in relevance and rigor. This is an opportunity for students to explore a topic that they feel passionate about, something that they may have not had the opportunity to study before, or would like to study in a more in-depth manner. By providing students the opportunity to research their own topics, we can help them to realize personal aspirations that they may not have had the chance to recognize before. Students have the chance to explore a personal passion, allowing students to see that the subjects they learn in school are personally relevant to themselves as well as have real life applications.

The Senior Project is a CHS graduation requirement beginning with the class of 2012.
The Senior Project is designed to give students a chance to demonstrate that they have the skills necessary to succeed after high school graduation by creating and completing a self-directed project of their choice. This is a real-world application of students’ learning experiences gained throughout their school years. The project will require meaningful research, the creation of a PowerPoint slide show as an outgrowth of that research, sharing the product/performance or academic issue with others, and reflection on the learning process.
Senior Project guidelines will be presented in students’ Enrichment classes. An advisory team will evaluate each project component to determine if it meets standards set forth by CHS.
Students will design their own project and carry it through to completion prior to graduation. Although part of Enrichment, the Senior Project is self-directed. Students take personal responsibility for developing/completing this project. All of the research and activity will take place outside of class time, as the ability to work independently and achieve a goal is important in the work world.
In addition to meeting CHS graduation requirements, the Senior Project also addresses many of the common core standards for content areas, the Senior Project addresses the following demonstrators for the CHS Writing Program:
Curriculum and Instruction

  1. Demonstrator: The school implements a rigorous communication curriculum which provides innovative opportunities for students to develop and refine 21st century communication skills.

  2. Demonstrator: Teachers implement a rigorous communication curriculum where students demonstrate disciplinary understanding and interdisciplinary connections.

  3. Demonstrator: Students engage across the curriculum in a process of critical thinking and communicating.

  4. Demonstrator: Students develop communication skills through collaboration and feedback.

  5. Demonstrator: Schools provide differentiated learning experiences in communication skills.

Formative and Summative Assessment

  1. Demonstrator: Schools systematically align writing and communication assessments to standards across all grade levels and areas.

  2. Demonstrator: Teachers embed on-going formative and summative assessments in instruction for writing and other forms of communication.

  3. Demonstrator: Teachers assess students’ writing and communication skills formatively and summatively to provide feedback and inform instruction across the curriculum.

  4. Demonstrator: Students take ownership of their learning by analyzing and using feedback from formative and summative assessments of writing and communication skills.

The Senior Project will assess a broad range of skills in reading, writing, communication, technology, reasoning, problem solving, and research through six distinct components presented to an audience of staff and community members who will interact with, ask questions, and require the students to defend their work.

The purpose of the CHS Senior Project:

  • The Senior Project is a rigorous and relevant learning experience.

  • The Senior Project demonstrates a learning stretch during the senior year.

  • The Senior Project provides an opportunity to apply knowledge and skills acquired K-12.


Defines the project, identifies a set of learning goals and develops an action plan.
Demonstrates students’ ability to select and narrow a topic and formulate a plan to execute their project.

Evaluates students’ Information Literacy skills: locating, analyzing, evaluating, and selecting informational resources.
Demonstrates students’ written communication and critical thinking skills.

A collection of work that documents the learning journey of the Senior Project.
Demonstrates students’ ability to gather and sort through evidence supporting the project.

A self-directed, hand-on, real-life application of learning.
Requires the use of knowledge and skills acquired throughout the students’ school and personal experiences.

Reflection Paper
Outlines students’ growth as a learner and researcher.
Connects the knowledge and skills gained during students’ educational experience with their future goals.

Final Presentation
Requires students to present their work and respond to questions in a way that demonstrates their readiness to take responsibility for their own learning.


The Senior Project has six components. Each component must be completed at standard and by the published deadline dates in order to meet the Campbellsville High School Senior Project graduation requirement.


The proposal communicates to your advisor your project intent. It defines the project by stating the essential research focus. It will include the type of project you will work on: product or performance. Your project must challenge you in some substantial manner and must demonstrate a learning stretch as well as benefit others in some way.


You will complete a research paper that explores an aspect of your project. The paper will be a minimum of six pages long and a maximum of eight pages long, will utilize at least six authoritative print/non-print reference, and will meet guidelines for proper MLA format. You will demonstrate the skills of organized original research.


You will relate your project by presenting a PowerPoint slide show as part of your Final Presentation. This slide show will highlight what type of project you chose: a product, performance, or an academic issue investigation project. It will trace your research journey and the outcome of your final product. All projects will produce something tangible. This product may take many forms. It can be something that is built, a scientific experiment, a performance, an exhibition, an event, etc.


The portfolio is a collection that contains all the written components of the Senior Project and is presented to the Final Presentation Panel of judges prior to the Final Presentation. The written components that are required for inclusion are outlined in the Portfolio section of this handbook.

Reflection Paper

The reflection paper outlines your growth as a learner and researcher to the final panel of judges and highlights future plans for utilizing the knowledge you gained as part of this project. The paper will be a minimum of one page and a maximum of two pages long.


The presentation is the final phase of the Senior Project and should be viewed as an opportunity to demonstrate that you are qualified to graduate. You will make a 5-10 minute PowerPoint presentation describing your project before a panel of judges and then answer any questions the judges may ask. You will be evaluated on the content of your speech, delivery, and ability to field questions.

Section Two:

Timeline & Responsibilities

CHS Senior Project

Student Responsibilities
1. Identify a viable project of your own choosing.

2. Complete and submit a project proposal and research paper that all MEET STANDARD.

3. Work on the senior project individually.

4. Seek advice and assistance when needed.

5. Meet all deadlines.

6. Maintain documentation of all phases of the project.

7. Prepare a portfolio of required documents for the final presentation panel.

8. Prepare a PowerPoint slide show for your final presentation documenting your project journey.

9. Make a final presentation to the panel that “meets standard.”

10. Successfully complete all components of the CHS Senior Project:

Proposal, Research (including interview), PowerPoint slideshow, Portfolio, Reflection Paper, and Presentation.
CHS Senior Project


  • Overview of Senior Project

  • Choose a project topic.

  • Begin work on proposal.


  • Work on proposal.

  • Proposal completed and turned in to Enrichment teacher (September 13).

  • Proposal revisions (if needed) completed and turned in to Enrichment teacher. (September 27).


  • Begin research.

  • Conduct personal interview with someone knowledgeable of your research topic.

  • Locate a minimum of 5 other required sources.

  • Complete an annotated bibliography of all sources (October 18).

  • Begin composition of research paper.


  • Continue composition of research paper.

  • Complete composition of research paper.

  • Submit first draft of research paper to Enrichment teacher (November 15).

  • Work on research paper revisions.


  • Continue research paper revisions.

  • Complete and submit final draft of research paper to Enrichment teacher (December 13).


  • Meet with project advisor.

  • Begin implementing the project and maintaining log of all activity and project portfolio.


  • Continue implementing the project.

  • Complete log of current activity and project portfolio and present to Enrichment teacher for review (February 7).

  • Complete progress reflection and include in the project portfolio (February 10).

  • Decide upon two individuals to interview regarding your project.

  • Begin interviews.

  • Continue maintaining log of all activity and project portfolio.


  • Complete interviews (March 5).

  • Complete log of current activity and project portfolio and present to Enrichment teacher for review (March 6).

  • Complete progress reflection and include in the project portfolio (March 9).

  • Continue maintaining log of all activity and project portfolio.


  • Complete all activity for the project (April 10).

  • Complete and submit final log of activity and project portfolio to Enrichment teacher (April 13).

  • Begin work on PowerPoint presentation.

  • Complete and submit PowerPoint presentation to Enrichment teacher (April 24).

  • Practice presentations in Enrichment class (April 26).


  • Complete any revisions and submit final PowerPoint presentation to Enrichment teacher (May 3).

  • Complete any corrections to project portfolio and submit along with final reflection paper to Enrichment teacher (May 8). (Include digital and printed copies of final PowerPoint presentation in the final project portfolio).

  • Final presentations (Date to be announced).

If all components of the project are not complete by the final presentation days, you will not graduate with your class. You will not walk at commencement, and you will not receive your diploma until the project is completed.

Section Three:

Getting Started

CHS Senior Project

Selecting a Project Category
You should view the project as an opportunity to explore and learn about something in which you are sincerely interested. It is important that you direct this learning experience and take responsibility for it. The project must be a new or advanced activity or skill, not something you have done in the past. It must be a topic that is thoroughly researched and is a “learning stretch” for you.
All project will end with a PowerPoint presentation highlighting your project. Student projects will fit into one of the following categories:
Product Project: Design or create a product, service, system, or event. This project means you can actually see and touch what you’ve made. For example:

* Design, landscape your grandmother’s yard.

* Design, build storage shed for someone in need.

* Plant a community garden.

Performance Project: Perform or do something like act, direct, conduct, teach, coach. For example:

* Volunteer in an elementary classroom. Teach a series of art lessons. For a teaching/coaching project, senior must provide evidence of at least 10 hours of work with the student(s).

* Teach senior citizens at a local nursing home how to knit.

* Organize and implement a new recycling program at your school or church.

Selection Guidelines

  • Classes and jobs are not Senior Projects. You may take a class to help you reach your goal for the product or performance. For example, you may take a quilting class to help you sew the baby quilt you are giving as a present. Simply going to class, however, is not the product or performance.

  • You may not use hours for which you are being paid. Products or performances related to jobs must go beyond the regular work schedule and provide for the employer something that is not part of the student’s typical responsibilities.

  • Job Shadows, alone, do not qualify as projects. You may spend some time shadowing someone, however, in order to learn how to create your product/performance.

  • Creating a web page is not an acceptable product unless the student can demonstrate that there is a specific client and audience with a clear need for the information.

  • This is an individual activity. You must demonstrate your product or performance solo.

  • Don’t propose to attempt something outside your budget. CHS is not responsible for funding any expense incurred during the Senior Project

  • If the project can only be completed in a classroom at CHS during school time, you must find another project. Class assignments may not be used for the Senior Project.

Special Permission

The following activities need special written permission from the department chair in order to use certain materials or facilities:

Pottery, mural painting
Science projects that require the use of school science equipment
Teaching/presenting a lesson to elementary/middle school students
Projects that Need Additional Requirements
Photography: Learning how to operate digital camera and take photos cannot be central focus of project.
Cookbooks: Simply compiling recipes or creating original recipes cannot be central focus of project.
Projects will not be allowed that are morally or socially objectionable, illegal, or unsafe. Due to inherent risks or other demonstrated difficulties some activities students choose to pursue may not be appropriate for school-related projects due to safety or liability concerns.
If you feel your selected topic falls within a gray area, you need to discuss your project with the Senior Project Coordinator. The district’s decision regarding the safety of any project will be considered final and a student denied permission needs to choose a different topic.

The following activities will not be approved for the Senior Project:

  • Water, air or flight activities: Airplane flying, hang gliding, helicopters, hot air ballooning, parachuting, bungee jumping, skydiving, or scuba diving

  • Racing or stunt-driving of any motorized vehicle or boat

  • Athletics not KHSAA approved: kickboxing, boxing, mountain climbing, extreme skiing or snowboarding, trampolines, powder puff football, high-impact aerobics, skateboarding

  • Athletic camps: CHS students may help run an existing school or community sponsored sport camp where a coach/staff member is head organizer, but cannot be in charge of forming or running a sports camp.

  • Cannot advertise as CHS senior project event. May not collect money or seek community sponsors for any senior project related activity.

  • Fundraising projects that focus on money collection as the primary activity

  • Animal activities: donkey basketball, snake handling, wild animals

  • Weapons: Use and making of weapons such as firearms, knives, explosives, paint balling, fireworks or rockets.

  • Activities not permitted under child labor laws for minors: tattoos/body piercing, human experimentation

  • Gambling & gaming, card playing, computer games

  • Heavy equipment operation

  • Website design: Unless the student can demonstrate that there is a specific client and audience with a clear need for the information.

  • Hunting

  • Career Investigation


  • Senior Project Handbook: The Senior Project is manageable if tackled one piece at a time. Study this handbook before you start your project to familiarize yourself with all of the requirements and deadlines. Transfer any important dates to your student planner.

  • Start early! Keep in mind that any project can be time-consuming and cause anxiety. The entire project must be completed by the beginning of April.

  • Plan ahead! Is your project dependent on the weather? Do you have to work around other people’s schedules? How do the due dates fit in with the due dates of projects for other classes?

  • Identify the people you will interview.

  • REMEMBER: You do not get to choose your own due dates!

Questions to Consider When Selecting a Project:

  • What do you enjoy doing in your spare time?

  • Have any travel experiences given you ideas?

  • What is one of the biggest problems facing the world today?

  • What kinds of local issues that impact the community would be interesting to research?

  • Are you interested in other cultures/peoples?

  • Before making your final choice, do some preliminary research. What research is involved? Is there enough information on this topic to research?

Questions to Consider If You Have Selected a Project:

  • Do you know all your potential resources? Consider possible books, magazines, primary sources such as experts in the area.

  • Have you made note of all special items you will need for you project?

  • Do you have a logical link between your Research and your product or performance or academic issue investigation?

  • Have you anticipated any problems you will have? Consider finances, resources.

The project you choose must be both a challenge for you and must be a product which will take at least 10 hours to complete.

Possible Senior Project Topics
Product Performance
Computer Teaching flash animation

Picnic table Leading fourth grade reading


General contractor for remodel (house) Firefighter’s training

Writing a legislative referendum ballot measure Scuba diving training

Refinishing a rocking chair Learning JAVA coding

Youth track meet Learning a language of ancestors

Design/order tennis uniforms Coaching (soccer, tennis, etc)

Stage manager for winter concert Completing Jazzercise instructor training

Planning a dance for special needs children Training a horse for barrel racing

Playhouse Learning to re-string tennis racquets

Fence Conducting CHS band

Deck Talent show planning

Bi-lingual children’s book Interpreting for non-English-speaking families

Landscaping an area Community event planning

Creating a public garden Planning/executing a recycling plan

Cookbook for diabetics

Comic book for English language learners

Furniture (end table, bed frame, etc)

Mat cutting (for photos)


Knitted/crocheted blanket

  • Regardless of the nature of your product, you must show in your proposal how the project will benefit someone else. For example, building something such as a fence or deck must be for someone in need of the fence or deck who cannot perform the action themselves. A performance must benefit others as well. For example, if you learn to re-string tennis racquets, you must show how you will help others by doing so.

Project Information

Parents/Guardians are asked to certify that they understand what their student must complete a Senior Project. The student and parent/guardian fully accept responsibility for selecting the project and meeting the guidelines and standards as spelled out in this Guide. A parent/guardian signature is required as part of the project proposal before the Senior Project work begins.


School officials will notify students and parents if the student is not making adequate progress. If a student misses a target completion date the Senior Project Coordinator will conference with the student and notify parents in order to determine what level of continue support will lead to the successful completion of all Senior Project components.


Some students may need more direction in constructing their project or may need some kind of remediation to help them “meet standard” on project components. You will have the opportunity for an individual work session to address the specific component that needs additional work in order to meet standard. You may also be assigned a tutor session. When you’ve reworked the areas that need more attention you will then resubmit this work for approval.


Projects are not graded, but all components of the project must meet or exceed specific standards spelled out in the evaluation rubrics in order for students to graduate.

English Language Learners (ELL)

ELL students who receive services will have an individualized plan detailing how each student will meet the Senior Project requirements. Each student’s plan will be developed by a team including the student and ELL teacher(s), counselor(s), and parent/guardian(s) with the approval of the District-leveled representative for ELL. A building administrator will approve all plans.

Students with Disabilities

Students with disabilities may require accommodations and/or modifications to complete their work. Students IEPs or 504 plans will detail how each student will meet the Senior Project requirements. The plan may include input from the student, parent/guardian(s), Special Education teacher(s), counselor and general education teacher(s) who are familiar with the student’s needs. A building administrator will approve all plans.

Out of District Transfer Students

Students who transfer into the Ellensburg School District from another district are required to fully participate in the Senior Project. Students who transfer in during the first semester of their senior year are required to fully participate in the Senior Project, meeting all components at standard. Students who transfer during the second semester of their senior year will not be required to complete the research component of the project, but will be required to complete all other components. Consideration will be given to work already completed in another district, if the district also requires the completion of a Senior Project.

Section Four:


This section will address the components of the Senior Project, including guidelines, templates, and examples. The components of the Senior Project are:






Senior Project Proposal
The project proposal declares your project intent. It is an essential step in the project approval process. You will fill out a proposal outline posted online. Your responses must be typed, detailed, thoughtful, carefully proofed, and interesting to read. The advisory team will assess whether this is an appropriate project for you and is one that justifies the growth deemed necessary in order for this project to meet the graduation requirement.
By an assigned date, you will submit a Project Proposal.
You must have this completed proposal approved before beginning any work on your project. Once your proposal has been evaluated and meets standard, you will place it in your Portfolio.
The Project Proposal will cover the following ten areas:
1. Project Title: A short descriptive title for your project.

2. Project Focus: A paragraph or two that defines your product/performance. All project action will be presented via a PowerPoint slide show. For example, if you are building, restoring, or sewing something you will need to show us your progress by taking photos of before and during your work as well as showing the finished product. You must also explain how your project will benefit someone else.

3. Learning Stretch: A paragraph describing how this project will provide an added or new challenge to you.

4. Research Focus: Please explain the focus of your research paper during the first semester of work. This focus must be related to your project in some way. For example, if you choose to develop a new recycling plan for your school, you may choose to research the effects of landfills on the environment. If you choose to organize a talent show, you may choose to write your research paper on how much genetics play a part in the talents people possess. List the key questions that will guide your research. What do you need to find out about your topic?

5. Sources/Materials/Facilities/Costs: A paragraph indicating who you will interview as part of your project (three total—one for your research paper and two for your project), sources you hope to use and potential costs, being as specific as possible. What do you hope to find? Where will you locate these sources?



DUE DATE: September 13, 2011
Name: Date:
Directions: Type your proposal in this template. Handwritten proposals will not be accepted. PROOFREAD AND SPELLCHECK YOUR PROPOSAL BEFORE SUBMITTING! If you give only one word responses your proposal will not be approved. After finalizing your proposal, print the document and submit by the deadline.

Project Title

Provide a short, descriptive title for your project.

Project Focus (Check one) Product Performance

What will you do for your project? Describe your final product & presentation. (Remember, all projects will be presented on a PowerPoint slide show).

Learning Stretch

Have you done anything similar or related to your project focus before? Include in this paragraph a statement describing how this project will provide an added or new challenge. This is the most critical part of your project.

Reasons for Selecting Topic

Explain the reasons you selected your project topic. The relevance/importance of this topic to you should be clear.

Research for your project

What will be the focus of your research paper? Write a possible thesis statement and at least three supporting points that you will make in your paper.

List of steps needed to complete your project

Develop a list of those steps needed to take your project from beginning to completion.


List all projected interviewees, materials, & costs.
I understand that I/my student must complete a Senior Project in order to graduate from Campbellsville High School. I accept responsibility for selecting the project and meeting the guidelines and standards as spelled out in this Guide.

Student Signature/Date Parent/Guardian Signature/Date

Senior Project Research Paper Component
The goal of this packet is to help you conduct a serious inquiry into a topic related to your Senior Project. Research is the locating and analysis of information. You need to gather a variety of usable, reliable sources of information. You will review key resources/documents pertinent to your topic that will form the foundation of knowledge for your research paper.
The research for this paper requires at least six sources (five print/electronic sources and one interview) that will provide you with information to form your own thesis and supporting details for your research paper. The general requirements for the research paper are as follows:

  • Interview should be completed by October 18 and turned in with your annotated bibliography. For your interview, you must complete an Interview Cover Sheet and attach it to the annotation for your interview. The Interview Cover Sheet must be signed by the person you interviewed. Please see the tips for conducting an interview in this packet.

  • Annotated Bibliography- Due October 18:

    • Your annotated bibliography will include:

      • A proper MLA citation at the top of the page. This packet includes information on how to properly cite sources in MLA format. Additional information can also be found at

      • A brief summary of the source and how it relates to your research paper thesis.

      • Please place each source on a separate page.

  • Research Paper- First Draft Due November 15:

    • Topic Selection:

      • Select a topic that relates to your Senior Project in some form or fashion. You should have outlined your research paper topic in your proposal.

    • Length:

      • Your final research paper must be a minimum of six pages and a maximum of eight pages long.

    • Sources:

      • Although six sources is the minimum, it is unlikely that you will find all the information that you need from just six sources. Try to set a goal of eight or more sources.

      • As you work on your essay, you may realize you can make it even better with additional source material. Keep the Works Cited page open so that as you find new information, you can add the citation to the document.

      • If you assemble your Works Cited page before you begin typing your research paper, you will know what to include for the parenthetical citation—whatever you wrote first in the Works Cited entry (usually the author’s name).

      • You must use parenthetical citations throughout your paper.

      • You must blend the source information. For example, you should use two or more sources in most of your paragraphs. Your essay will be unacceptable if you write one paragraph summarizing the information you found in the first source, another paragraph summarizing the information you found in the second source, and so on.

      • If you are paraphrasing, you must still cite the source. If you are quoting word-for-world, make certain every element of the quotation is exact (including spelling, capitalization, and punctuation).

    • Research Outline:

      • We recommend that you create an outline for your research paper before you begin composing the actual paper. This will provide you with a guideline for the content of your paper and make the process much simpler for you. Your outline should include:

        • A lead-in, an introduction and statement of your research focus (thesis).

        • Supporting evidence.

        • A conclusion that summarizes the main points of your research paper and states a recommendation, prediction, or solution to the problem(s) raised in the paper.

    • Works Cited:

      • Sources cited using MLA format on a separate page.

      • If you need help organizing your material, citing your sources, or completing your Works Cited page, please see your English teacher for help.

Research Paper Assessment Checklist
In order to meet the basic requirements of the research paper, you must be able to answer “yes” to all checklist items. When you can answer “yes” to all checklist items, attach this to your research paper and submit to your Enrichment teacher by the due date.
Yes No

Annotated Bibliography: Annotated bibliography includes MLA citations, summaries, and statements of how the sources relate to your topic for each of six sources. One source must be a personal interview.

  Length: Must be a minimum of six-eight pages of text, double spaced, with 1” margins (does not include the checklist or Works Cited page).
  Introduction & Thesis: An interesting lead-in and clearly stated thesis.
  Supporting evidence: All key points are covered.
  Conclusion: Clearly addresses research question/topic. Summarizes main points of research and states a recommendation, prediction, or solution to the problem raised in the paper.
  Works Cited: Includes a works cited page with sources cited using MLA format. Works Cited is centered as the first line, the entire page is double- spaced, the 2nd and 3rd lines of each citation are indented, sources are listed alphabetically, and dates are listed in correct form (10 Nov 2011).
  Parenthetical citations: Used throughout the body of the paper.
  Source information: Blends source information. Does not simply summarize each source.
  Conventions: Spell check and grammar checks have been used and student has proofread essay carefully.

Name Date

Enrichment teacher

Conducting the Personal Interview
One of the six required sources of information for the research paper is a personal interview. You are also required to complete two personal interviews as part of the action portion of the project during the second semester. The people you choose to interview should be a person who has some level of expertise that relates to your topic. This expert can be a teacher, community member, a relative, or an acquaintance, but cannot be another student. An expert can help you choose the best sources and give you the most practical, workable information regarding your topic of interest.
Interview Tips:

  • Make an appointment. These are busy people who have generously given up time to answer questions.

  • When you make the appointment, be sure to mention how long you expect the interview to last and the kind of info you are seeking.

  • Some interviews can be conducted over the telephone or via e-mail, although it is preferable to see the interviewee in person because surroundings, body language, and other matters can offer valuable info.

  • Have a list of interview questions ready before the interview. These questions should be substantial and help you answer your research statement/question. Aim for a minimum of 6-8 questions.

  • ASK PROJECT SPECIFIC QUESTIONS. If you are learning to crochet or construct a cabinet, it may be interesting to know how long your interviewee has been crocheting or working with wood, but does this question get to the heart of your project? You need to know what kind of crochet needle, yarn, or pattern to purchase. What kind of stitch shall I use? What kind of wood will I use for my cabinet? What kind of tools/equipment do I need?

  • Use open-ended questions, not ones that can be answered simply “yes” or “no.”

  • Take notes, record answers.

  • Dress appropriately and use proper manners. Remember, you are not only representing yourself, but you are representing CHS.

  • If you want to tape record the interview you must ask permission.

  • Send a follow-up thank you to the expert.

  • Research paper interviews must be completed and an interview sheet turned in to your Enrichment teacher by October 18. This document should also be in your project portfolio.

  • Project interviews must be completed and an interview sheet turned in for each one by March 5. These documents should also be in your project portfolio.



Deadline: October 18, 2011

Name:       Date:      

Project Title:      

Fill in the required information into this cover sheet and print. Paper clip this cover sheet to your interview transcript and submit by the deadline.

Name of person you interviewed:      

Date of Interview:      

Explain this person’s expertise as it relates to your research paper:


Relation to ProjectExplain how this interview source will help you complete your research paper successfully. THIS INTERVIEW MUST BE DIRECTLY RELATED TO YOUR PROJECT.


Interviewee’s Signature Date




Deadline: October 18, 2011

Name: Jane Doe Date: October 14, 2011

Project Title: Building a Laminated Longbow

Fill in the required information into this cover sheet and print. Paper clip this cover sheet to your interview transcript and submit by the deadline.

Name of person you interviewed: John Doe

Date of Interview: October 4, 2011

Explain this person’s expertise as it relates to your research paper:

John Doe is the general manager of Damon Howatt Archery Manufacturing in Yakima and a living legend in the archery world. I toured his factor in Yakima to see what actually takes place there in terms of longbow construction.

He took me through the step-by-step process of how bows are constructed. He informed me so much about what materials go into the actual building process. He covered a lot of information about preferable wood materials for the riser and laminations for the limbs. We also talked about curing time.

Relation to ProjectExplain how this interview source will help you complete your research paper successfully. THIS INTERVIEW MUST BE DIRECTLY RELATED TO YOUR PROJECT.
I now know what kind of woods I will use for my bow construction. I learned about the qualities of each different type of wood. I know what the best kind of glue is and about being very cautious and attentive to curing time. My tour of the factory and interview with Mr. Hatfield has given me very useful information about where to start the construction process and to help me visualize what the actual end product can look like. I also will need some of the tools he suggested to help shape my bow.

Interview Transcript (sample)

Mr. John Doe, General Manager of Damon Howatt Archery

October 4, 2011

1. Did someone teach you how to build longbows or were you ever an apprentice?
I could just do it. In 1961, actually in December, I started to work for Howatt. I just haven’t had any difficulty with the process and what I do.
2. How did you get started in the bow building business?
I was actually saddling a horse out on the range land when I saw some guys a ways out on the property. I trotted my way over there, and that’s when I met Damon and Edmond Howatt while they were playing archery golf. I went all the way to Zillah with Damon where Edmond picked us up. Later on Damon told me he’d give me a bow if I could just string it and pull it back. Of course I got the bow and shot my first deer with it.
3. What’s your favorite part of your job?
I would say designing is my favorite part. Almost all bows start out with an idea and then you pursue it. You can always learn something new every time you work on a bow. A man is stupid if he ever thinks he knows everything about building a bow.
4. Is there a particular longbow that is your favorite?
My Venom 66”. Next year I’m going to set a world record with it.
5. What type(s) of wood would you recommend a first time bowyer to use?
To make a laminated longbow with fiber glass you should stick to hardwoods. Maple is adequate, walnut is questionable for strength. African hardwoods are my preferences. My two favorites are Bubinga and Shedua. These are the best for the riser material. Quite a few woods are great for limbs like red elm, bamboo, and maple. The Venom has three laminations of bamboo from China which really works well. However it doesn’t make that much more difference, except it is lighter, meaning it recovers faster after a shot. Bubinga is also very reasonable.
6. What type of bow would you suggest (to make), like straight, reflex-deflex, etcetera?
The simplest thing to start with is a self bow. There’s a lot to learn about that. The major downside is that they fail randomly and often explosively. The fiberglass backed bows are more stable. You’ll want to have deflex-reflex design. I’ve always thought ―you have all the length [of the bow], so why not use it? Be sure smooth-on glue is used in a fairly warm place for 4 or 5 days. If you miss-do the amount of curing time in high temperatures it can cause de-lamination. Around 100-115 degrees is about right for the smooth-on glue. I mean you could use a simple box with heat lamps at each end, leave them on for 7 or 8 hours, shut the lights off, and then let the bow sit for a day.
7. On that note, what glue do you use here at Howatt Archery?
We use smooth-on only in which the bow is very carefully monitored, even within the laminations with the monitored heating strip along the whole length of the bow. You can ruin wood with exceeding temperatures because moisture is drawn out of the bow, damaging the materials causing cracking and breaking.
8. Can you tell me more about the laminations?
Well carbon in laminations completely ruins a bow. I don’t believe in sticking carbon in the limbs because carbon doesn’t compress or elongate like woods do. It breaks other material in the core and it vibrates and microwave frequency. It won’t perform any better than other core woods and will fail later. You would have to plan your bow around the carbon, and be careful to balance its placement. If it were on both sides in the laminations, it will buckle and collapse the entire core when shot. Red elm and bamboo are good, but the best and most stable is hard rock maple. The way the wood and fibers form is continuous like one big fiber. This makes very high strength, good bending modulus and compression modulus. We use all sorts of stuff, but you have to know about your uses. You may have to do certain things depending on the wood, or else the bow will fail.

Works Cited Guidelines
Anytime a book, journal article, or encyclopedia is used for any written material, complete bibliographic information is necessary. The following examples utilize the MLA style (Modern Language Association) as the guide to listing references. This list is meant as a guide and is a representative sampling of sources you may encounter in your research.
Check the MLA Handbook for Writers of Research Papers if you have a question that this guide doesn’t answer. See the Librarian or your English teacher for a copy.
The Works Cited page must be placed on a separate piece of paper at the end of your work. It must list, in alphabetical order by first letter of the entry, all the sources you used in researching your paper. Begin each entry flush with the left margin; if entry runs more than a line long, the next lines should be indented five spaces, or the default TAB setting, or by paragraph formatting for a “hanging indent.” Do not number the entries. Do not include URLs. Use double spacing for the entire list, both between and within entries.
Print Sources:

For a book with one author:

Meyer, Stephanie. Twilight. New York: Little, 2005. Print.

For a book with two or more authors:

Hedges, Elaine, Pat Ferrero, and Julie Silber. Hearts and Hands. Nashville: Rutledge Hill, 1987. Print.

For a book without an author but with an editor:

Johnston, Larry, ed. Stanley Complete Decks. Des Moines: Meredith, 2005. Print.

For a Bible:

Holy Bible: Contemporary English Version. New York: American Bible Society, 2000.

For a magazine article without a named author:

“A Woman of Style and Substance.” More Dec. 2008/Jan. 2009: 40-41. Print.

For a magazine article with one author:

Zwerdling, Daniel. “A View to a Kill.” Gourmet June 2007: 94+. Print.

For a magazine article with two or more authors:

Ephron, Dan and Mark Hosenball. “Recruited for Jihad?” Newsweek 2 Feb. 2009: 48-49. Print.

For a newspaper article:

Mohammed, Riyadh and Katherine Zoepf. “Bombs Kill 15 as Violence Rises Quickly in Baghdad.” New York Times 5 Nov. 2008: A11. Print.

“Tony Stewart Hopes to Emulate Hero A.J. Foyt.” Daily Record [Ellensburg] 14 Feb. 2009: B1. Print.

Woodward, Curt. “Doom & Gloom in Olympia.” Yakima Herald-Republic 11 Jan. 2009. B1+. Print.

For an article in a printed encyclopedia:

“Butterflies.” World Book Encyclopedia, ed. 2008. Print.

For an article or chapter with a named author in an edited collection:

Applebee, A. N. “Literature and the English Language Arts.” Handbook of Research on Curriculum. Ed. P. W. Jackson. New York: Macmillan, 1992. 726-748. Print.

For an article or piece without an author or editor in a multivolume reference [after publisher, list total volumes, period, volume you used]:

“Contruction.” Career Information Center. New York: Macmillan, 4.1. 1996: 4-14. Print.

For a government publication [government-period-agency-period-subdivision]:

United States. Department of Labor. OSHA. Asbestos Standard for the Construction Industry. Washington: OSHA, 2002. Print.

For a book or pamphlet by an association or committee:

National Research Council. China and Global Change: Opportunities for Collaboration. Washington: Natl. Acad., 1992. Print.

Non-Print Sources:

For a VHS or DVD film:

Iron Man. Dir. Jon Favreau. Paramount, 2008. DVD.

For a personal interview:

Jefferies, Steven. Personal interview. 12 Mar. 2009.

Online Sources:

Abbreviations you may need:

  • If you cannot verify a copyright date, type n.d. (both letters lower case).

  • If no publisher name appears on the website, write N.p. (the N is capitalized).

  • If the information is not available elsewhere in print, to indicate no pagination, write n.pag. (all lower case).

For a magazine or newspaper article with known publisher [note the access date is after the word “Web”]:

“The Homework Debate: Kids, Parents, and Teachers Disagree on How Much Is Too Much.” Washington Post. Washington Post Company, 27 Jan. 2009. Style C12. Web. 27 Feb. 2009.

“Study: Toddlers Who Gesture Have Bigger Vocabularies.” Fox News Network, 13 Feb. 2009. n.pag. Web. 20 Mar. 2009.

For a magazine or newspaper article with no known publisher:

Etheredge, Sandi. “The Importance of Education in a Child‟s Life.” Ezine Articles. N.p. 2009. n.pag. Web. 17 Apr. 2009.

For a professional web page (with no publication date):

Career Paths. Nordstrom. n.d. Web. 19 Sept. 2008.

For a personal web site:

Robertson, Richard E. Home page. n.d. Web. 13 Feb. 2009.

For a personal email to you:

Day, Cathie. “Re: Key Points in Writing a Strong Essay.” Email to author. 19 May 2009.

For an online encyclopedia (no publication date):

“Fourteenth Amendment.” Encyclopedia Britannica. Encyclopedia Britannica. n.d. Web. 20 Aug. 2007.

For a Wikipedia article:

“Molecular Cloning.” Wikipedia. Wikimedia Foundation, 12 Feb. 2009. Web. 19 Feb. 2009.

For an online video [list the log-in name of the source as “author”]:

Carnegiemellonu. “Randy Pausch Last Lecture: Achieving Your Childhood Dreams.” YouTube. YouTube, LLC. 20 Dec. 2007. Web. 16 Apr. 2009.

Additional information and guidelines can be found at

Works Cited

Etheredge, Sandi. “The Importance of Education in a Child‟s Life.” Ezine Articles. N.p. 2009. n.pag. Web. 17 Apr. 2009.

Jefferies, Steven. Personal interview. 12 Mar. 2009.

Meyer, Stephanie. New Moon. New York: Little, 2006. Print.

---. Twilight. New York: Little, 2005. Print.

Mohammed, Riyadh and Katherine Zoepf. “Bombs Kill 15 as Violence Rises Quickly in Baghdad.” New York Times 5 Nov. 2008:A11. Print.

“Molecular Cloning.” Wikipedia. Wikimedia Foundation. 12 Feb. 2009. Web. 19 Feb. 2009.

Robertson, Richard E. Home page. n.d. Web. 13 Feb. 2009.

“Study: Toddlers Who Gesture Have Bigger Vocabularies.” Fox News Network, 13 Feb. 2009. n.pag. Web. 20 Mar. 2009.

“Tony Stewart Hopes to Emulate Hero A.J. Foyt.” Daily Record [Ellensburg] 14 Feb. 2009: B1. Print.

“A Woman of Style and Substance.” More Dec. 2008/Jan. 2009: 40-41. Print.

Senior Project Portfolio Component

First, think of the portfolio as a binder that contains all the written components of the Senior Project. This portfolio will be an on-going part of the Senior Project and will be presented to your Enrichment teacher at monthly meetings during the second semester. The portfolio will be completed and turned in for a final time to your Enrichment teacher by May 8, and the project panel will review your portfolio as part of your final presentation.

The portfolio is a demonstration of your learning journey. The following documents should be included in your portfolio for each of the following deadlines:
December 13

  • Final, approved project proposal

  • Annotated bibliography with Interview Cover Sheet attached

  • Final research paper

February 7

  • Activity Log

March 6

  • Activity Log

  • Reflection from February progress check (See the Reflection Paper Guidelines for more information on progress reflections)

  • Two Interview Cover Sheets

April 13

  • Final Activity Log

  • Reflection from March progress check

May 3

  • Peer and teacher feedback sheets from practice session

  • Printed and digital copy of PowerPoint presentation

  • Final Reflection Paper (1-2 pages in length)

After your May 3 progress check, you will have until May 8 to make any corrections or locate any missing documents before a final assessment of your portfolio will be completed. This portfolio must be submitted before you can complete your project presentation.

Senior Project Activity Log


Action Performed



Deadline: March 5, 2012

Name:       Date:      

Project Title:      

Fill in the required information into this cover sheet and print. Paper clip this cover sheet to your interview transcript and submit by the deadline.

Name of person you interviewed:      

Date of Interview:      

Explain this person’s expertise as it relates to your project:


Relation to ProjectExplain how this interview source will help you complete your project successfully. THIS INTERVIEW MUST BE DIRECTLY RELATED TO YOUR PROJECT.


Interviewee’s Signature Date

Senior Project PowerPoint Presentation Component

As part of the Senior Project, you will complete a PowerPoint presentation that documents all stages of your Senior Project. This presentation will include multiple media formats, not simply text. For example, you should include photographs of any work completed on product projects. You should also include photographs of any actions taken as part of a performance project. Your video can also include video clips from your personal interviews. This PowerPoint will be the basis for your Final Presentation.
Make sure your presentation is attractive and catchy. Use graphics, videos, audio clips, and transitions to make your presentation come alive for the presentation panel. Below are guidelines for your presentation, but these are the minimum requirements. You may include more slides than required if you need to do so.
Introduction: 1 slide

  • Introduce yourself.

  • Introduce your topic (See Final Presentation section for introduction ideas)

  • Relate your project category (Product or performance)

Rationale: 1-2 slides

  • Give a short explanation about why and how you chose your topic.

  • Demonstrate to your audience why this is an important or fascinating topic.

    • Remember…you hook or lose the majority of your audience in the first few minutes!

  • What did you already know about this topic? What did you want to know more about? Explain your learning stretch.

Research: 1-2 slides

  • Discuss the topic you chose for your research paper. What did your topic have to do with your project?

  • What did you learn as part of your research? Provide a brief summary of what you learned from each source.

  • Who did you interview? Why did you choose this person?

Project Results: 5-10 slides

  • This is the heart of your project and slide show.

  • How did you create your product/performance? Show the panel what you created. Outline how you spent your time. What tools/equipment did you use to create your product/performance? You should be able to prove that your product actually exists.

  • Explain how your project was a benefit to someone else.

  • Show the step by step progress of your product/performance. If you restored a car engine or built something, show photos of your progress. Relate what you did first, second, third, and so on until you’ve shared all the necessary steps you took to achieve your final product/performance. If possible, bring your finished product to show at the final presentation.

  • Include video clips of your personal interviews, if possible. If not possible, include quotes from those you interviewed that helped you most.

  • Do not simply say “I learned a lot about sewing a quilt or painting a car.” Tell the specific steps or techniques on how you made your product.

Conclusion: 1-2 slides

  • How will you use the information you learned about your project in the future?

  • How did your view of your subject change? Did this process strengthen your interest or teach you this is something in which you are not interested? How did you grow as a student and/or person?

  • See Final Presentation section for conclusion examples.

Closing: 1-2 slides

  • Restate your Introduction/Project topic.

  • Thank the judges for their attention.

  • Recognize people who helped you with your project.

  • State “I’d be glad to answer any questions you may have.”

NOTE: Technology can fail. Have a backup plan. It is your responsibility to check and double check that equipment for your Final Presentation is available and working properly prior to your presentation. Save your PowerPoint on multiple sources as you work so you don’t lose any progress.

Practice Session Guidelines
To help prepare for the Final Presentation in May you must practice your PowerPoint slide show. The key to a successful speech is preparation. Practice, practice, and practice some more before your Final Presentation. Time yourself. Your speech should be a minimum of 5 minutes and a maximum of 10 minutes. A question and answer period follows your presentation.
You will give a practice final presentation in Enrichment class the end of April. This means that your PowerPoint, product/performance, academic issue investigation must be finished by this day.
This is a practice session designed to give you feedback from class members before you give your Final Presentation in front of the Final Presentation judges.
You must show that your product exists at this practice session. If you said you were creating a display or brochure then you will show it now. If you built a canoe, then include these photos in your PowerPoint or bring the canoe in.
Make sure you saved your PowerPoint in the correct format so it will open on school equipment BEFORE this practice session. You will not receive a practice validation form if for any reason any part of your PowerPoint cannot be viewed. An unacceptable answer is “Oh, I guess it won’t open.” You will give another practice session after you’ve corrected the problem.
If less than 5 minutes, you need to enhance your presentation by offering more information on the process, research, and/or learning stretch. You will not be cleared to give your final presentation if your practice session runs less than 5 minutes. You will hold a 2nd practice session to demonstrate your presentation meets the time requirement.
Class members will listen to your practice presentation and fill out the practice session scoring. Save these feedback/comment forms and place them in your final Portfolio.
After the practice session your Enrichment teacher will sign the Practice Session Verification Form. Place this in your final Portfolio. THIS PRACTICE SESSION VERIFICATION FORM IS YOUR ADMITTANCE TICKET TO THE FINAL PRESENTATION. YOU WILL NOT BE ALLOWED TO PRESENT WITHOUT THIS FORM.
Note: You must give your speech at this scheduled April time in Enrichment. This is a Senior Project requirement. There are no provisions to give this practice session at a later date.

Time: Practice Presentation Peer/Teacher Scoring Guide

Student Student Evaluator

Directions: The speech will be 5-10 minutes. Choose one evaluator to record the time. A student is expected to be competent or strong in each of the following areas. Place an X along the scoring line that best reflects what you observed. Evaluators must also provide at least two written feedback comments.
Content/Organization Strong Competent Needs Improvement
Introduces self, greets panel

Effectively grabs & keeps audience attention

Clearly states the research question/statement &

rationale for project topic.

Summarizes the research process

Demonstrates an understanding of research topic
Presentation has clear, logical, easily followed


Demonstrates a challenge (a learning stretch)
Evident conclusion, summarizes the overall


Leaves audience with the impression of student’s

genuine engagement in & ownership of their own

Delivery Strong Competent Needs Improvement
Speech length is between 5-10 minutes

Maintains eye contact

Professional attire & poise

Uses varied pace, volume, dramatic pauses, &

tone changes for emphasis or illustration

Question & Answer Period Strong Competent Needs Improvement
Confidently field questions from panel
Makes thoughtful & knowledgeable connection

between question & response with evidence

and/or examples

Evaluator’s Final Presentation Comments
I liked:

Please consider:

Final Presentation Questions:

  1. In the future, how will you be able to use the skills, knowledge, or experience you gained by working on this project? What have you learned about yourself?

  2. How have you used the coursework at CHS to learn, grow, and prepare for the challenges after high school?

  3. How has your project benefited others?

  4. What classes have you enjoyed most at CHS?

  5. Identify your strengths and/or areas to work on.

Note to student: Place all Practice session scoring guides from student evaluators, along with a signed practice session verification form in your final portfolio by your final conference.

Senior Project Reflection Paper Component


  • On-going reflections:

    • After each of your monthly progress checks, you will be required to complete a reflection of your current progress. This reflection should be half a page to a full page in length and turned in to your Enrichment teacher by the date specified on your timeline.

    • Once your Enrichment teacher returns your reflection, please include this in your project portfolio.

  • Final reflection:

    • After your PowerPoint presentation is complete and you have presented during your practice session, you will complete a final reflection paper, which will be submitted with your final portfolio on May 13. The final presentation panel will review your reflection prior to your presentation. The on-going reflections will assist you in evaluating your overall progress for your final reflection paper.

    • Compose a 1-2 page paper in which you discuss the following the topics:

      • Describe your experiences with the Senior Project and a self-evaluation of what occurred during the year. Know your audience. This is not the place to complain/rant about the Senior Project requirement.

      • Discuss any changes you made from your original plan and why those changes were necessary. Did you make any changes as a result of feedback from others?

      • What did you learn about working with others and representing yourself in the community through this project?

      • How did you help others through your project, and how did doing so make you feel?

      • Explain how you plan to use the information you gained beyond high school. What will your next steps be in regard to your Senior Project?

    • Place your final reflection paper in your final portfolio.

Senior Project Final Presentation Component
The Final Presentation is the final phase of the Senior Project and will take place in May. You will stand before a panel of judges and present your completed research project. You will present a PowerPoint slide show of your project. All Final Presentations will involve a PowerPoint slide show. Staff and community members will serve on the panel of judges.
In order to proceed to the Presentation phase you must have completed and met standard on all components of the Senior Project. You have given a practice presentation and completed your Portfolio. You’ve attended all required advisor conferences and handed in all components by the due dates.
Presentation Information

  • You will present for 5-10 minutes followed by a question and answer period.

  • Judges will evaluate the content/organization of your speech, your delivery/presence, and your ability to field questions about your project.

  • You should be able to prove your product actually exists.

What Judges Will Look For In Your Presentation

  • Why did you do this project?

  • What did you learn from your research? Is a “learning stretch” evident?

  • What did you produce or perform? Did you do what you said you were going to do in your proposal?

  • How did you grow and learn in the Senior Project experience? In your high school years?

  • How did your project benefit others?

  • Positive, enthusiastic attitude towards your project and presentation.

Possible Final Presentation Questions From Panel Judges

  • In the future, how will you be able to use the skills, knowledge, or experience you gained by working on this project? What have you learned about yourself?

  • How have you used the coursework at CHS to learn, grow, and prepare for the challenges after high school? For your Senior Project?

  • What classes have you most enjoyed at CHS?

  • Identify your strengths and/or areas to work on.

Presentation Details to Remember:
1. Time: Presentations will take place in May. Date & times to be announced. Be Punctual.
2. Dress: Dress like you would for an interview. Dress professionally. No hats, flip flops, or shorts. You will be sent home to change if you are not dressed appropriately.
3. Attitude: Project an enthusiastic & positive attitude. Smile and greet panel members. Impress the panel that you are a learner, thinker, planner, productive citizen ready to embrace college, military, or work world.
4. Supplies: It is your responsibility to check and double-check that the equipment needed for your Final Presentation is available and working properly prior to your presentation. A few days before your Final Presentation time visit your assigned classroom to ensure you can access your files or open your jump drive.
5. Practice: You must have participated in a Practice Presentation in Enrichment to be eligible for the Final Presentation.
6. Panel: Two teachers and 1-2 community members will serve on the Final Presentation Panel.
7. Audience: The four-six seniors giving their Final Presentation will be in attendance and audience members throughout each other’s presentation, as well as other spectators who decide to attend in support.
8. Questions: Each speech will be followed by a question and answer session.
9. Evaluation: Each panel member will provide feedback based on grading criteria found in the rubric section of the Handbook. A teacher facilitator will preside over the Final Presentation.
10. Portfolio: The notebook Portfolio is for the Final Presentation Panel. The Panel will have read through your Portfolio prior to meeting you at the Final Presentation.
11. To be redone: A make up presentation time in May is scheduled for students who either didn’t pass the May Final Presentation session or have a family emergency that makes it necessary to reschedule.

Senior Project Final Presentation Preparation
There are five components of the Presentation:

1. Introduction

2. Content/Organization

3. Delivery

4. Conclusion

5. Question and Answer Period


The introduction is the most important part of any speech or presentation. Listeners base their opinions about a speech on their first impressions. Therefore, the quality of the introduction may determine the effect of an entire speech. The introduction should also provide a road map of the speech. Tell your audience your purpose and what direction your speech will take.

Examples of Introductions

Topic: People who drive should not drink.

Story: Tell a story of a teenage couple who were injured in a car crash because the driver of their car had been drinking at a party.
Startling statement: Over two-thirds of all teenage car accidents are due to drinking.
Quotation: “The road to the grave is paved with good intentions. A teenager’s good intention to remain alert behind the wheel may be destroyed by that last drink and drive.”
Question: Have you ever seen the wreckage of a head-on collision? The scattered glass, broken bodies, twisted metal? If you have, you would never drink and drive.
Humor: The only thing you get by giving coffee to a drunk is an alert drunk. Many people feel that drinking coffee when leaving a drinking party will insure they will be sober drivers. This is not the case.
Demonstration: Show five pictures of the results of a car collision where alcohol was involved.
Personal Experience: This is painful for me to talk about, but it is something I feel most strongly about. For the past eight months my best friend has been in the hospital because of a New Year’s Eve accident involving a drunken driver.
Statistics: 80% of all fatal accidents involve a drunken driver.


Clearly states the research question/statement and rationale for the project topic. Share why you chose this topic. Summarize the research process. What resources were useful? Who did you interview? What information did the interview provide? Give specific examples. Emphasize how the research and product/performance connect. Make clear that a learning stretch and genuine learning has taken place. Describe your final product/performance. Show the actual product (brochure, display, video, etc) or give your performance. Explain how your final product or performance was a benefit to others.


The delivery contains verbal and non-verbal cues.

Verbal cues: Use of voice, language, rate/speed, volume, and pronunciation.

Non-verbal cues: Poise and professionalism, appropriate dress and appearance, and eye contact.


Speech conclusions are usually brief, but like the introduction, you should also put considerable effort into the conclusion. Summarize your speech. Leave your audience with an overall great impression of you and your project.

Examples of Conclusions

Topic: Colorization of Movies

Summary: Therefore, the adding of color to movies originally black and white is in attempt to make them more appealing to today’s audience that have grown used to color films.
Emotional Appeal: Changing the historic value of black and white movies destroys the

legacy of the original from which today’s movies have been created.

Request for Action: Don’t rent colorized movies at your local video store. Tell them you oppose colorization.
Quotation: As one scholar of film studies has stated, “Black and white films have an important place in the history of the movie industry. We must preserve films in their original state.”
Tying Conclusion & Intro: Whether it is “The Great Train Robbery” or any other film I mentioned, I hope you will take the time to see the films.

Section Five:


Campbellsville High School Senior Project

General Questions
Why is a Senior Project required?

The Senior Project emphasizes oral and written communication, evidence of learning, and analysis and synthesis of learning in and out of the classroom. All of these are essential elements in state mandated education reforms and are important life skills.

Who must complete a Senior Project?

All students seeking an Campbellsville Independent School District diploma must satisfy the Senior Project requirements. Students in alternative placements will still be required to participate.

English Limited Language and Special Education students will be accommodated within the parameters of individual student language needs and abilities, or individual student education plans (IEP) as determined via collaboration with classroom teacher, facilitators and case managers.
Transfer Students: Students who transfer into the Campbellsville Independent School District will be required to complete the Senior Project. Senior Project Coordinator may work with students to accommodate work completed in their former school in order to fulfill requirements.
How do I choose a project?

To select project ideas, students are encouraged to think about and find topics that match personal interests. Topics should be exciting and meaningful and should represent significant academic and personal growth challenges. Projects may also have a connection to the community. Students will select their own projects and submit a proposal that is to be approved before students launch into fulfilling the remainder of the senior project expectations.

Is any topic okay?

Students must demonstrate in the Proposal that the topic meets the goals for the Senior Project and fits into one of the two categories (developing or improving a skill or performance; designing or creating a product, service, system or event). Proposals must also clearly show the connection between research and the product/performance. Projects that potentially put students in harm or risk of injuries will not be approved.

When are projects due?

Project proposals are due in the fall of the senior year. Projects may begin any time after proposals are approved. The Research Paper is due in November. The Final Presentation of your PowerPoint slide show will take place second semester of your senior year. Portfolio and Reflection Paper will be due in April before Presentations.

Will there be help at school?

Absolutely! Guidance will be given by the Senior Project coordinator and Enrichment teachers. You may also ask for assistance from any other staff member knowledgeable of your topic.

Can I work with a partner or in a group?

The Senior Project is an individual project; however, students may collaborate on project ideas that might involve a significant community benefit, for example. If students choose to work together on such a project, each must submit his/her own proposal, Research Paper, portfolio, and reflection paper. Presentations must also be completed individually.

Who pays for costs associated with my Senior Project?

You do. This is one of the things you must consider when you’re planning your project budget. For example, instead of building a house that you designed, you would probably draw the blue prints and/or build a model of the house. Try not to let cost restrict your ideas for your Senior Project. Instead, use your imagination and discover a way to do your ideal Senior Project with minimal expense. Discuss your project budget with your parents.

Will the Senior Project affect my GPA?

No, projects are not graded, but all of the components of the project must meet or exceed specific requirements for students to graduate.

How long should my project take?

Your project should consist of a minimum of 20 hours of total work outside class time.

What learning am I supposed to demonstrate on this Senior Project?

  • Relevant content knowledge

  • Creative thinking

  • Personal goal(s) setting

  • Problem solving

  • Effective communication

What are the individual requirements of my project?

  • The Proposal

  • Research Paper

  • Portfolio

  • PowerPoint Presentation

  • Reflection Paper

  • Final Presentation

How will I learn the skills necessary to meet standard on the individual requirements of the Senior Project?

You will be given opportunities to learn these skills throughout your courses at the high school.

Can I use previous class work to satisfy Senior Project requirements?

No, you may use other work as a starting point but the Senior Project is an independent project.

How will I be evaluated?

Each component of the project will be evaluated according to standards; the advisory team and Final Panel judges will use these standards to evaluate whether or not a student’s work meets standard. Evaluation rubrics are available in the Senior Project Handbook.

When will my Proposal be approved?


What if I want to change my project after I submitted an approved Proposal?

Make an appointment with your Enrichment teacher to discuss the changes. If the changes are approved, you must submit a new proposal or a memo clarifying the changes.

Will I be given time in class to work on my project?

Project guidelines and specific component instruction will take place in Enrichment.

You will not be given time in your regularly scheduled classes.
My GPA is high. Do I still have to do the Senior Project to graduate?

Yes, all students in the Campbellsville Independent Schools must meet standard on all the components of the Senior Project to graduate. The Senior Project is an opportunity to advance your learning in an area of value to you.

What happens if I don’t meet the requirements of the Senior Project?

You do not graduate.

Where do I get a Senior Project Guide?

The Guide is available online on the CHS website. Hard copies of the Guide will be given to you in your Enrichment class. If you lose this copy, you will not be given another copy. You may remove copies of required documents from this guide or you may use the online guide to print copies of required documents or access digital copies for word processing.

Do I have to do community service or volunteer work?

To a certain extent, yes. Your project needs to benefit someone besides yourself in some way. You have to demonstrate how your project benefits others in your proposal and in your final presentation. This could be considered community service as a result.

What if I don’t understand what to do?

You should first re-examine the standards. Next, you should talk to your Enrichment teacher. If you need more support, make an appointment and meet with the Senior Project Coordinator.

What if I miss the target completion dates?

Missing these dates indicates that you are behind. It is best if you start early, meet target dates, and establish good communication with your teacher. Missing target dates means you will have to work harder to catch up.

What happens if I don’t complete all six components or don’t meet standard on one or more component?

All components must be completed and “Meet Standard” in order to graduate. You must work and resubmit any component not up to standard. If you fail to complete any required portion of the Senior Project by the due date you will be referred to the Advisory Team and assigned a study session or class. If you are involved in extra curricular school activities you will be ineligible to compete until each component is approved.

What happens if I miss the mandatory Practice Session?

A Practice Session will take place in your Enrichment class. This practice session MUST TAKE PLACE before you are cleared to give your Final Presentation. Without this practice session you place graduation in jeopardy.

Who makes up the evaluation panel for the Final Presentation?

Teachers, staff, and community members.

Can parents/guardians attend the Final Presentation?

Yes, they may attend.

When will I know if I met standard on the Final Presentation?

The review panel will confer after all presentations are complete. Results will be available the next school day after Final Presentation session.

Can I participate in my school’s commencement exercise if I have passed all my required classes but have not completed all the requirements for the Senior Project?

No. The Senior Project is a graduation requirement. All graduation requirements must be met before a student can participate in a commencement ceremony in Campbellsville Independent Schools.

For further information and/or questions please contact:
Project Coordinator: Lindsay Williams (

Principal: Kirby Smith (

Guidance Counselor: Elisha Rhodes (


Many high schools’ Senior Projects provided information and served as models throughout the process of designing Campbellsville High School’s Senior Project Handbook. The CHS Senior Project Handbook’s information was adapted from the following schools’ projects: Ellensburg High School in Ellensburg, WA; Francis W. Parker Charter Essential School in Fort Devens, MA; Marion County High School in Lebanon, KY; Wayne County High School in Monticello, KY; Owensboro High School in Owensboro, KY; Hancock County High School in Lewisport, KY; The Senior Project Network at
“What do Seniors Gain From the Senior Project Experience” material in the introduction printed from The Senior Project Center.

Share with your friends:

The database is protected by copyright © 2019
send message

    Main page