TWO YEARS, FOUR PIECES
• Product
ideas
• Research
paper
Junior Year
English
Summer
• Begin (or
continue)
product
• Finish
product
• Assemble
portfolio
Senior Year
English
December
or April
• Presentation
to Review
Board
BEFORE ASKING…
• WHAT QUESTION DO I WANT TO ANSWER?
START WITH THE END IN MIND
•
WHAT PRODUCT CAN I DO FOR THIS TOPIC?
•
WILL THE PRODUCT BE CONCRETE OR
EXPERIENTIAL?
STUDENTS ARE ENCOURAGED TO CHOOSE
TOPICS THAT INSPIRE THEM TO BECOME
EXPERTS.
BEFORE THEY PROCEED, HOWEVER, THEY
NEED TO THINK OF AT LEAST ONE
PRODUCT IDEA.
MANY GREAT TOPICS DON’T WORK FOR THE
GRADUATION PROJECT BECAUSE THEY
CAN’T LEAD TO A PRODUCT.
Concrete
Experiential
 design
 volunteer work
 create
 job shadowing
 build
 internships
 publish
 mission trips
 clinics & workshops
(student-led)
Concrete
Experiential
 design for high school
 volunteering with




uniforms
working bio-diesel
converter
syllabus for a medical
volunteer class
symphony
model and financial
plan for a sports center
holistic veterinarian
 teaching clinic for
Little League pitchers
 building wells in
Guatemala
 conducting music
experiments at Lake
Wylie Elementary
 These products work well with a wide variety of
research topics:

websites

books (recipes, diet, children's, etc.)

documentaries

experiences related to a future career
• A product takes the research "on the
road" by doing something new and
creative that educates or enlightens.
• A visual aid illustrates the topic
and/or what has already been done
with it (models, posters, etc.)
THE RESEARCH PAPER MUST PROVE A FOCUSED THESIS
WITH CREDIBLE RESEARCH.
PAPERS SHOULD HAVE 6-8 PAGES OF TEXT, INCLUDING A
STUDENT-PRODUCED GRAPHIC.
PAPERS CAN TAKE ALMOST ANY FORM
• ARGUMENTATIVE
• COMPARE-CONTRAST
• CAUSE & EFFECT
• CRITICAL REVIEW
• ANALYTICAL
 Each paper must cite a minimum of five different
sources that are authoritative and current.
 Students should strive for variety and balance by
using print, online, interviews, digital media, and
other reliable resources. They should not rely solely
on online sources.
 It is important for students to evaluate each source’s
credibility, especially if it is an online source.
 Sources should
include at least one
primary source.
 Primary sources are
original materials
produced in the time
period or
immediately after,
usually by someone
with direct
experience.








Examples include
audio/video recordings
diaries/letters
interviews/oral histories
newspaper articles written
at the time
records of
organizations/government
agencies
speeches
surveys
public opinion polls
 Papers are scored anonymously by two teachers in
different disciplines, using the rubric contained in
the student manual.
 Paper scores are 20% of the second quarter grade in
4x4 classes (standard, honors) and 40% of the 4th
quarter grade in AP.
Can…
Cannot…
 Teach lessons on
 Score drafts using the
research, essay writing,
documentation, and
avoiding plagiarism
 Provide feedback on
rough drafts
 Work with students
one-on-one in class or
after school
final draft rubric
 Revise or edit papers
for the students
 Score the final draft of
their own students’
papers
•
PRODUCT
•
PORTFOLIO
•
PRESENTATION
 Copy of the research paper
 Paperwork as designated by Coordinator and teacher
 Three reflections
 paper
 product
 overall process
 Mentor paperwork (all parts if extra credit is to be
earned)
 Professionalism, neatness, evidence of technology
 Professional dress required
 Research and development for both years presented
while showcasing learning over time – not just a
speech
 Product may be used as a visual aid or presented last
 Poise and charisma are important – but substance is
crucial
 The scale score is a combined total from the product,
portfolio, and presentation.
 Each piece is scored holistically on a 4-point scale,
for a total of twelve possible points.
 Completed mentor paperwork with solid evidence
earns one extra credit point (up to thirteen total).
Excellent evidence earns two extra credit points (up
to fourteen points total)
 The total of all three scores is translated into a score
out of 100.
 Presentation scores are 20% of the second quarter
grade in 4x4 classes (standard, honors) and 40% of
the 4th quarter grade in AP.
Can…
Cannot…
 Teach presentation skills,
 Score portfolios,
resumes, portfolios, and
professional dress
 Provide feedback on
reflections and practice
presentations
 Work with students oneon-one in class or after
school
products or
presentations using the
final rubric
 Revise or edit papers
for students
 Sit on the Review
Boards of their own
students
OUR GOAL IS A THREE-MEMBER TEAM (TEACHER, PARENT,
AND COMMUNITY MEMBER) FOR EACH PRESENTER – IN
OTHER WORDS, A DIVERSE CROSS-SECTION OF ADULTS.
JUDGES IN THE PAST HAVE INCLUDED
• METS TEACHERS AND STAFF (AND THEIR
FAMILY/FRIENDS)
• FRESHMAN, SOPHOMORE, AND JUNIOR PARENTS
• TEACHERS FROM LAKE WYLIE AND RIVERGATE
ELEMENTARY SCHOOLS
• LOCAL CLERGY
• ENGINEERS
• GRADUATE STUDENTS
• RETIREES
Arrive in holding
area 30 minutes
before timeslot
Return to
holding area
Wait for scores
to be returned by
Review Board
When called,
report to
designated room
Leave product
and presentation
with judges
Get final score
from
Coordinator
Complete
presentation
Direct any
questions or
concerns to the
Coordinator
Give portfolio to
judges and set
up presentation
materials
http://www.cms.k12.nc.us/cmsdepartments/ci/grad-project/Pages/default.aspx