Research Rubric · Web view2019-08-08 · Columbia County Senior Project Manual. Evans High School4550 Cox Road, Evans 30809. 706-863-1198/FAX 706-868-3720. Greenbrier High School

Columbia County Senior Project Manual

Evans High School 4550 Cox Road, Evans 30809706-863-1198/FAX 706-868-3720

Greenbrier High School 5114 Riverwood Parkway, Evans 30809706-650-6040/ FAX 706-855-3886

Grovetown High School 2010 Warrior Way, Grovetown 30813706-447-2102/ FAX 706-447-2109

Harlem High School 1070 Appling-Harlem Hwy, Harlem 30814706-556-5980/ FAX 706-556-5986

Lakeside High School 533 Blue Ridge Drive, Evans 30809706-863-0027/ FAX 706-868-3721

This handbook was compiled and created through a collaborative effort of Columbia County teachers. We would like to credit all the other schools that have generously donated materials to us over the years. Revised 7/2019

2019-2020 Senior Project Manual 1

Georgia Standards of Excellence

Reading Literary/Informational Standards

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Writing Standards

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Draw evidence from literary or informational texts to support analysis, reflection, and research.


Speaking and Listening Standards

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and include a range or formal and informal tasks.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language Standards

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Rationale

The success of the Senior Project over the years is evident. Former students report the usefulness of the experience at the college level, as many college courses are now presentation-oriented. Components of the project have served our graduates as a useful tool for college acceptance and gaining employment. The organizational and speaking skills developed are utilized in countless ways, contributing so much to the future lives of our students. The projects allow students to show their talents and to reflect on who they are while showing what they want to do.


Senior Project Requirements

Service Project Proposal Students will submit this form to their English teachers before beginning their service hours. It will describe what they will do, when they will do it, with whom they will work, and how this particular project will either benefit the student or the organization and/or community. All proposals must be approved by the teacher before beginning the project.

Research PreparationStudents will choose a thought-provoking social issue, theme, or idea and develop a thesis that is analytical or argumentative. They will begin researching the topic and documenting sources for the paper. The students will complete an annotated bibliography, a literature review, or a formal outline as directed by their teachers.

Research PaperThe students will complete the research paper on an analytical or argumentative topic that explores and explains a social issue, theme, or idea they have chosen. Their papers will be a minimum of five (5) pages, not including the references or works cited page.

Service or Work-Based Learning ProjectCommunity Service, Service Learning, and Work-Based Learning are ways students can make a difference while learning and growing. The students’ work should benefit the organizations or communities where they spend their time and energy. Each student will need to complete a Product Log of hours and have it signed by a representative of the organization or group. This component requires ten to fifteen (10-15) hours of documented time. Students will write a detailed journal of their experiences and take pictures along the way. These items will be turned in to the English teacher for verification that the projects were completed.

BoardsStudents will make a formal presentation in the spring to a board, a panel of teachers and community members, who will grade their presentations. All Columbia County seniors enrolled in a high school English class are required to attend, dressed professionally, and present at the scheduled time. Any student who misses the presentation will be required to appeal for an opportunity to present. Family members and other guests are not allowed to attend the Board presentation. Live animals are not allowed.

Senior Project Coordinator and the Executive Committee Seniors are expected to follow directions and to meet deadlines in order to fulfill the requirements of the Senior Project. If they fail to meet certain deadlines or do not complete certain aspects of the project, they may be referred to the Executive Committee. This panel of faculty members may be asked to decide such issues as a major topic change or presentation eligibility. If they are referred to the committee, students will need to type a formal letter of appeal and give it to the Senior Project Coordinator.


Late WorkEach graded component will be due as specified by the school’s English Department. Students are expected to meet these deadlines in order to demonstrate mastery of the standards. All missing work must be completed at least two weeks prior to the end of a quarter to earn credit for assignments.

Students who fail to submit evidence of a completed project two weeks prior to Boards will be ineligible to present. Students who fail to present at Boards must go through the appeals process.

ProfessionalismSoft skills are assessed throughout each nine weeks and count 20% of the Senior Project grade that is assigned each 9 weeks. These skills include, but are not limited to:

● Meeting due dates● Problem-solving skills● Flexibility and adaptability● Effective communication/interpersonal skills● Work ethic


Grade Distribution for Senior Project 25% Weight Per Nine weeks

First Nine weeks Second Nine weeks

Annotated Bibliography/Outline/Literary Review

80% Research Paper 80%

Professionalism 20% Professionalism 20%

Total 100% Total 100%

Third Nine weeks Fourth Nine weeks

Service or Work-Based Learning Project Documentation

80% Formal Presentation 80%

Professionalism 20% Professionalism 20%

Total 100% Total 100%


Importance of Soft Skills

Blame the phones, text messaging, TV, or Twitter. Regardless of where it began, the lack of communication skills in high school graduates is critical. Executives and the professional world depend on people skills. Executives routinely ranked these skills as the most important asset a new-hire needs, but found that “70% of high school graduates lack [this] skill” (Robles, 2012, p.455). Our graduates are floundering in the real world not due to a lack of knowledge, but because they cannot speak to others professionally; they cannot work together toward a goal; they cannot manage their time effectively. In fact, “most new hires possess exceptional information skills; the same individuals severely lack professional skills” (Mitchell et al., 2013, p. 87). The 21st century has brought a new brand of professional discourse in the form of e-communication. By teaching these skills and requiring students to use them, students will benefit and grow. Adults are occasionally under the misconception that students will figure out the professional world or that instruction on simple things like mailing a letter or sending an email does not need to occur, but we forget in our age and experience that these are not innate skills. Some students speak well while others struggle to open their mouths in front of a crowd, and unless they get practice, they will never improve. The Senior Project has become the linchpin to a professional and successful student; a student who will have long-term success.

Plagiarism, Misrepresentation, and Professionalism

Student name: _________________________________ Teacher: __________________________ The most important part of any educational experience is academic honesty. For the most part, you control what you learn; and your ethics, or lack thereof, can shape your academic decisions. You are responsible for ensuring that you do not plagiarize or misrepresent yourself in any way. Because the Senior Project requires real-world career and professional opportunities, it is necessary that you exhibit professionalism throughout the project. What constitutes plagiarism?

▪ Directly copying from another source without using quotation marks and/or without giving

credit to the author by citing your sources

▪ Not paraphrasing the information completely or correctly

▪ Using another person’s work, in part or as a whole, as your own

▪ Using work that you have completed for another teacher without approval

▪ Using research that you do not include in your research folder or that the teacher cannot

verify with the material in your folder

▪ Passing on your work to another student

What constitutes misrepresentation?

▪ Falsifying documents and assignments

▪ Using a family member as a mentor or interview subject

▪ Allowing other people to complete portions of your assignments

▪ Committing any other breach of the project assignments

What constitutes professionalism?

▪ Dressing appropriately for the occasion, including any interactions with the mentor, the

presentation, etc.

▪ Constructing emails and correspondences using proper etiquette

▪ Proper respect given to mentors, faculty advisors, senior English teachers, etc.


I have read the plagiarism and misrepresentation policy. I understand that cheating/plagiarizing in any way during this process will be subject me to disciplinary actions. In addition, I will relinquish my position (office) in a club, on an athletic team, or in an organization if found guilty of cheating or plagiarizing. I understand that an assignment to in-school suspension will prevent me from exempting any final exams. I give my word that I will be honest during the entire process. I have also read the Professionalism policy. I understand that I must conduct myself in a professional manner as a representative of Columbia County Schools while engaging in all Senior Project related activities.

Signature: ____________________________________ Date _______________________

Requirements for Service or Work-Based Learning Project

Project Proposal Students will submit proposals to their English teachers before beginning their projects. In the proposals, students will explain the rationale behind their projects – what they will do, when they will do it, with whom they will work, and how this particular project will benefit either the student or the organization/community. The teacher must approve the idea before the student begins the required 10-15 hours.

Service or Work-Based Learning ProjectStudents will choose from one of the following options to complete their Senior Project. Each option requires active participation and personal growth. Please note that job shadowing is not a choice. Students must maintain a record of their experiences in a journal. Additional evidence must be included in the documentation gallery.

● An acceptable Community Service project is one that involves meaningful

volunteering experience where a student is actively engaged. This experience should impact the student as well as the community. The student should be able to prove this impact or discuss it in a meaningful way.

● An acceptable Service Learning project is one that involves a teaching experience

that then results in a product. The student is expected to learn material from an expert and then use that experience to create a meaningful product. This experience should impact the student as well as the community or a specific organization.

● An acceptable Work-Based Learning project is one that involves the student

working to learn a skill that results in a meaningful experience, demonstrable skill, or a tangible product. The student is expected to be an active participant. Job shadowing is not an option. This experience should impact the student as well as the community or a specific organization.

Community Service Examples:


● Beautification project removing tires from illegal dumping sites

● Working at a food pantry or soup kitchen

Service Learning Examples:

● Attend a sign-language class and host an event for deaf community

● Work with a math teacher, and develop and teach a lesson for struggling students

Work-Based Learning:

● Learn a new welding technique and create a bench for the local nursing home

● Get a certification in pediatric CPR and facilitate at a local baby preparation class

Due to contractual limitations, students are not allowed to complete hours at Doctor’s Hospital or Eisenhower Medical Center.

Running head: SENIOR PROJECT PROPOSAL

Senior Project Proposal: Subtitle should be Community Service, Service Learning, or

Work-Based Learning

Student’s Name

Name of School

Teacher’s Name

Due Date


APA EXAMPLE

Senior Project Proposal: Subtitle should be Community Service, Service Learning, or Work-Based Learning

Rationale:In paragraph form, describe your reasons for choosing this project. What does it mean to you? What previous experience or connection to it to you already have? Do you have a particular passion or drive that is compelling you to choose this particular experience? For example, are you working with the Red Cross because you had family who suffered during a catastrophic natural disaster? Do you want to learn how to speak Spanish to connect better with your stepmother?

Project Mentor/Organization: All students are required to spend 10-15 hours completing a community service, service learning, or work-based learning project. Which one are you going to do? What do you plan to do? If you plan to work at an organization, which one and why? If you plan to learn a skill, what skill are you going to learn and how will you learn it? Discuss any information you have about a mentor who will teach you or the organization for which you will work. Be as descriptive as possible.

Impact: What impact do you think this type of project can have on the community? What do you hope to accomplish? How will you make a positive impact? What else can you do to bring awareness to your topic or cause?

Student’s Name: _______________________________________


Research RubricTo be used with Annotated Bibliography, Literary Review and/or Outline

SourcesFive (5) credible sources 15

Accuracy of citations 15

Formatting

Formatting: class information, header, spacing, 1”margins, 12-point font

10

The document is correctly formatted as an annotated bibliography, literary review, or outline

10

Text

Content of annotated bibliography paragraphs, literary review, or outline points

20

Overall Quality / Length 20

Grammar / Writing Style 10

TOTAL POINTS

Research Paper Overview


Every student must be able to provide an electronic resource folder (digital portfolio) of all work used to write the paper. If you teacher needs to check your work, he or she should be able to find in your folder all the information that you cited within your paper.

Research papers must be submitted to a plagiarism checker prior to final submission and grading. Plagiarism is unacceptable and will be subject to disciplinary actions as specified by the Columbia County Code of Conduct.

Length 5 page minimum (not including the Works Cited/References page)

Sources

Students will accurately use at least five (5) sources. (Encyclopedias, dictionaries, blogs, wikis, Weebly/Prezi presentations, and websites requiring payment/subscription should generally be avoided, unless your teacher otherwise specifies.)Each teacher will designate restrictions on types of sources permitted. Students will use proper citation format for documenting all sources.

Parenthetical Documentation

Students must include in-text citations within their papers for both quoted and paraphrased material. Any paper without in-text citations will not be accepted.

QuotationsStudents must include blended, cited quotations within their papers.

General Formatting:

1. Double-space everything within the paper and set “Before” and “After” spacing to 0 pt.2. Use a 12-point font in a normal print.3. Use 1” margins on all sides of the paper.4. Do not underline, italicize, or emphasize the title in any way; it should be in the same

font and size as the rest of the paper.5. Include a “References” page (“Works Cited” in MLA). Alphabetize each entry by the first

item in the citation (do not include a, an, or the). Use hanging indents if the entry does not fit on a single line.

6. Do not use first- or second-person pronouns.7. Do not use contractions.Research Paper Rubric Student’s Name: __________________________________Plagiarism will be subject to disciplinary actions as specified by the Columbia County Code of Conduct.

Content & Item Point


Organization

sControlling central idea inspired by literature or social issue with analytical or argumentative thesis statement and an engaging introduction

10

Inclusion of supporting details, specifics, quotations, and explanations that analyze or persuade

20

Fully developed, unified paragraphs with effective transitions within/between paragraphs and sentences that provide a consistent logical focus throughout the paper on the idea established in the thesis statement

10

Thoughtful conclusion extends beyond repetition of main points

5

Strength and complexity of topic 5

Grammar & Mechanics

Errors may include fragments, fused sentences, comma splices, agreement (PN-antecedent, S-V), use of 1st or 2nd person, punctuation, spelling, tense, modification

20

Documentation

Correct format and documentation; including error-free references/works cited page, correct in-text citations, correct paraphrasing, and direct quotations

20

Style

Paper shows masterful control of language, academic discourse, and writing techniques including varied sentence structure, use of vocabulary, limited use of unnecessary passive voice, avoidance of redundancy and vague/ambiguous language, and avoidance of wordiness

10

TOTAL POINTSProject Documentation

Students will need to document their work and verify their hours through journals, logs, letter(s) of recommendation, and pictures/videos. Those who need assistance with any component or step in the process should discuss the situation with their English teacher or the coordinator well before each graded component is due. Medical and healthcare projects


must be arranged via the protocol of each medical facility or institution, and students must adhere to all regulations. (Please note that due to contractual limitations, students are not allowed to complete hours at Doctor’s Hospital or Eisenhower Medical Center.) Students must submit completed paperwork to the English teacher, verifying proper channels were followed.

Fund-raising projects must be approved through an application process and must adhere to Columbia County Board of Education policy JK/KEB. Any proceeds or money raised must be donated to the charity or group involved.

Students are expected to send thank you notes or letters following an interview and other hours spent working with their mentors/supervisors. They should bring the stamped, addressed envelope to their English teachers for verification before sealing.

JournalThis is a documented record of the learning experience. Students are to keep track of exact times and descriptions of activities completed. Detail is important. Students should use the sample format below.

October 15, 2019 3:30-3:45 Time: 15 minutes

Today, I took a tour of the facility and began planning with Mrs. Jones. My first assignment was to take a current inventory of supplies and present it to her.

October 29, 2019 10:00 a.m. - 12:15 p.m. Time: 2 hrs. 15 min.

Today I worked at CareMore Retirement Home. When I arrived, I spoke with the director about how she wanted me to assist. I found out that today, a local pre-K classroom would be visiting for reverse trick-or-treating and that they would need help distributing candy. The first thing I did was put together the goody bags that the children would be handing out. These consisted of small bags of hard candy, hand lotion, and a comb. I had to bag each item and tie it with an orange-and-black ribbon. After that, the children arrived and I was put in charge of chaperoning five of them through the building. I was nervous being placed in charge of the young children, but they were really sweet and behaved so well! Their costumes were adorable and it was wonderful to see the joy they brought to the nursing home’s residents.

Product LogEach student is responsible for recording hours on the appropriate log. Hours must be verified with the supervising adult or mentor’s initials and signature upon completion. This person cannot be a family member.


GalleryStudents are required to present pictures, sketches, drafts, certificates, diagrams, and/or other necessary visuals to verify completion of the project. Students are to include pictures that document the time spent on their community service project, service-learning project, or work-based learning. Multiple on-site photographs with the supervising adult or mentor must be included in the gallery.

Reflection For the reflection essay, students will provide a narrative of their educational experiences, their community service involvement, how they have grown or changed as a result of the Senior Project, and acknowledge those who have helped them complete their journey. Questions to answer in the essay:

Paragraph 1- Begin by reflecting on your education in Columbia County and [your high school], especially your senior year—whether you have been here six months or thirteen years. You may also mention other important educational experiences like former schools, family influences, or extra-curricular affiliations.

Paragraph 2- Write about your project. How did it affect the community? What impact did it have on you as a person?

Paragraph 3-Who has helped you along the way? What person or people do you think you should acknowledge or thank as having had an impact on your life or your education? Take the time now to discuss who those people are and exactly how they have affected you as a person.

Hours Log

Student: _______________________________ Organization: ________________________________

Each day’s activity should be documented on this sheet and signed by the supervising adult as it is completed.


DateTime Spent

Activities Initials

Representative’s Printed Name: _____________________________________________________

Title:______________________________________________ Date: ____________________________

Total Hours Verified: ____________ Signature: ______________________________________

123 Your Street Address City, State & Zip CodeYour Telephone NumberYour [email protected]

Date


Sample Cover Letter

Recipient’s Name, Position

Company Name987 Company Street AddressCity, State & Zip Code

Dear Mr./Mrs. Recipient:

A cover letter is a written introduction to your résumé. An employer wants to hire someone who is engaging, interesting, dedicated, and smart. Your goal with this letter is to persuade that employer, who may have never met you, that you are that kind of person. The letter should not be longer than a page because in the business world, time is money. Your first paragraph should be a very brief introduction of yourself: who are you, what is your goal with this letter, what kind of person are you?

Your second paragraph needs to persuade the reader. Sell yourself. What is your work philosophy? Why would you be a good worker? Why should an employer trust you with some element of the company? What can you bring to this company or this situation that will be worthwhile?

Your third paragraph should discuss your goals and drive. What are you going to do with this project or this career? What has brought you as a person to this point, and where do you plan to take this topic? Your goal here is to convince your employer that this career is not only important to you but also one you are dedicated to pursuing.

Sincerely,

Type Your Legal Name


Your Full NameYour Street Address

City, State & Zip codeYour Phone NumberYour Email Address

Employment Objective_________________________________________________________________________ Describe what sort of employment you hope to gain in the future. Skills and Qualifications________________________________________________________________________ List of any special skills or abilities you might have that are relevant to your desired job. If you want a healthcare job, be sure to mention if you volunteered at a hospital or a blood drive. Make a brief, bulleted list. Work Experience (if any)_______________________________________________________________________

Job Title, Company Name From _____ to _________ Briefly list what this job required of you and what you accomplished or learned there. If you have had more than one job, put the most current job first, followed by the older job(s).

Volunteer Work_______________________________________________________________________________ Your Role, Organization Name From _____ to _________ Briefly list what this experience required of you and what you accomplished or learned there. At the very least, you should include what you completed for Senior Project in this section. Education and Training_________________________________________________________________________ Name Your High School Include your current GPA, graduation date, and any special accolades or awards you have received during high school. Educational Plan or Training for Career Outline the educational degree or required training to obtain the job for which you are applying. Include a potential institution that offers that degree or program and the length of time it will take for completion. Accomplishments and Activities_(optional)________________________________________________________ List accomplishments or activities, especially ones that showcase your communication and leadership skills. What kind of communicator and leader are you? Where have you had opportunities to communicate and lead? Interests (optional)_____________________________________________________________________________ If your resume is looking skimpy, include this section…simply list your interests. References____________________________________________________________________________________ Give the contact information for two people who will be a good reference for you and who are not family members. One of these individuals may be the adult supervisor who verified your hours for Senior Project. Include at least one letter of recommendation.

Full Name, Title Example: Jane Doe, DirectorStreet Address 1234 StreetCity, State & Zip Code Evans, Georgia 30809Telephone (706) 123-456, ext. 789Email [email protected]


Sample Résumé

Service or Work-Based Learning Project Documentation

The following high quality items must be included:

✓ Hours Verification Log

✓ Letter of Recommendation

✓ Journal

✓ Cover Letter/Résumé

✓ Documentation Gallery (minimum of 10 items)

/50

Reflection Essay /10

Meets required 10-15 documented hours /20

Overall Quality of Service or Learning Experience1

/20

Total Points 100

1 The overall quality score will be impacted by exceeding the minimum required hours.


Student’s Name: ____________________________________________________


Board Preparation and General Guidelines

The presentation or Senior Board is the final step in the process. Students will prepare an 8-10 minute speech describing what they have accomplished through the service project, including high-quality visual aids. They will be evaluated on their communication skills, ability to think on their feet, and the overall quality of their presentations.

Visual and audio aids should be professional and help the audience understand the content of each student’s presentation. The visual should focus on substance. PowerPoints, web pages, brochures, or handouts are acceptable.

Practice Students will be required to practice their presentations, rehearsing their speeches from beginning to end. They should create a hook to open their presentations as well as a powerful clincher. They should know their facts so that they present in a relaxed, natural manner. They should plan the exact words they want to use to start and close their speeches.

Students must test all technology before the day of the presentation. They will sign the verification form as provided by their teacher once this is done and immediately report issues to their technology specialist.

PresentationProfessional business attire is expected. Students are representing their schools and Columbia County. They are to treat this presentation seriously and dress accordingly. Short skirts and revealing clothing are not acceptable, neither are blue jeans and casual wear.

Students must check-in thirty minutes prior to their assigned presentation times. Punctuality will be reflected on the soft skills rubric as professional behavior.

English teachers will give specific guidelines for presentation etiquette, including appropriate greetings, introductions, and effective behaviors.

Presentation Rubric


Student: ________________________________ ____ Judge #: __________ Room #:_________

Organization Judge’s Feedback

_______ /10

Introduction and Conclusion: ● Intriguing opener

●Effective conclusion

● Intelligent and confident Q & A

_______ /10

Clarity/Transition: ● Speech is logically organized

● Speaker smoothly transitions between ideasContent

_______ /10

Research:● Incorporates research-based data, statistics, and/or quotes

relevant to the project topic

_______ /10

Project Components:● Discusses mentor, supervisor, and/or organization

● Describes personal role in project

_______ /10

Project Impact ● Evidence of impact on organization or community

● Explores the benefits others gained from the project

● Explains the need and/or inspiration for the project

● Evidence of personal reflection and growth Delivery

_______ /10Control of Voice: Appropriate tone of voice, volume, enunciation, rate, and limited use of filler words

_______ /10Professionalism: Appropriate eye contact and language with limited nervous gestures and movements; professional attire

Visual Aids

_______ /10 Quality of Visual Aids: Professional, high-quality visual aids

_______ /10Use of Visual Aids: Visual aid used comfortably and effectively; clearly connects to the project

Time

______ / 10

The student meets time requirements.8:00 – 10:00 minutes = 10 points7:00 – 7:59 / 10:01 – 10:59 = 86:00 – 6:59 / 11:00 – 11:59 = 65:00 – 5:59 / 12:00 – 12:59 = 44:00 – 4:59 / 13:00 – 13:59 = 2

No points for fewer than 4 minutes/14 and over

Official Time: _____________Seniors will be stopped at 15 minutes. Time does not include Q&A.

Total Score District Grading Scale: A = 90-100, B = 80-89

C = 73-


79, D = 70-72, F = < 70


Documents

Research Rubric · Web view2019-08-08 · Columbia County Senior Project Manual. Evans High School4550 Cox Road, Evans 30809. 706-863-1198/FAX 706-868-3720. Greenbrier High School