Writing Manual & Sea King Capstone - Palos Verdes High School

PALOS VERDES HIGH SCHOOL
600 Cloyden Road • Palos Verdes Estates, CA 90274
310-378-8471 • www.pvhigh.com
Writing Manual
&
Sea King Capstone
Revised: August 26, 2012
1

Table of Contents
WRITING MANUAL
Overview: Writing Manual 1
Writing Format 2
Writing Terminology 3
One-Paragraph Essay 4
Shaping Chart 5
Multi-Paragraph Essay 6
Introduction and Conclusion Paragraph Chart 7
Shaping Chart 3 Chunks 8-10
Writing Terminology 11
Prewriting 12
Hook/Lead-in 13
Transition 13
Thesis Statement 14
Concrete Detail 15
Commentary 16-17
Conclusion 17
Citation Styles 18
MLA and APA 19
Modern Language Association (MLA) Manuscript Format 20-21
MLA Documentation 22-23
MLA In-Text Citation 24
Sample Paper: MLA 25-27
American Psychological Association (APA) Manuscript Format 28-29
APA Documentation 30-31
APA In-Text Citation 32
Resources 33
Anti-Plagiarism 34
Local Libraries 35-36

Table of Contents
SEA KING CAPSTONE
Overview: Sea King Capstone 37
Sea King Capstone Process 38
Sea King Capstone Timeline 39
English Grade Requirements 40
Research 41
Research Requirements 42
Sample: Research Topics and Fieldwork 43
Annotated Bibliography 44
Sample: Annotated Bibliography 45-46
Abstract 47
Introduction 47
Literature Review 48
Method 48
Results and Discussion 49
Conclusion 49
References/Works Cited 49
Appendices 49
Sample: Sea King Capstone 50-58
Portfolio 59
Portfolio Requirements 60
Portfolio Cover Page 61
Letter to the Judges 62
Sample: Letter to the Judges 63
Resume Guide 64
Sample: Resume 65
Portfolio Reflections 66
Presentation 67
Presentation Format: Tier 1 68
Presentation Format: Tier 2 and Tier 3 68
Presentation Outline: Tier 2 and Tier 3 69-70
Technology Tips and Guidelines 71
Dress Requirements 72
Forms 73
Sea King Capstone Strand Proposal 74
Parent or Guardian Liability Release Form 75
Faculty Mentor Form 76
Fieldwork Time Sheet 77
Rubrics 78
Resume Rubric 79
Annotated Bibliography Rubric 80
Research Paper Rubric 81-82
Portfolio Rubric 83
Presentation Rubric: Tier 1 84
Presentation Rubric: Tier 2 and Tier 3 85

Palos Verdes High School
Writing Manual
Overview: Writing Manual
The PVHS English Department developed the Writing Manual to standardize the essential
guidelines for writing essays and research papers. Jane Schaffer, an English teacher, from San
Diego, California, developed the writing terminology. The Writing Manual provides all PVHS
teachers and students to have a common language when discussing essays and research papers.
Information in the Writing Manual includes format, policies, and procedures, which the English
Department follows to ensure consistency among all students.
1

Writing Format
2

Introductory Paragraph
Hook/Lead-in
Transition
Thesis
Body Paragraph
Topic Sentence (TS)
Body Point (BP)
Concrete Detail (CD)
Commentary (CM)
Writing Terminology
The first paragraph in a multi-paragraph essay. It includes the
thesis, most often at the very end of the paragraph.
Interesting, catchy opener that gains the reader’s attention.
Sentences that relate a general idea to the work being
analyzed. Connects one idea to another.
The central argument of the essay. Limited to one sentence. A
sentence with a topic and an assertion (commentary).
• One-paragraph essay: First sentence of paragraph
• Multi-paragraph essay: Last sentence of introductory
paragraph.
Middle paragraph that supports the thesis.
TS → 3 Chunks → CS
The first sentence in a body paragraph within a multiparagraph
essay. It has a topic and an opinion (commentary),
which directly supports the thesis. The TS is the focus of the
body paragraph.
A commentary sentence that directly supports/proves the
thesis and TS. It is the topic of the paragraph “chunk.”
Specific details or facts that prove the assertions forming the
backbone or core of the body paragraphs. Use CDs to prove or
support ideas.
Synonyms: facts, specifics, examples, descriptions, support,
proof, evidence, quotations, paraphrasing, summary, plot
references.
Opinions about the topic. Explains the connection between the
thesis, TS, and CDs.
Synonyms: insight, analysis, interpretation, inference,
evaluations, explication, reflection.
Concluding Sentence (CS) • One-paragraph essay: Last sentence of the paragraph.
Restates the thesis.
• Multi-paragraph essay: Last sentence of a body paragraph.
Gives a finished feeling to the paragraph and may provide
transition to the next paragraph.
Concluding Paragraph
Contains generalization.
• One-paragraph essay: Last sentence of the essay. Restates
the thesis (without repeating key words).
• Multi-paragraph essay: Last paragraph of the essay. May
sum up ideas, reflect on the essay, offer more commentary
about the topic, or give a personal statement about the
topic.
• Refers back to the introduction.
3

One-Paragraph Essay
Sentence # Name Purpose/Content
1 Thesis/Topic
• Contains topic (literary work) and opinions on the
topic.
• State author and title of the topic.
• Focus of entire paragraph.
• Proves the topic.
Chunk #1
2 Body Point #1 The most important point directly to prove the thesis.
3 Concrete Detail Quotation or example to prove BP #1 and thus the thesis.
4-5 Commentary
Two or more sentences that analyze how the quote or
example proves BP #1 and thus the thesis.
Chunk #2
6 Body Point #2
The second point to prove the thesis. Begin the sentence
with a transition.
7 Concrete Detail Quotation or example to prove BP #2 and thus the thesis.
8-9 Commentary
Two or more sentences that analyze how the quote or
example proves BP #2 and thus the thesis.
Chunk #3
10 Body Point #3
The third point to prove the thesis. Begin the sentence
with a transition.
11 Concrete Detail Quotation or example to prove BP #3 and thus the thesis.
12-13 Commentary
Two or more sentences that analyze how the quote or
example proves PB #3 and thus the thesis.
Final
14 Conclusion Restates the thesis and summarizes the body paragraph.
4

One-Paragraph Essay
Shaping Chart
Title of Essay: _________________________________________________________________
Sentence # Name Purpose/Content
1 Thesis/Topic
2 Body Point #1
Chunk #1
3 Concrete Detail
4 Commentary #1
5 Commentary #2
6 Body Point #2
Chunk #2
7 Concrete Detail
8 Commentary #1
9 Commentary #2
10 Body Point #3
Chunk #3
11 Concrete Detail
12 Commentary #1
13 Commentary #2
14 Conclusion
5

Multi-Paragraph Essay
Paragraph # Sentence # Name Purpose/Content
1
Introduction
2-4
Body
5
Conclusion
1-3 Hook/Lead-in
4-6 Transition
7 Thesis
1 Topic Sentence
Chunk #1
2 Body Point #1
3 Concrete Detail
4-5 Commentary
Chunk #2
6 Body Point #2
7 Concrete Detail
8-9 Commentary
Chunk #3
10 Body Point #3
11 Concrete Detail
12-13 Commentary
14
Final
Concluding
Sentence
1-2 Thesis
3-5 Transition
6-7
Lead-out
Reflection
Designed to peak the interest of the reader and introduce
the topic in a general, philosophical manner. Ideas
presented here need to coincide with the major ideas of
the thesis.
Bring up author and title to connect the ideas presented
in the hook to the ideas in the novel. Also helpful to set
up the literary work to be analyzed (brief summary).
Contains the topic (literary work) and an idea about the
topic. The central focus of the entire paper must now
have proof.
Directly supports/proves the thesis. Perhaps contains
some concrete detail, but mostly commentary. Entire
body paragraph now used to support this statement.
Commentary that directly supports/proves the topic
sentence in this paragraph. May start with “for
example.”
Quotation, example, or paraphrase to prove the idea in
BP #1.
Two or more sentences that analyze the above CD.
Explain how the CD supports the TS.
This is the second point to prove the TS. This sentence
may begin with “additionally,” or “furthermore.”
Quotation, example, or paraphrase to prove the idea in
BP #2.
Two or more sentences that analyze the above CD.
Explain how the CD supports the TS.
The final point to prove the TS. This sentence may
begin with “finally.” Introduces quote.
Quotation, example, or paraphrase to prove the idea in
BP #3.
Two or more sentences that analyze the above CD.
Explain how the CD supports the TS.
The last sentence of the body paragraph. It gives a
finished feeling to the paragraph and may provide
transition to the next paragraph.
Restate the thesis and major ideas of paper using
different wording from the introduction and body of the
essay.
More summary on topic. Ideas should get more general
and less specific, ultimately leading to final
generalization.
Should follow naturally, logically, philosophically from
thesis, body of paper, and literary work. Needs to leadout
and discuss the significance of the topic within the
paper.
6

Multi-Paragraph Essay
Introduction and Conclusion Paragraph Chart
Topic: ________________________________________________________________________
Introduction
1. Hook/Lead-in: ______________________________________________________________
__________________________________________________________________________
_______________________________________________________________________
____________________________________________________________________
2. Transition (include title/author): _____________________________________
______________________________________________________________
___________________________________________________________
________________________________________________________
_____________________________________________________
3. Thesis: __________________________________________
_______________________________________________
____________________________________________
_________________________________________
______________________________________
___________________________________
________________________________
Conclusion
1. Thesis (restate): ________________
__________________________________
_____________________________________
________________________________________
___________________________________________
______________________________________________
_________________________________________________
2. Transition: _________________________________________
_______________________________________________________
__________________________________________________________
_____________________________________________________________
________________________________________________________________
3. Lead-out/Reflection: __________________________________________________
_______________________________________________________________________
__________________________________________________________________________
______________________________________________________________________________
7

Multi-Paragraph Essay
Shaping Chart 3 Chunks
Title of Essay: _________________________________________________________________
Paragraph #1: Introduction
#1-3 Hook
Lead-in
#4-6 Transition
#7 Thesis
8

Paragraph #2-4: Body Paragraph
#1 TS
#2 BP #1
#3 CD
#4 CM
#5 CM
#6 BP #2
#7 CD
#8 CM
#9 CM
#10 BP #3
#11 CD
#12 CM
#13 CM
#14 CS
9

Paragraph #5: Conclusion
#1-2 Thesis
#3-5 Transition
#6-7 Lead-out
Reflection
10

Writing Terminology
11

Prewriting
Prewriting helps to organize an essay.
Four ways to prewrite:
1. Bubble Cluster
2. Spider Diagram
3. Outline
4. Columns
1. Bubble Cluster 2. Spider Diagram
#3
see my brothers and sisters
more often during the day
#3
barbecues in the
backyard
#2
family
#3
go on vacations to
Disneyland and the beach
#3
see my brothers and sisters
more often during the day
#3
barbecues in the
backyard
#2
family
#3
go on vacations to
Disneyland and the beach
#1
SUMMERTIME
#1
SUMMERTIME
#2
daily routine
#3
stay up late
and sleep in
#2
daily routine
#3
stay up late and
sleep in
#3
more time to do
pleasure reading
#3
catch up on
movies I missed
#3
more time to do
pleasure reading
#3
catch up on
movies I missed
3. Outline
4. Columns
1. Picking one out (#2)
GETTING A COMPUTER (#1)
#1 MY TWO BEST FRIENDS
#2 CHERYL JOE
A. Shopping around at different stores to compare (#3)
• known me since we
• lives down the street
B. Talked to salespeople about what I needed (#3)
were in kindergarten
from me
2. Setting it up (#2)
#3
• we have four classes
• we will be taking
A. Tried to read the manual but gave up (#3)
together each day
driver’s training
B. Friend came to get it started and teach me (#3)
together next summer
12

Hook/Lead-in
A hook/lead-in attracts the attention of the reader. Suggestions include using any of the
following ideas to promote interest in the topic:
Anecdotes
Dialogue
Startling Information
All Commentary
Transition
Transitions are necessary and without them, writing often feels choppy. The following transitions
help to begin Body Point sentences:
Consequently
Even so
For example
Furthermore
In addition
In fact
Moreover
Of course
On the other hand
Still
Therefore
13

Thesis Statement
A well-written thesis statement must contain a subject and an assertion (opinion). The thesis is
the backbone of the essay. It includes the following: a specific topic, a bias for the topic, and an
arguable reason for the stance on the topic. The thesis statement, a single sentence, appears at the
end of the introductory paragraph and becomes the foundation of the essay.
A strong thesis statement is not a fact; it takes a firm stand on a topic and makes a logical
argument for that choice.
Statement of Fact
The media has infiltrated our everyday lives.
General Thesis Statement
Today’s media messages manipulate youth into making mindless choices based loosely
on facts due to weak analytical skills.
A strong thesis statement uses precise vocabulary to convey intent and clearly focuses on a
specific bias for the chosen topic and the reason for that stance.
Broad Statement
Today’s media messages manipulate youth into making mindless purchases, which are
based loosely on facts, due to weak analytical skills.
Strong Thesis Statement
The latest cellular communication innovations manipulate adolescents, through carefully
designed advertisements, to make product choices based on promises of increased social
status in order to increase sales of merchandise.
14

Concrete Detail
There are three ways to structure concrete detail in a literature-based essay. All the examples are
from the book, Of Mice and Men. Ellen Gilmore, an English teacher at West Hills High School
in Santee, California, created this explanation.
Paraphrase
Any type of paraphrase needs to be cited if there is any reference to the initial source.
Example: After George kills Lennie, Slim tells him that he did the right thing.
Quotations
It is permissible to use quotations (words, phrases, or sentences from the story) as concrete
detail. However, when using quotations, integrate (blend) the quotation into your writing and
include a smooth lead-in to the quote. The following guidelines will help to incorporate
quotations into essays effectively:
Do not overuse quotations. Incorporate quoted phrases into the sentence structure and
avoid having two quotations in a row.
Ineffective: Lennie’s strength overpowered Curley. “The next minute Curley was flopping like a fish
on a line, and his closed fist was lost in Lennie’s big hand.” “Curley was white and
shrunken by now, and his struggling had become weak. He stood crying, his fist lost in
Lennie’s paw.”
Effective: Lennie’s strength so overpowered Curley that Curley looked “like a fish on a line” with
his “fist lost in Lennie’s paw.”
Work the quotation smoothly into the sentence structure.
Ineffective: Steinbeck describes Lennie in animal-like terms by saying, “Lennie dabbled his paw in
the water.”
Effective: Like a big bear, “Lennie dabbled his paw in the water.”
Alter a quote for clarity by placing the change in brackets.
Original: George said, “That mouse ain’t fresh, Lennie; and besides, you’ve broken it pettin’ it.”
Changed: Steinbeck foreshadows Lennie’s troubles early in the novel when Lennie has “broken [the
mouse] pettin’ it.”
If omitting any material, mark the omission with three periods (called an ellipsis) with a
space between each (. . .). There is no need to use these at the beginning and end of the
quotations. It is understood that passages are from a longer work.
Original: “Curley was white and shrunken by now, and his struggling had become weak. He stood
crying, his fist lost in Lennie’s paw.”
Ellipsis: As Lennie continued to crush Curley’s fist, he turned “white and shrunken . . . his fist lost
in Lennie’s paw.”
Paraphrase and Quotations
It is permissible to include both paraphrase and quotations in a concrete detail.
Example: After George kills Lennie, Slim “[comes] directly to George” and says, ‘A guy got to
sometimes” (107) as they leave the river’s edge.
15

Commentary
Commentary is the analysis, interpretation, evaluation, and reflection about a concrete detail in
an essay.
1. To show what commentary sounds like, read the following paragraph that describes an
experience. This paragraph has a topic sentence, three sentences of concrete details, and a
concluding sentence. It has commentary in sentences #1 and #5 (underlined) but not in
sentences #2, #3, or #4.
1 Driving in the fog to Sacramento was a frightening experience. 2 For example, no signs
were visible from the freeway, so I could not see if there were any gas stations nearby to fill my
near-empty tank. 3 In addition, it was 12:00 noon and the fog was so thick that I could not read the
exit signs until I started passing them. 4 Furthermore, a police car suddenly appeared ahead and
drove at forty miles per hour for the next thirty minutes and none of us were allowed to pass him.
5 When I finally reached Sacramento that day, a great sense of relief permeated my body and
mind.
2. The paragraph below is a rewritten version of the one on the previous page. It has
commentary sentences inserted after each sentence of concrete detail. The commentary is
underlined.
1 Driving in the fog to Sacramento was a frightening experience. 2 For example, no signs
were visible from the freeway, so I could not see if there were any gas stations nearby to fill my
near-empty tank. 3 I panicked at the thought of being stranded alone in a strange place. 4 I kept
hoping to see a station materialize in the fog and felt incapable of making a decision. 5 In addition,
it was 12:00 noon and the fog was so thick that I could not read the exit signs until I started
passing them. 6 I realized I had driven on for hours, dreading the never-ending blurring lines on
the horizon. 7 I was afraid that the weather would never lift and let me get back on schedule.
8 Furthermore, a police car suddenly appeared ahead and drove at forty miles per hour for the next
thirty minutes and none of us were allowed to pass him. 9 It was as though an invisible force field
had been thrown up behind the patrol car. 10 No one felt brave enough to dare going around him
and so we lingered behind for what seemed like hours. 11 When I finally reached Sacramento that
day, a great sense of relief permeated my body and mind.
3. The original sentences are still there, after each concrete detail. Notice that for every
sentence of concrete detail, there are two sentences of commentary.
CD:CM
1:2 +
16

4. Here is another example of a paragraph that has commentary in the first and last
sentences but not in the middle. The commentary is underlined.
1 Saturday morning cartoons are often criticized by public officials because of their
violence and themes. 2 For example, critics describe coyotes jumping off cliffs, dogs and cats
blackening each other’s eyes, and Martians planning to destroy Earth. 3 In addition, these same
animals try to capture birds, carrots, or territory. 4 Furthermore, when the fights are over, these
same animals get food, toys, or candy as a reward for their behavior. 5 Children’s programming
needs to be changed to avoid the messages that do nothing but harm those who watch them every
week.
5. The paragraph below is a rewritten version of the one above. It has commentary
sentences inserted after each sentence of concrete detail. The commentary is underlined.
1 Saturday morning cartoons are often criticized by public officials because of their
violence and themes. 2 For example, critics describe coyotes jumping off cliffs, dogs and cats
blackening each other’s eyes, and Martians planning to destroy Earth. 3 This violence may be
realistic, but there is no accompanying realistic blood, pain, or mutilation. 4 These scenes
emphasize destruction and winning through physical harm to others. 5 In addition, these same
animals try to capture birds, carrots, or territory. 6 The theme of these actions-greed and
selfishness-is not appropriate for young children. 7 The wrong values are encouraged and children
do not see any examples of peaceful resolution to problems. 8 Furthermore, when the fights are
over, these same animals get food, toys, or candy as a reward for their behavior. 9 The idea that
showing greed or inflicting pain is rewarded in any way, large or small, is a subtly distasteful
message. 10 If children see this behavior being successful on television, they have no reason not to
try it themselves. 11 Children’s programming needs to be changed to avoid the messages that do
nothing but harm those who watch them every week.
Conclusion
The conclusion is the last paragraph in the essay. It is all commentary. It does not include
concrete detail, and it does not repeat key words from the paper. It may sum up the writer’s
ideas, reflect on the content of the essay, or give a personal statement about the topic. An
additional explanation for a conclusion is to summarize, review, or restate the thesis in different
words.
17

Citation Styles
18

MLA and APA
Modern Language Association (MLA)
The MLA style is the most common format to write papers and to cite sources within liberal arts
and humanities. The PVHS Writing Manual, updated to reflect the MLA Handbook for Writers of
Research Papers (7th ed.), offers examples for the general format of MLA research papers, intext
citations, and the Works Cited page.
*For more examples, consult the teacher, librarian, or the MLA handbook.
MLA Handbook for Writers of Research Papers. 7th ed. New York:
Modern Language Association of America, 2009. Print.
American Psychological Association (APA)
The APA style is the most common format to write papers and to cite sources within social
sciences. The PVHS Writing Manual, updated to reflect the Publication Manual of the American
Psychological Association (6th ed. second printing), offers examples for the general format of
APA research papers, in-text citations, and the Reference page.
*For more examples, consult the teacher, librarian, or the APA publication manual.
Publication manual of the American Psychological Association (6th ed.).
(2010). Washington, DC: American Psychological Association.
19

Modern Language Association (MLA)
Manuscript Format
The following guidelines are consistent with advice given in the MLA Handbook for Writers of
Research Papers, 7th ed.
FORMAT OF THE PAPER
Materials
Use only white 8½ x 11 inch paper.
Margins
Leave one-inch margins at the top, bottom, right, and left sides of the page.
Text Formatting
The paper must be typed in black ink using Times New Roman font size 12. Type double-spaced
and use only one side of the page.
Heading and Title
MLA does not require a title page. On the first page of the paper and flush with the left margin,
type your first and last name, teacher’s name, subject and period, and the due date on separate
lines, double-spacing between the lines. Double-space again and center the title. For example:
Brilliant Student
Ms. Toombs
English 2A, Period 1
19 October 2012
Orwell’s Use of Metaphor in 1984
Page Numbers
Insert the page number following your last name in the upper right corner of each page, one-half
inch from the top and flush with the right margin. Use Arabic numerals (1, 2, 3, and so on).
Line Spacing and Paragraph Indents
Double-space throughout the paper including the heading. Do not add extra line spaces above or
below the title of the paper or between paragraphs.
Indent the first line of each paragraph one-half inch (tab) from the left margin.
20

Long Quotations
When a quotation is longer than four typed lines of prose or three lines of verse, set it off from
the text by indenting the entire quotation one inch (or ten spaces) from the left margin. Doublespace
the indented quotation, and do not add extra space above or below it.
Quotation marks are not needed when a quotation has been set off from the text by indenting.
Web Addresses
When a Web address (URL) is mentioned in the text of the paper and it must be divided at the
end of a line, do not insert a hyphen (a hyphen could appear to be part of the address).
Visuals
MLA classifies visuals as tables and figures (figures include graphs, charts, maps, photographs,
and drawings. Label each table with an Arabic numeral (Table 1, Table 2, and so on) and provide
a clear caption that identifies the subject. The label and caption should appear on separate lines
above the table, flush left. Below the table, give its source in a citation.
For each figure, place a label (Figure) and a caption below, flush left, single-spaced. They need
not to appear on separate lines. Include source information following the caption.
Place the visual as close as possible to the parts of the text to which they relate.
FORMAT OF WORKS CITED
Begin the list of works cited on a new page at the end of the paper. Center the title Works Cited
one inch from the top of the page. Double-space throughout.
Alphabetizing the List
Alphabetize the list by the last names of the authors (or editors); if the work has no author or
editor, alphabetize by the first word of the title other than A, An, or The.
If the list includes two or more works by the same author, use the author’s name only for the first
entry. For subsequent entries, use three hyphens followed by a period. List the titles in
alphabetical order.
Indenting
Type the first line of an entry flush left and indent any additional lines one-half inch (tab) from
the left margin.
Web Addresses
When a URL must be divided, break it after a slash or before a period. Do not insert a hyphen.
Also, insert angle brackets around the URL.
Since most computer programs automatically highlight web addresses in hotlinks (by underlining
and highlighting in blue), remove the hyperlink.
21

MLA Documentation
Book, one author
McCorker, Frank. Storymaking and Mythtelling: Comic Literary and Film Images. New York:
Penguin, 1992. Print.
Book, two or more authors
Bondanulla, Peter, Julia Stickaway, and Giorgio K. Tacchi, eds. Dictionary of Siculo-Albanian
Literature. Eastport: Greenforest, 1993. Print.
*Note: For more than three authors, list the first author and add et al., or give all the names in full
Work in an Anthology
Yorbach, Erich. “Odysseus Wonderful.” The Representation of Fantasy and Adventure in
Western Literature. Ed. Polly Feemis. Ithaca: Syracuse UP, 1943. 3-23. Print.
Anonymous Book
The Dictionary of Ancient Etruscan Civilization. London: Menvra, 1986. Print.
*Note: alphabetize title by D, not T
Article in a Reference Book
Mrwebe, Asele. “Dagon Religion.” Encyclopaedia Eclectica: Macropaedia. 16th ed. 1998. Print.
Journal Article
Monk, Maria. “The Devil’s Daughters: Problems with the Catholic Feminine Image in English
Gothic Fiction.” Musaic 13.3 (1990): 3-27. Print.
Newspaper Article
Livvet, Glenn. “Brendan Behan’s Decline and Fall.” Gotham Times 21 Nov. 1973, late ed.:
B17+. Print.
22

E-book
Bloom, Leopold. A Quite Long Day with Jimmy Joyce. Dublin: DeValera Press, 2005.
netLibrary. Web. 16 June 2007.
Web site
Quade, Alex. “Elite Team Rescues Troops behind Enemy Lines.” CNN.com. Cable News
Network, 19 Mar. 2007. Web. 15 May 2008.
*Note: The first date is the date of publication; the second is the access date. An edition or version can also be given
after the Web site title.
Journal Article (from a Library Database)
Jauch, Joseph. “When Friends Argue: Galileo, Urban VIII and What Really Happened.” Journal
of Cosmology and Theology 14.2 (1951): 26-45. JSTOR. Web. 14 July 2008.
Newspaper Article (from Publisher’s Web site)
Chin, Celia. “National Portrait Gallery Today.” D.C. Post Online. 30 May 2009: n.pag. Web. 31
May 2009.
Interview
Bundy, Robin. Personal interview. 10 May 2008.
Thomas, David. Telephone interview. 10 May 2008.
Source
MLA Style Quick Guide. LibGuides at Loyola Marymount University. Loyola Marymount
University. 2009. PDF file.
23

MLA In-Text Citation
In MLA style, in-text documentation is done through parenthetical citation, allowing the reader
to locate the source in the Works Cited. As a general rule, keep parenthetical citations as brief as
possible, and try to incorporate most of the information into the text.
Basic Forms:
According to Gullans in his book Poetic Form, the importance of structure…(23).
*Page number only, when author and work is evident from text.
In the book Poetic Form, importance of structure... (Gullans 23).
*Author and Page, when only work cited is evident from text.
…importance of structure (Gullans, Poetic Form 23).
*Author + Title + Page, when none is evident from text.
Source
MLA Style Quick Guide. LibGuides at Loyola Marymount University. Loyola Marymount
University. 2009. PDF file.
24

Sample: MLA Paper
Daly 1
Angela Daly
Ms. Duncan
English 4A, Period 1
9 January 2005
Title is centered
A Call to Action: Regulate Use of Cell Phones on the Road
When a cell phone goes off in a classroom or at a concert, we are irritated, but at least our
lives are not endangered. When we are on the road, however, irresponsible cell phone users are
more than irritating: They are putting our lives at risk. Many of us have witnessed drivers so
distracted by dialing and chatting that they resemble drunk drivers, weaving between lanes, for
example, or nearly running down pedestrians in crosswalks. A number of bills to regulate use of
cell phones on the road have been introduced in state legislatures, and the time has come to push
Hook to catch
reader’s attention
for their passage. Regulation is needed because drivers using phones are seriously
impaired and because laws on negligent and reckless driving are not sufficient to punish
Thesis answers
research question
offenders.
Use a clear
topic
sentence
No one can deny that cell phones have caused traffic deaths and injuries. Cell phones
were implicated in three fatal accidents in November 1999 alone. Early in November, a driver
distracted by his cell phone killed two-year-old Morgan Pena. Morgan’s mother, Patti Pena,
reports that the driver “ran a stop sign at 45 mph, broad sided my vehicle and killed Morgan as
she sat in her car seat” (4). A week later,
Signal phrase names
the author of the
quotation to follow.
No page number is
available for this Web
source.
25

Author’s
name given in
parentheses;
no page # is
available
corrections officer Shannon Smith, who was guarding prisoners by the side of the road, was
killed by a woman distracted by a phone call (Besthoff). On Thanksgiving weekend that same
Daly 2
month, John and Carole Hall were killed when a Naval Academy midshipman crashed into their
parked car. The driver said in court that when he looked up from the cell phone he was dialing,
he was three feet from the car and had no time to stop
(Stockwell B8).
Page number
given when
available
Use clear topic
sentences
throughout he
paper.
Expert testimony, public opinion, and even cartoons suggest that driving while phoning is
dangerous. Frances Bents, an expert on the relation between cell phones and accidents, estimates
that between 450 and 1,000 crashes a year have some connection to cell phone use (Layton C9).
In a survey published by Farmers Insurance Group, 87% of those polled said that cell phones
affect a driver’s ability, and 40% reported having close calls with drivers distracted by phones.
Scientific research confirms the dangers of using phones while on the road. In 1997, an
important study appeared in the New England Journal of Medicine. Redelmeier and
Tibshirani, studied 699 volunteers who made their cell phone bills available in order to
confirm the times when they had placed calls. The participants agreed to report any nonfatal
collision in which they were involved. By comparing the time of a collision with the phone
Summary
& long
quotation
are
introduced
with a
signal
phrase
naming the
authors
records, the researchers assessed the following dangers of driving while phoning:
Long quotation is
set off from text;
quotation marks
are omitted
We found that using a cellular telephone was associated with a risk of having a
motor vehicle collision that was about four times as high as that among the same
drivers when they were not using their cellular telephones. (456)
26

Daly 7
Works Cited
Besthoff, Len. “Cell Phone Use Increases Risk of Accidents, but Users Willing to Take
the Risk.” WRAL Online. 11 Nov. 1999. Web.12 Jan. 2001.
Farmers Insurance Group. “New Survey Shows Drivers Have Had ‘Close Calls’ with
Cell Phone Users.” Farmers Insurance Group. 8 May 2000. Web. 12 Jan. 2001.
Layton, Lyndsey. “Legislators Aiming to Disconnect Motorists.” Washington Post 10
Dec. 2000: C1+.
Pena, Patricia N. “Patti Pena’s Letter to Car Talk.” Cars.com. Car Talk, 10 Jan. 2001. Web. 12
Jan. 2001.
Redelmeier, Donald A., and Robert J. Tibshirani. “Association between Cellular
Telephone Calls and Motor Vehicle Collisions.” New England Journal of
Medicine 336 (1997): 453-58. Print.
Stockwell, Jamie. “Phone Use Faulted in Collision.” Washington Post 6 Dec. 2000: B1+.
27

American Psychological Association (APA)
Manuscript Format
The following guidelines are consistent with advice given in the Publication Manual of the
American Psychological Association, 6th ed.
FORMAT OF THE PAPER
Materials
Use only white 8½ x 11 inch paper.
Margins
Leave one-inch margins at the top, bottom, right, and left sides of the page.
Title Page
The APA manual does require a title page. The title should be typed in uppercase and lowercase
letters, centered between the left and right margins, and positioned in the upper half of the page.
The recommended length for a title is no more than 12 words. Following the title, type your first
name, middle initial, and last name. On the third line, type the name of your school.
Page Numbers and Running Head
The title page is numbered as page 1. In the upper right-hand corner of each page, type a short
version of the title, followed by the page number. Number all pages, including the title page.
Line Spacing and Paragraph Indents
Double-space throughout the paper.
Indent the first line of each paragraph one-half inch (tab) from the left margin.
Long Quotations
When a quotation is longer than 40 words, offset the text by indenting one-half inch (or five
spaces) from the left margin. Double-space the quotation. Remove quotation marks when a
quotation is set off from the text.
Abstract
If the teacher requires one, include an abstract immediately after the title page. Center the word
Abstract one inch from the top of the page; double-space the abstract the same as the body of the
paper.
An abstract is a 150-250 word paragraph that provides readers with a quick overview of the
essay. It should express the main idea and the key points; it might also briefly suggest any
implications or applications of research within the paper.
28

Visuals
APA classifies visuals as tables and figures (figures include graphs, charts, maps, photographs,
and drawings. Label each table with an Arabic numeral (Table 1, Table 2, and so on) and provide
a clear caption that identifies the subject. The label and caption should appear on separate lines
above the table, flush left. Below the table, give its source in a citation.
For each figure, place a label (Figure) and a caption below, flush left, single-spaced. They need
not to appear on separate lines. Include source information following the caption.
Place the visual as close as possible to the text to which they relate unless the teacher prefers it in
an appendix.
FORMAT OF REFERENCES
Begin the list of references on a new page at the end of the paper. Center the title References one
inch from the top of the page. Double-space throughout.
Alphabetizing the List
Alphabetize the list by the last names of the authors (or editors); if the work has no author or
editor, alphabetize by the first word of the title other than A, An, or The.
If a list includes two or more works by the same author, use the author’s name only for the first
entry. For subsequent entries, use three hyphens followed by a period. List the titles in
alphabetical order.
Indenting
Type the first line of an entry flush left and indent any additional lines one-half inch (tab) from
the left margin.
Authors’ Names
Invert all authors’ names and use initials instead of first names. With two or more authors, use an
ampersand (&) before the last author’s name. Separate the names with commas. Include names
for the first six authors; if there are additional authors, end the list with “et al.” (Latin for “and
others”).
Titles of Books and Articles
Italicize the titles and subtitles of books. Do not use quotation marks around titles of articles.
Capitalize only the first word of the title and subtitle (and all proper nouns) of books and articles.
Abbreviations
Abbreviations for “page” and “pages” (“p.” and “pp.”). Abbreviation for “paragraph” (para.).
Web Addresses
When a URL must be divided, break it after a slash or before a period. Do not insert a hyphen.
Since most computer programs automatically highlight web addresses in hotlinks (by underlining
and highlighting in blue), remove the hyperlink.
29

APA Documentation
Book
DeCarbo, M. A., & Lustiger, I. V. (1969). Mentorship among older and younger college
students. Berkeley, CA: University of California.
*Note: For more than seven authors, please consult the APA guide 6.27 (page 184)
Chapter in Book or Entry in Reference Book
Francisco, J. P. (2001). The role of development. In M. E. Marcsh & C. L. Noble (Eds.), The new
encyclopedia of psychology (pp. 325-338). New York, NY: Amicus.
Anonymous Book
The dictionary of therapeutic methods. (1986). London: Menvra.
*Note: alphabetize by the first significant word, in this case “D.” If a work is signed “Anonymous,” begin the entry
with the word Anonymous spelled out and alphabetize under “A.”
Journal Article
Monk, M. T., Brown, J. T., & Stone, C. C. (2006). Depths of perception. Journal of Neurology,
32(2), 34-46.
Newspaper Article
Stilner, J. (2009, May 30). Bullying among children. The Washington Post, pp. B1, B6.
Dissertation or Thesis
Hoffnen, C. (2008). Collective memories: Building a community-based archive (Doctoral
dissertation). Retrieved from ProQuest Dissertations and Theses database. (AAT
3354271)
E-book (Electronic version of a print book)
Bloom, K. (1982). Love and myth in Freud [ebrary version]. Retrieved from http://linus.lmu.edu
30

E-book (Electronic only book)
O’Hare, D. T. (n.d.). The handbook of computer addiction. Retrieved from
http://onlineoriginalbooks.com/item3225
Web site
Qualke, A. (2008, April 3). Revisiting Columbine. Colorado Online News. Retrieved May 8,
2008, from http://www.con.com
Online Journal Article (with DOI)
Prdziebylo, I. L., Korzybski, C. L., & Gimpelowicz, Z. (1991). Interpersonal cognition and
sibling rivalry in large families. Polish Journal of Psychology, 74, 329-348.
doi: 10.1037/2078-6133.25.2.233
Online Journal Article (without DOI)
Light, G. T., & Love, T. R. (2002). Emotional intelligence in primates. Journal of Cognitive
Psychology, 4(3), 33-46. Retrieved from http://0-www.jstor.org.linus.lmu.edu/
Interview
Bundy, R. (2008, May 10). Interview by T. O’Neill [Personal interview].
Thomas, D. (2008, May 10). Interview by T. O’Neill [Telephone interview].
Source
APA Style Quick Guide. LibGuides at Loyola Marymount University. Loyola Marymount
University. 2009. PDF file.
31

APA In-Text Citation
In APA style, in-text documentation is done through an author-date citation system, allowing the
reader to locate the source in the References.
If the name of the author appears in the text, cite only the year of publication in parentheses
(example 1). Otherwise, place both the author’s name and date of publication in parentheses,
separated by a comma (example 2). If both the author and year appear in the text, do not include
a parenthetical citation.
Example 1: Jenkins (2003) described the beginning stages...
Example 2: In the beginning stages… (Jenkins, 2003)
For 2 authors: Cite both names every time.
For more than 2 authors: Cite all authors the first time, then only the first author plus et al.
subsequently.
Source
APA Style Quick Guide. LibGuides at Loyola Marymount University. Loyola Marymount
University. 2009. PDF file.
32

Resources
33

Anti-Plagiarism
Important Information to Remember
• Document all information from other sources, which includes direct quotations and
paraphrases, as well as ideas gained from these sources. However, there is some
information referred to as public domain, or common knowledge, which does not need
documentation. Examples of public domain include well-known phrases or proverbs such
as, “What goes around comes around.” It also consists of such common knowledge as,
“George Washington was the first President of the United States.” However, be cautious.
If there is any doubt, about whether something is public domain or not, it is best to cite it.
• If information includes numbers, cite it. Double-check the information for accuracy.
• The pulp tabloids (i.e., National Enquirer, Star) demonstrate that just because
information is in print, does not mean it is true. Also, be sure to check the validity of
information from the Internet. Anyone can write anything and put it online.
• Double-check any questionable or controversial information.
• It is less likely to use another author’s words when more sources are available. Additional
sources give enough information to:
1. Realize that different sources give different data
2. Make comparisons and contrasts
3. Make connections between different pieces of information
4. Draw conclusions
• The less research information available makes it more difficult to write about the research
topic. Therefore, when relying on fewer sources, it may lead into plagiarism.
Document all information from primary and secondary sources
Primary sources include:
• Personal interviews (in person, on the phone, and online)
• Surveys
• Notes
• A work of literature
• An autobiography
Secondary sources include:
• Textbooks
• Articles
• Reference books
• Literary criticism
• Any writing discussing any primary source
34

Local Libraries
Palos Verdes Library District
Location
Peninsula Center Library
701 Silver Spur Road
Rolling Hills Estates, CA 90274
310-377-9584
http://www.pvld.org/
Miraleste Library
29089 Palos Verdes Drive East
Rancho Palos Verdes, CA 90275
310-377-9584 ext. 452
Malaga Cove Library
2400 Via Campesina
Palos Verdes Estates, CA 90274
310-377-9584 ext. 551
Annex
627 Silver Spur Road, Suite 210
Rolling Hills Estates, CA 90274
(Village Shopping Center)
310-377-9584 ext. 301
Hours
Monday-Thursday: 10:00 a.m.-8:00 p.m.
Friday: 10:00 a.m.-6:00 p.m.
Saturday: 10:00 a.m.-5:00 p.m.
Sunday: 1:00 p.m.-5:00 p.m.
Monday-Friday: 11:00 a.m.-6:00 p.m.
Saturday: 10:00 a.m.-5:00 p.m.
Sunday: Closed
Monday-Saturday: 10:00 a.m.-5:00 p.m.
Sunday: Closed
Staffed by PVLD
Monday-Thursday: 3:00 p.m.-7:00 p.m.
Monday-Thursday: 1:00 p.m.-5:00 p.m. (School Holidays)
Staffed by Freedom4U
Friday: 3:00 p.m.-7:00 p.m.
Friday: 1:00 p.m.-5:00 p.m. (School Holidays)
*Open to 6th-12th graders with valid student I.D.
Redondo Beach
Location
The Main Library
303 North Pacific Coast Highway
Redondo Beach, CA 90277
http://www.redondo.org/library
The North Branch
2000 Artesia Boulevard
Redondo Beach, CA 90278
Hours
Monday-Thursday: 10:00 a.m.-8:00 p.m.
Friday: 10:00 a.m.-6:00 p.m.
Saturday: 9:00 a.m.-5:00 p.m.
Monday, Wednesday, Thursday: 12:00 p.m.-8:00 p.m.
Saturday: 9:00 a.m.-5:00 p.m.
Tuesday, Friday: Closed
35

Torrance
Location
Hours
Katy Geissert Civic Center Library
3301 Torrance Boulevard
Torrance, CA 90503
310-618-5959
www.library.torranceCA.gov
El Retiro Branch Library
126 Vista Del Parque
Redondo Beach, CA 90277
310-375-0922
Henderson Branch Library
4805 Emerald Street
Torrance, CA 90503
310-371-2075
North Torrance Branch
3604 Artesia Boulevard
Torrance, CA 90504
310-323-7200
Southeast Branch Library
23115 South Arlington Avenue
Torrance, CA 90501
310-530-5044
Walteria Branch Library
3815 West 242nd Street
Torrance, CA 90505
310-375-8418
Monday-Thursday: 10:00 a.m.-9 p.m.
Friday: 10:00 a.m.-6:00 p.m.
Saturday: 10:00 a.m.-5:30 p.m.
Sunday: 1:00 p.m.-5:00 p.m. (September through June)
Monday-Thursday: 11:00 a.m.-8:00 p.m.
Friday: Closed
Saturday: 10:00 a.m.-5:00 p.m.
Sunday: Closed
Monday-Thursday: 11:00 a.m.-8:00 p.m.
Friday: Closed
Saturday: 10:00 a.m.-5:00 p.m.
Sunday: Closed
Monday-Thursday: 11:00 a.m.-8:00 p.m.
Friday: Closed
Saturday: 10:00 a.m.-5:00 p.m.
Sunday: Closed
Monday-Thursday: 11:00 a.m.-8:00 p.m.
Friday: Closed
Saturday: 10:00 a.m.-5:00 p.m.
Sunday: Closed
Monday-Thursday: 11:00 a.m.-8:00 p.m.
Friday: Closed
Saturday: 10:00 a.m.-5:00 p.m.
Sunday: Closed
36

Palos Verdes High School
Sea King Capstone
Overview: Sea King Capstone
Research is an integral part of Common Core State Standards (CCSS) and 21 st century
innovation and collaboration skills. The implementation of the Sea King Capstone will prepare
PVHS students with the 21 st century skills in order to meet the CCSS requirements. Sea King
Capstone focuses on relevance and manageability. The Sea King Capstone will enhance to
relationship to College and Career Pathways.
37

Sea King Capstone Process
The Sea King Capstone process will utilize a three-tiered approach which will be coordinated
through English classes that will focus on CCSS writing. All seniors will be required to complete
Tier 1.
Tier 1
Seniors will complete a written report about their capstone. All seniors will present their
capstone to a presentation board with an open audience in the MPR/GYM during a Sea King
Capstone Bronze Exhibition. District officials, industry partners, faculty and community
members will grade the capstones and presentations with a scoring rubric. This portion of the Sea
King Capstone is mandatory for all seniors with the graded results incorporated into their English
class grade.
Students will be paired with a faculty mentor and provided opportunities to connect with an
industry leader. Each career pathway will have an advisory board that will consist of faculty and
industry sector partners (Each pathway, or “academy” will have an Academy Coordinator; an
Academy Director will oversee all 5 academies). Students will receive guidance during
Interdisciplinary Team Meeting Days on Late Start Wednesday. Students may work individually
or with a partner to create a capstone.
Capstone preparation will consist of students selecting a design from College and Career
Pathways by industry sector:
• Arts, Media & Entertainment
• Education, Psychology & Public Service
• Engineering & Environmental Science
• Health Sciences & Medical Technology
• Business, Marketing & Sales
(Sectors were adapted from career pathways identified through Linked Learning Initiative)
Tier 2
A total of 50 seniors will be selected from the Sea King Capstone Silver Exhibition scoring and
will be invited by stakeholders (faculty, industry leaders, and district staff) to compete in a panel
presentation. The 50 seniors will be grouped into industry sectors and a panel specific to each
industry sector will judge the capstones. These seniors will receive a special graduation cord.
Tier 3
From the 50 seniors scored by the panels, the top 5 students or pairs will compete in front of a
mixed-industry panel in the Sea King Capstone Gold Exhibition with the opportunity to compete
for scholarships. In addition, finalists will be provided a unique graduation sash.
38

Sea King Capstone Timeline
English 4
2012-2013
Semester 1
A B
August 29 30 Print Writing Manual & Sea King Capstone from school website
September 12 13 Sea King Capstone Strand Proposal
September 18 19 Resume; Parent or Guardian Liability Release Form
September 26 Faculty Mentor assigned
October 17 Meet with Faculty Mentor
October 24 25 Annotated Bibliography
November 14 15 Introduction
November 28 Meet with Faculty Mentor
December 12 13 Literature Review and References/Works Cited
December 19 Meet with Faculty Mentor
January 9 10 Method
Semester 2
A B
January 23 Meet with Faculty Mentor
January 29 30 Letter to the Judges
February 20 Meet with Faculty Mentor
February 27 28 Results and Discussion; Fieldwork Time Sheet
March 11 12 Conclusion, Appendices, and Abstract
March 13 Meet with Faculty Mentor
March 19 20 Final Paper & Submit to turnitin.com
April 17 Meet with Faculty Mentor
April 24 25 Portfolio
May 1 Meet with Faculty Mentor
May 3 Tier 1: Sea King Capstone Bronze Exhibition
May 23 Tier 2: Sea King Capstone Silver Exhibition (Top 50)
May 31 Tier 3: Sea King Capstone Gold Exhibition (Top 5)
39

English Grade Requirements
The first semester English grade requirements of the capstone is worth 40% of the Reading and
Writing Skills grade, 30% of the regular English grade, and 20% of the AP English grade with
the completion of forms and assignments by the required dates. This facet of the capstone may
take on various forms. One option is to volunteer through a community organization. If, for
example, your capstone is pertains to Alzheimer’s disease, you might volunteer at a retirement
home for Alzheimer’s patients. Another possible capstone course of direction is to create a
manufactured product. A student interested in woodworking might research Shaker furniture
design and then, for the capstone, build a chair in that style. Other capstones may include
learning a new skill such as playing an instrument. Whichever capstone you choose, you must
complete a minimum of 15 hours with verification from an adult who is familiar with the topic.
Students go into action as they enter the fieldwork segment of the Sea King Capstone. Essential
in this phase is selecting a capstone, which challenges the student to demonstrate a time for
reflection. During this time of reflection, the student should select a capstone never before
accomplished or a capstone, which forces the student to build upon previous skills or
accomplishments.
Fieldwork may fall into five major categories. However, students often combine types for a
stronger capstone. The following types have been successful capstones:
1. Physical: Modeling a roller coaster, computer program, fashion outfit, architectural
design, collection of pottery.
2. Written: Writing a short story, book of poetry, novelette, journal of reflective essays.
3. Performance: Choreographing a dance, musical video, magic show, instrumental recital.
4. Teaching or Leadership: Teaching a middle school class about eating disorders,
coaching a little league team, starting a tutorial group for students who are limited in
English proficiency.
5. Career-related: Volunteering at a local veterinarian clinic or hospital, viewing and
documenting medical procedures.
40

Research
41

Research Requirements
English teachers and faculty mentors will explain the research paper format and requirements.
All papers:
The capstone will be an APA or MLA style research paper.
APA: Psychology, education, nursing, and other social sciences
MLA: Literature, arts, and humanities
Components of the research paper will include:
• Title Page
• Abstract (APA only and 150-250 words)
• Introduction (2 pages)
• Literature Review* (3-4 pages)
• Method (2-3 pages)
• Results and Discussion (1-2 pages)
• Conclusion (½-1 page)
• References/Works Cited (5 or more sources)
• Appendices
• Annotated Bibliography (5 sources minimum)
*Seniors will investigate current research on a topic and synthesize this information in the
literature review. Students must use at least 5 peer reviewed journals from a scholarly online
database from the PVHS library or public library.
Students are required to upload their capstone research paper to turnitin.com on the assigned due
date, as well as submit a spiral bound portfolio to their English teacher.
Turnitin.com
English teachers and/or faculty mentors reserve the right to utilize electronic means to help
prevent plagiarism subject to submission for textual similarity review to turnitin.com.
For most assignments, you are required to submit to turnitin.com.
42

Sample: Research Topics and Fieldwork
The ancient Greek philosopher Plato is credited for saying, “The beginning is the most important
part of the work.” Below are three examples of general capstone topics, which have been
narrowed to more specific areas of focus. Related examples for a Sea King Capstone selection
are also listed.
General Topic Specific Topic Choices Fieldwork
President Kennedy Assassination was a • Staging mock trial of Oswald Stage a mock trial
“Russian” conspiracy • Teaching social studies classes
about the assassination theories
• Compiling a portfolio reflecting
Technological Literacy
Photography
The application of
technology widens the
economic gap between
counties
Special effects of
photography
the history of the “cold war” era
• Build a robot
• Teach software program design
• Make a video showing how
technology is impacting law
enforcement
• Create a slide show teaching use
of special effects in photography
• Film a video incorporating
special effects photography
• Design a digital series showing
photographic enhancement
Build a robot
Film a video using
special effects
photography
Additional samples
General Topic
Finding the common thread in religions
How to play the stock market game
Pottery as a history of cultures
Blues music
Effects of second-hand smoke
Eating healthy and exercise
Alternative medicine
The plight of dolphins
Bipolar disorder and creativity
How CPR saves lives
Fieldwork
Attend services for three different religious groups
and teach a youth group at a local organization
Design a portfolio and map progress of stocks
Design and make pottery to reflect individual
history
Take lessons, learn to play the harmonica and
perform for an elementary school class
Work on school-wide anti-smoking campaign
Take class and earn professional trainer’s license
Investigate acupuncture treatments to improve
ailment
Work at marine science center with scientists
Hyper studio program of great music masters
Earn CPR training license and give a demonstration
43

Annotated Bibliography
An annotated bibliography gives an account of the research that has been done on a given topic.
Like any bibliography, an annotated bibliography is an alphabetical list of research sources. In
addition to bibliographic data, an annotated bibliography provides a concise summary of each
source and some assessment of its value or relevance.
Selecting the sources:
The quality and usefulness of your bibliography will depend on your selection of sources.
Define the scope and limits of your research carefully so that you can make good judgments
about what to include and exclude.
Summarizing the argument of a source:
An annotation briefly restates the main argument of a source. An annotation of an academic
source, for example, typically identifies its thesis (or research question, or hypothesis), its major
methods of investigation, and its main conclusions. Keep in mind that identifying the argument
of a source is a different task than describing or listing its contents.
The following reading strategies can help you to identify the argument of a source:
• Identify the author’s thesis (central claim or purpose) or research question. Both the
introduction and the conclusion can help you with this task.
• Look for repetition of key terms or ideas, especially those occurring in the thesis. Follow
them through the text and examine what the author does with them.
• Notice whether and how a theory is used to interpret evidence. Identify the method used
to investigate the problem/s addressed in the text.
• Notice how the text is laid out and organized. What are the main sections? What is
emphasized? Why? Accounting for why will help you move beyond listing contents and
toward accounting for argument. Look also for paragraphs that summarize the argument.
Assessing the relevance and value of a source:
Your annotation should now go on to briefly assess the value of the source to an investigation of
your research question. Briefly identify how you intend to use the source and why.
Knott, D. (2004). New College Writing Centre. Equity Studies Program, New College.
44

Sample: Annotated Bibliography
PVHS graduate, Nicholas Fine, grants permission to the Sea King Capstone to publish his APA
Annotated Bibliography.
45

Abstract
(APA only, new page, center, not bold)
The abstract is a concise summary of the key points the paper. (Do not indent the first line). The
abstract is between 150-250 words.
Introduction
The introduction section is approximately 2 pages and includes the following:
(new page, title, center, bold)
The introduction provides an overview of the capstone. It sets the stage, establishes the overall
area of concern, and communicates the information that follows. This section does not include
technical details. The thesis is stated here.
Background and Statement of the Problem (title, left align, bold)
The purpose of this section is to provide a discussion and background about the problem. The
background serves to underscore why you are engaging in this capstone and how it relates to
previous work. It presents the big picture, provides the context of previous studies, and relates it
to the present research for your capstone. Consider the following areas in your discussion; Issues
and problems, e.g., statistics, literature, and research from a classroom or program, local (school
or district), regional or state, and national perspective. If appropriate, provide literature
describing the lack of relevant literature.
Purpose (title, left align, bold)
Describe the purpose of the study using the research cited in the preceding Background section
to support your statement and state specifically the purpose of the study, or what you intend to
discover, describe, examine, investigate, etc.
Capstone Goals (title, left align, bold)
State your goals in measurable terms. It is suggested that you articulate between one and three
goals. The results and discussion will be presented as responses to these goals.
Context of the Capstone (title, left align, bold)
Describe the context and include information in which you will implement the capstone.

Literature Review
The review of literature section is approximately 3-4 pages and includes the following:
(new page, title, center, bold)
The literature review provides an interpretive summary of the research on the selected topic and
presents a historic background for the capstone, a theoretical framework, and current research
developments about the topic. A good review analyzes the research and shows how the results
relate to the problem of your capstone. The section provides the link between existing knowledge
and the problem being studied. Use subheadings as appropriate. Students must use 5 sources for
this section.
Method
The method section is approximately 2-3 pages and includes the following:
(new page, title, center, bold)
Describe the method (design) and procedures that were used to operationalize the goals that were
presented in the introduction.
• Restate the key findings from the review of the literature; provide support, and a rationale for
your inquiry.
• Restate the goals.
• Describe the action strategy or intervention implemented and studied. Connect this to the
research as well.
• Describe the rationale for the intervention/strategy and why you selected this particular
intervention.
Site or Setting (title, left align, bold)
Describe the location of the capstone. Provide enough information for the reader to understand
the context of the capstone.
Participants (title, left align, bold)
Describe the overall group (population) you worked with. Provide general information about the
population, including age, gender, ability level, classification, language, ethnicity, etc.
Describe the specific population included for this initiative. Who are they? Why are you studying
this group? Remember to protect the privacy of your participants by assigning to them
pseudonyms, letters, or numbers.
Materials and Procedure (title, left align, bold)
Describe the materials and procedure used to gather information about the capstone.
48

Results and Discussion
The results and discussion section is approximately 1-2 pages and includes the following:
(new page, title, center, bold)
Results (title, left align, bold)
This is a presentation of the results and collection of the data gathered. The data is presented in
relation to each goal. Data presentation should be factual with tables, charts, illustrations, and
graphs utilized to illustrate information when appropriate. Use subheadings to organize the
results. Organize results in relationship to each goal.
Discussion (title, left align, bold)
This section includes a discussion and overview of the major results. A good discussion refers
the results back to the review of the literature.
Conclusion
The conclusion section is approximately ½-1 page and includes the following:
(title, center, bold)
Provide a discussion with conclusions, implications for learning, leading, etc., and implications
for policy and future research.
References/Works Cited
(not bold)
Any references cited in the narrative must appear in the reference list and be formatted according
to APA or MLA format.
Appendices
(title, center, not bold)
If you created a survey or reference a chart, etc., place it in this section.
49

Sample: Sea King Capstone
PVHS graduate, Nicholas Fine, grants permission to the Sea King Capstone to publish his APA
research paper entitled The Viability of Solar Panels as a Power Source for Transportation.
50

Portfolio
59

Portfolio Requirements
The portfolio is a collection of documents in support of the Sea King Capstone, as well as
personal educational growth from previous academic years. This evidence is the culminating part
of the capstone that the judges will review during the presentation(s).
Your portfolio may well be the judges first contact with you. Therefore, it is important that it is
reflective of a polished, finished product. Make sure that documents are clean, edited, and typed.
A table of contents is a way to make the portfolio “user friendly” to the panel.
Include the following items in the portfolio IN THIS EXACT ORDER. Include TABS for every
section. There are (3) sections, in addition to the cover page and table of contents. Portfolios
must be spiral bound.
Cover Page
Table of Contents
I. Information (tab)
A. Letter to the Judges
B. Resume
C. Parent or Guardian Liability Release Form
D. Faculty Mentor Form
II. Sea King Capstone (tab)
A. Research Paper
B. Research Paper Rubric with Comments
C. Fieldwork Time Sheet
D. Fieldwork Evidence
III. Cumulative Writing (tab)
A. Grade 9 Writing Sample and Reflection
B. Grade 10 Writing Sample and Reflection
C. Grade 11 Writing Sample and Reflection
D. Grade 12 Writing Sample and Reflection
60

Portfolio Cover Page
The portfolio cover page will demonstrate your technology skills, as well as advertise your
capstone. The paper must be typed and printed on 8½ x 11 inch paper. The cover page must
contain the research topic, thesis statement, and a brief description of your capstone using
active verbs and vivid adjectives. Additionally, the cover page must include your first and last
name, teacher’s name, subject and period, and date all accompanied by an appropriate
graphic. Print the graphics on the cover page .NOTE: Do not glue or staple.
PVHS graduate, Nicholas Fine, grants permission to the Sea King Capstone to publish his APA
research cover page entitled The Viability of Solar Panels as a Power Source for Transportation.
61

Letter to the Judges
The purpose of this letter is to introduce you as a whole person, beyond the Sea King Capstone
accomplishments to the panel of judges. When the judges listen to your presentation(s) at the Sea
King Capstone Exhibition, they will most likely bring these insights into their understanding of
you. Therefore, it is important to make a good first impression. As a result, it is extremely
important to have this letter represent your best writing along with a sincere expression of how
you perceive certain aspects of yourself.
Consider the following topics: family background, hobbies, goals, driving principles or beliefs,
individual talents, handicaps, experiences with the Sea King Capstone, reflections from your
high school years, expressions of regret or gratitude, or views on any subject. This information
will give the judges useful information about you as a graduate. Write the letter in correct
business format and carefully proof the contents.
62

Sample: Letter to the Judges
PVHS graduate, Nicholas Fine, grants permission to the Sea King Capstone to publish his Letter
to the Judges.
63

Resume Guide
What is a Resume?
A resume is a mini-bio of you, a snapshot of you on paper. It is a brief description of your skills,
interests, experience, and abilities in a quick legible format. The purpose of a resume is to get an
interview. It is a marketing tool to sell a product and that product is you. The best and most
important advice is keep the resume short simple and focus on the skills and abilities that the
employer is seeking. It is important to read the job description carefully and to direct the resume
specifically to the job. Most recruiters and employers spend only 5 to 10 seconds reviewing a
resume.
The Basics:
Do
Use 8½ x 11 white paper
Use 11 or 12 point font
Have even margins
Use standard fonts
Use specific key words
Be action oriented and value driven
Include professional email address
Let experience dictate length
Proofread, proofread, proofread
Create your own resume
Use clear bulleted format
Don’t
Use colored paper
Use small hard to read fonts
Use margins less than ¾” all around
Use italics, underlining or graphics
Be generic or general
Staple, fold or paper clip resumes
Use cutesy or annoying email addresses
Make employer work, focus on their needs
Rely on spellchecker
Use templates
Use narrative or long paragraphs
Important Points to Use When Writing a Resume
• Keep your name on top, in bold and larger than the rest of the resume.
• Use only one phone number with accurate professional email.
• The objective should be short, concise and to the pint, modified with each new position.
• Avoid spelling errors, typos, and poor grammar.
• Use proper formatting and structure.
• After high school, use only college education and write out the entire degree in bold.
• Only put the month and year you are graduating.
• Use appropriate tense-past for past experiences and present for current.
• Skills are important: languages, computer, and other skills should be added.
• Under experience heading include all paid or unpaid, volunteer or any other demonstrating
your abilities.
• Highlight your title/position, not the company, by using bold.
• Use chorological layout-most recent first.
• Use months and years for dates, avoid abbreviations.
• Align dates and locations vertically.
• Provide 4-6 bullet points in an active voice. Use numbers whenever possible. Avoid
paragraphs or narrative style.
“Resumes and Cover Letters.” Loyola Marymount University. Career Development Services, n.d. Web. 29 Aug.
2011.
64

Sample: Resume
Jane Doe
1234 Capstone Drive • Palos Verdes Estates, CA 90274 • 310-378-1234 • jdoe@aol.com
EDUCATION
Palos Verdes High School, Palos Verdes Estates, CA June 2012
EXPERIENCE
Starbucks Coffee Company, Rancho Palos Verdes, CA
Barista, Shift Manager
• Create various specialty coffees based upon customer requests
• Conduct sales in a fast-paced environment
• Promote to Shift Manager within 6 months
• Develop more efficient inventory management system
November 2010-Present
Salon Riviera, Redondo Beach, CA
Receptionist June 2010- June 2011
• Scheduled clients’ appointments
• Communicated by telephone client contacts
• Purchased supplies for stylists
Palos Verdes Art Center, Rolling Hills Estates, CA
Teacher Aide April 2010-May 2011
• Assisted students with completing art projects
• Encouraged students to share their ideas about future art projects
• Helped the teacher present daily lesson plans
• Taught a lesson on color theory
ACTIVITIES/AWARDS
Link Crew
National English Honor Society, Palos Verdes High School Chapter
College Scholarship Federation
Varsity Soccer
2010-Present
2009-Present
2009-Present
2008-Present
COMPUTER SKILLS
Operating Systems
Windows 7, XP; Mac OS
Application Software
MS Excel, PowerPoint, Word; Adobe Photoshop
65

Portfolio Reflections
Choose four pieces of writing to reflect upon (one from each high school grade level). Be sure to
choose something other than your Sea King Capstone for your senior year entry. If you did not
attend PVHS for any portion of high school and do not have a particular writing sample, then
you must double up on another grade level. Please include a note explaining the situation in your
reflection as well as in your Letter to the Judges. Each writing sample must include the graded
rubric and final copy of the written assignment.
You should explore the impact and relevance of each particular selection. You may list your
responses to the following prompts according to the A-F subheading. Typing responses is a
requirement with double-spacing and a minimum of 3-5 sentences for each “bullet point.” Each
reflection should be on a separate page and follow the writing sample.
Reflection Requirements:
A. Identify 2 strengths for each selection.
B. Specifically address why you feel they are strengths.
C. Identify 2 weaknesses for each selection.
D. Specifically address why you feel they are weaknesses.
E. Why did you choose this piece? How does it reflect you as a writer and student?
F. After reviewing the work, how have you grown as a writer and a student? Offer ideas for
how to improve on the weaknesses and set goals for next year.
66

Presentation
67

Presentation Format: Tier 1
Tier 1: Bronze Exhibition
All seniors will showcase their capstones in an exhibition type format using the following
criteria:
1. Create on a tri-fold board an overview of their Sea King Capstone
2. Present and communicate their Sea King Capstone to a standing audience with a short
1 minute speech, “stump speech,” to emphasize the significance of the capstone
Four judges will score each capstone during the Sea King Capstone Bronze Exhibition. The total
possible score will be 100 points on the exhibition. The judges will determine 80% of the
capstone presentation and the student faculty mentor will determine the remaining 20% by
assessing the overall quality of the capstone.
The criteria for the Sea King Capstone Bronze Exhibition will vary since some students will
have a conclusion after completing their fieldwork verses other students who are still working on
their fieldwork. The focus of the exhibition is to assess one of the 4 Cs of Common Core State
Standards, which is communication. Tier 1 will give students an opportunity to present their
capstone with an oral presentation.
Presentation Format: Tier 2 and Tier 3
Tier 2: Silver Exhibition
The top 50 students will prepare a verbal presentation with visuals, which demonstrates the
synthesis of the research, the capstone phases, and the growth that they experienced during the
process. At the Sea King Capstone Silver Exhibition, students will present a 7-10 minute
PowerPoint or Prezi presentation about their capstone to a panel of judges. A 5-minute question
debriefing will follow the presentation in which the students will answer questions about their
capstone, research, and self-growth.
Tier 3: Gold Exhibition
The top 5 students will present at the Sea King Capstone Gold Exhibition a 7-10 minute
PowerPoint or Prezi presentation about their capstone to a panel of judges. A 5-minute question
debriefing will follow the presentation in which the students will answer questions about their
capstone, research, and self-growth.
68

Slide 1
First and Last Name
Teacher
Class
Date of Presentation
Include picture of self on slide
Ex: senior yearbook picture
Slide 2: Research Topic
• Thesis Statement
• State the purpose
Presentation Outline: Tier 2 and Tier 3
Slide 3: Literature Review
• Reflect on the literature, theory, and/or research that guided you towards proving
your thesis statement.
o Include the following:
Quotes
Main ideas/concepts
• Take from the Literature Review section of your paper
• Remember to cite
Slide 4: Fieldwork
• State what you did for the 15 hours and how it relates to your research topic
• Include pictures of you “on scene” during the 15 hours
Slide 5: Method
• List activities and give rationale
o Timeline of events
Who
What
When
Where
Why
How
Slide 6: Results and Discussion
• Include the following:
o Survey findings (if administered)
o Observations
Slide 7: Conclusion
• Restate thesis statement
o Did you prove or disprove based on Literature Review and Fieldwork?
• Future research
69

Slide 8: Reflection
• What did you learn about
o Topic
o Self
Slide 9: Resume Highlights
• Emphasize connections between resume and your research topic
• State college/university that you will attend in the Fall and area of study
• List activities and/or jobs that reflect you
Slide 10: References or Works Cited
• Copy the APA References or MLA Works Cited page from your paper.
• Careful! When you cut and paste from your paper to the PowerPoint, each line
will be a bullet.
o Remove bullets
Slide 11: Thank You
• Be creative
o Picture
o Inspirational quote (include author)
Slide 12: Questions and Answers
• Panel will generate questions pertaining to your research.
• Questions will make you think beyond your current self, to create meaning, to
identify connections, and to envision possibilities.
70

Technology Tips and Guidelines
• All presentation files need to work on Microsoft’s PowerPoint 2003 software.
• Please bring your PowerPoint file on a USB flash drive or CD. Having two copies of your
presentation is better than one.
Note: We do not do file recovery. This is another reason why it is recommended to always
keep two copies.
• We will have a computer and projector already set up for you. If you plan to bring your own
laptop to present your material, you may only hook up to the projector via the VGA output
(usually a blue plug). We do not support any other video output (example: DVI, HDMI, or
Apple proprietary video output).
• If you created your presentation using an Apple computer, please be sure that your
presentation file will work on Microsoft’s PowerPoint software. If you want to bring your
Macbook laptop, be sure to include the adapter that allows you to connect your Macbook to
our projectors using VGA.
• If your presentation includes sound, you may want to consider bringing computer speakers if
you want it to be loud. Otherwise, you will be able to use the speakers built onto the laptop.
• If you created your PowerPoint in Windows Vista, it would be best if you saved your file in a
2003 format to ensure that it will work properly. To do that, click the Office Circle at the top,
go down to the picture of the disk that says “Save” and choose to Save In 2003 format.
• If you plan to show a video from YouTube or somewhere else on the internet, note that most
of those websites are blocked and the district more than likely will refuse to unblock them
during Sea King Capstone. To plan, you need to download the video from home (using a
browser extension or program like Tomato YouTube downloader) and bring it on a separate
file along with an FLV player. Both programs can be found by searching for them at
www.download.com
Preparation is key to a successful presentation, especially when dealing with technology. If you
need assistance with anything, or have questions about what will or will not work please stop by
the computer lab early (sometime before the day of your presentation) and ask for assistance.
71

Dress Requirements
Look business professional for your Sea King Capstone Exhibition presentation(s) because
appearance counts. Dress for success and reflect Sea King pride. Please follow these guidelines:
Gentlemen:
• Bathe, comb your hair, and shave. If you have a beard or mustache, trim it so it looks
neat. Avoid heavy after-shave. Make sure that your fingernails are also clean.
• Wear a shirt with a collar. Tuck it in and wear a tie!
• Wear nice slacks and a belt. They may be dress slacks or khaki trousers that fit you. No
jeans and no baggy pants! You may also wear a sports jacket, if you wish.
• Polish your shoes. Nothing looks worse than to see a nicely dressed man only to have his
appearance ruined by the presence of dirty shoes! By the way, no tennis shoes, please.
Ladies:
• Bathe, comb your hair, and wear minimal makeup. Easy on the perfume! This is a
professional presentation, not an evening date.
• Make sure fingernails are clean and avoid bright nail polish.
• Wear dresses/slack suits that cover all essentials. Skimpy or provocative clothing is not
appropriate for the presentations.
• Wear appropriate heals or flats; avoid flip-flops and sneakers.
• Wear minimal jewelry. Nothing should detract from your speech.
Additional Tips for Gentlemen and Ladies:
• Do not chew gum during your presentation.
72

Forms
73

Sea King Capstone Strand Proposal
Student Name: ______________ English Teacher: ______
Please circle the strand that best fits your capstone research idea.
• Arts, Media & Entertainment
o Fashion
o Interior Design
o Information Technology
• Education, Psychology & Public Service
o General Psychology
o Music Therapy
o Pet Therapy
o Art Therapy
o Sports Psychology
o Religion
o Gender Issues
o Body Image
o Animal Rights
o Child Development
• Engineering & Environmental Science
o Marine Bio
o Architecture
• Health Sciences & Medical Technology
o Health Sciences
o Brain Issues
o Sports Medicine
o Physical Therapy
o Pharmaceutical
o Vaccines
o Nutrition
o Veterinary Sciences
• Business, Marketing & Sales
o International Relations
o Sports Management
o Public Policy
Write a thesis or brief research idea:
______
74

Parent or Guardian Liability Release Form
I acknowledge that I have read the explanatory letter about the Sea King Capstone and have
received the booklet describing and outlining due dates for the different phases of the capstone. I
understand the consequences of missing deadlines and assignments. I also understand that my
senior will select the topic and capstone he/she wishes to complete, and I have reviewed this
topic with my student as summarized on the reverse of this form. In the event that my senior
selects a capstone that includes expenditure, I realize that this is the student’s choice, not a
requirement. I further understand that if my senior undertakes a capstone by his or her choice in
which risk is involved, I will not hold the school or district responsible for injury.
_____________________________________
Parent/Guardian Signature
_____________________
Date
Integrity Commitment
Honesty and integrity are important character traits we hope to reinforce throughout the
culminating capstone. While we fervently hope we will not have to perform administrative
consequences, we want to be very clear about the consequences of cheating on the culminating
capstone.
We define cheating as:
• Plagiarizing (claiming work is yours that is not) any part of the culminating
capstone, particularly the research paper.
• Lying about or exaggerating the quality and/or quantity of the time spent working
on the product phase; inventing or exaggerating a mentor relationship.
If any of these should occur, you would be removing yourself from eligibility to give your senior
board presentation, because unethical behavior has severe consequences to an organization and
to self. By doing this, you would also be removing yourself from commencement exercises-you
would not walk at graduation.
You may have the opportunity to present your new, original work at a post-commencement
board. Provided you pass that board, and satisfy the other graduation requirements, you would
still earn your diploma.
I have also reviewed the above Integrity Commitment with my student and both parties fully
understand the consequences of cheating. We commit to honesty and integrity regarding the
whole Sea King Capstone experience.
____________________________ ____________________________ _________
Parent/Guardian Name Parent/Guardian Signature Date
____________________________ ____________________________ _________
Student Name Student Signature Date
75

Faculty Mentor Form
Student Name: ______________ English Teacher: ______
Please have the faculty mentor verify your attendance during the Wednesday meetings.
____________________________________
Faculty Mentor Name
____________________________________
Faculty Mentor Signature
Work Phone: (_____) ________________________ Email: _____________________________
Wednesday Meetings
Date
Mentor Signature
76

Fieldwork Time Sheet
Student Name: ______________ English Teacher: ______
Date
Start
Time
End
Time
Brief Description
Hours
Total Hours _________
____________________________ ____________________________ _________
Faculty Mentor Name Faculty Mentor Signature Date
77

Rubrics
78

Resume Rubric
Student Name: ______________ English Teacher: ______
Contact Information
1 Point Each
Skill Application Yes No
First and Last Name (highlight in bold and larger than rest of resume)
Street Address, City, State, ZIP Code
Telephone Number (including area code)
Email Address (without hyperlink)
Education
Skill Application Yes No
School’s Name
City, State
Graduation Month and Year
*When college education is in progress or completed, high school education is eliminated
Experience (Jobs, Internships, Volunteer Work)
Skill Application Yes No
Title/Position (highlight in bold)
Company/Organization Name
City, State
Month(s) and Year(s) Employed
4-6 Bullet Points for each experience (emphasize specific skills and achievements)
Verbs start each bullet point describing experience
(past for past experiences and present for current)
Activities/Awards (Clubs, Sports)
Skill Application Yes No
Activity Name
Month(s) and Year(s)
Computer Skills
Operating System(s)
Application Software
Skill Application Yes No
Mechanics/Usage/Spelling/Format
Skill Application Yes No
Standard font and size with even margins, correct form and structure
Chronological layout (most recent first)
No spelling errors, typos, abbreviations, or poor grammar
Comments:
Total Score: _________ /20
79

Annotated Bibliography Rubric
Student Name: __________________________ English Teacher: __________________________
Sources
Annotations
Citation Formatting
Overall Presentation
Above Standard (4) At Standard (3) Approaching Standard (2) Below Standard (1)
Uses a variety of sources: books, Good sources but not enough Good sources but not enough Relies too heavily on reference
critical articles, reference variety, relies too heavily on one variety, relies too heavily on one sources and biographies.
sources, and biographies. type of source.
type of source. All sources come Has two or more un-credible or
All sources are credible and At least 4 sources.
from one database or catalog. irrelevant sources.
relevant.
Has un-credible or irrelevant At least 2 sources.
At least 5 sources.
sources.
All entries show full competence
in all of the following:
• Summary: brief summary of
the source.
• Relevance: indication of its
potential use for paper.
• Credibility: indication source
has been evaluated and
deemed appropriate for
academic paper.
No errors. All citations have all
of the elements of the following
fields:
• Author
• Title
• Publication
• Retrieval/format
All of the following features:
• Annotated Bibliography
centered at the top
• Font: Times New Roman
• Font Size: 12
• Margins: 1 inch
• Alpha ordering
• Hanging indent
• Double spaced
• Annotations begin at the end
of each citation
Most entries show full
competence in all of the
following:
• Summary: brief summary of
the source.
• Relevance: clear indication of
its potential use for paper.
• Credibility: indication source
has been evaluated and
deemed appropriate for
academic paper.
Perfect except for a few minor
typo errors. All citations have all
of the elements of the following
fields:
• Author
• Title
• Publication
• Retrieval/format
All but one of the following
features:
• Annotated Bibliography
centered at the top
• Font: Times New Roman
• Font Size 12
• Margins: 1 inch
• Alpha ordering
• Hanging indent
• Double spaced
• Annotations begin at the end
of each citation
At least 3 sources.
Most entries show full
competence of any two of the
three criteria. All four criteria are
included in the annotation, but
full competence in each criterion
is not exhibited.
Citations follow basic outline of
APA or MLA style but have
some errors. For most citations,
three or all of the following
fields has all the criteria.
All but two of the following
features:
• Annotated Bibliography
centered at the top
• Font: Times New Roman
• Font Size 12
• Margins: 1 inch
• Alpha ordering
• Hanging indent
• Double spaced
• Annotations begin at the end
of each citation
Most entries only show full
competence of any one of the
criteria.
Some citations do not have
annotations.
Citations follow basic outline of
APA or MLA style but have
some errors. Most citations have
two or three of the following
fields.
Displays at least three of the
criteria.
80

Research Paper Rubric
Student Name: __________________________ English Teacher: __________________________
Title Page
Introduction
Literature Review
Method
Above Standard (4) At Standard (3) Approaching Standard (2) Below Standard (1)
Appropriate in tone, structure, Suggests nature of the study; Identifies only one variable of
and length; generally explanatory may identify only one variable of the study; contains superfluous
of the study; suggests design. the study; suggests design. information; lacks design
Appropriate in tone, structure,
and length; fully explanatory of
the study; allows reader to
anticipate design.
Clear statement of problem under
investigation; clearly states
goal(s) of the study; problem
identified in introductory
paragraph.
Articles reviewed are relevant to
the problem being investigated;
coverage of previous empirical
and theoretical studies is
thorough; issues are clearly
explained; issues related to the
problem are discussed in a
logical progression; the number
of articles cited is sufficient for
the task.
Contains concisely organized
information that allows the study
to be replicated; includes all
subsections including site or
setting, participants, materials
and procedures; identifies
sequential information in an
appropriate chronology; does not
contain unnecessary, wordy
descriptions of procedures.
Problem under investigation
stated in general terms; goals of
the study stated less clearly;
problem identified in
introductory paragraph.
Articles reviewed are relevant to
the problem; coverage of
previous empirical and
theoretical studies may not be
complete; some confusion over
concepts or issues may be
present; issues related to the
problem may not be presented in
a logical order; the number of
articles is adequate for the task.
As in 4, but contains unnecessary
or superfluous information or
wordy descriptions within the
section.
Introductory paragraph may not
identify problem under
investigation; nature of problem
being studied is not clear to the
reader; the reader has to find the
goals of the study.
Some articles reviewed are
irrelevant to the problem, or
relevant articles from the
literature are not reviewed;
important information about
articles being reviewed may be
left out, and/or irrelevant
information may be included;
confusion about some concepts
or issues being discussed; issues
related to the problem are not
organized in a way which
effectively supports the
argument, are arranged
chronologically, or are arranged
article by article; the number of
articles is fewer than necessary
for the task.
Presents a study that is definitely
replicable; all information in
document may be related to this
section but fails to identify some
sources of data or presents
sequential information in a
disorganized, difficult way; may
contain unnecessary or
superfluous information.
information or is misleading.
Problem not identified in
introductory paragraph; reader
may be unable to determine the
problem being investigated; the
purpose and/or goals of the study
are not apparent to the reader.
Articles reviewed are not directly
related to the problem, though
they may be in the same general
conceptual area; important
information from articles is
ignored, and irrelevant
information is included; lack of
understanding of concepts or
issues being discussed;
presentation of previous research
and theory not organized in a
logical manner; inadequate
number of articles reviewed.
Presents a study that is
marginally replicable; parts of
the basic design must be inferred
by the reader; procedures not
described; some information in
results and discussion cannot be
anticipated by reading the
method section.
81

Results and Discussion
Conclusion
References/Works Cited
Appendices
Mechanics & Writing Style
APA/MLA Format
Includes the major results and
collection of the data. Data is
presented in relation to each goal
and is factual (may include
tables, charts, illustrations or
graphs). Consistently refers back
to the literature review.
Provides a discussion with
conclusions, implications for
learning beyond the project, and
implications for policy and future
research.
List of reference citations is
complete; all references/works
cited in the body of the paper are
listed, but only those works;
references/works cited is listed in
alphabetical order; proper
APA/MLA citation format is
followed.
Includes original surveys or
referenced charts, etc.
Student has written elegantly and
cogently, using proper grammar,
syntax, punctuation, and
spelling; the paper has a neat
appearance and is free of
typographical errors; wording is
appropriate to the context;
paragraphs are well constructed;
paper exhibits a logical “flow”
from section to section; student
used proper voice for the paper.
Student has followed all
conventions for proper format of
a research report as described in
the APA/MLA Publication
Manual (current edition).
As in 4, but may contain
unnecessary information or
superficial discussion of results.
Inconsistently refers back to the
literature review.
As in 4, but may provide a
superficial discussion of
implication for learning beyond
the project.
As in 4, but references/works
cited are listed that were not
cited in the paper; minor errors in
APA/MLA reference format may
be present.
Mostly includes original surveys
or referenced charts, etc.
As in 4, but with occasional
uncorrected typographical errors,
or a very few minor errors in
spelling, grammar, syntax, or
punctuation; however, errors do
not detract from the overall
ability to convey meaning; the
paper is not as elegant.
Student has made minor
deviations in APA/MLA format:
e.g., incorrect form of page
headers, improper section
headings, or incorrect citation
format of references.
As in 3, but does not relate data
to each goal.
Concludes the research project,
but does not discuss implications
beyond it.
As in 3; student has not followed
proper APA/MLA format for
citations.
Somewhat includes original
surveys or referenced charts, etc.
The paper exhibits numerous
typographical errors and repeated
errors in basic elements of
writing; the student has not
expressed ideas with clarity and
precision; transitions between
paragraphs are awkward;
wording of sentences tends to
simplistic in style and content.
As in 3, but more serious and
consistent errors in APA/MLA
format: e.g., subsections are
omitted, absence of page headers
or numbers, non-APA/MLA
style citation format, improper
tense or voice for the paper,
figures/tables inserted in
incorrect location of paper.
As in 2, but includes unnecessary
information or superficial
discussion of results. Does not
refer back to literature review.
Does not effectively conclude the
project or discuss further
implications.
Does not include all references
cited in body of the paper;
information in the
references/works cited is
incorrect or incomplete;
references do not follow
APA/MLA citation format.
Does not appropriately include
original surveys or referenced
charts, etc.
The student has displayed serious
and consistent problems in basic
writing skill; the ability to
express ideas is compromised by
the poor writing quality.
Major errors in APA/MLA
format: e.g., major sections of
paper omitted, information
presented in incorrect sections,
critical information omitted,
figures or tables left out.
82

Portfolio Rubric
Student Name: ______________ English Teacher: ______
1 Point Each
Skill Application Yes No
Spiral Bound
Cover Page correctly formatted
Table of Contents with correct page numbers
Information (tab)
Letter to the Judges
Resume
Parent or Guardian Liability Release Form
Faculty Mentor Form
Sea King Capstone (tab)
Research Paper; revised
Research Paper Rubric; grade marks
Fieldwork Time Sheet
Fieldwork Evidence
Cumulative Writing (tab)
Grade 9 Writing Sample
Grade 9 Reflection
Grade 10 Writing Sample
Grade 10 Reflection
Grade 11 Writing Sample
Grade 11 Reflection
Grade 12 Writing Sample
Grade 12 Reflection
* Tabs are worth 1 point
Total Score: _______/20
83

Presentation Rubric: Tier 1
Student Name: __________________________ English Teacher: __________________________
5—Clearly a knowledgeable, practiced skill
4—Evidence of a developing skill
3—Superficial, random, limited consistencies
2—Did not demonstrate appropriate skill
1—Unacceptable skill application
0—Missing
Content/Organization
Skill Application 5 4 3 2 1 0
Introduction
Delivers effective attention grabber
States the purpose/thesis statement
Literature Review Connects main ideas with research
Fieldwork Connects thesis with 15 or more hours of fieldwork
Method
Describes activities and leadership practices that address the capstone
Provides evidence of thoughtful planning
Results and Discussion Presents findings that connect to the goals of the capstone
Conclusion Effectively summarizes capstone
Reflection Discusses the importance of the findings and makes substantiated recommendations for the future
Resume Highlights Shares relevant resume highlights and articulates clear links to the capstone
________/50
Delivery Presentation Time: ________ minute(s)
Skill Application 5 4 3 2 1 0
Time Meets 1 minute time requirement
Visual Aid Tri-fold enhances the presentation and keeps the audience informed and engaged
Effective and engaging verbal presentation (voice projection with clear tone and pronunciation)
Effective and engaging non-verbal presentation (eye contact and poised posture)
Style
Demonstrates confidence
Dress and appearance
________/30
Portfolio _______/20
Total Score: ________/100
84

Presentation Rubric: Tier 2 and Tier 3
Student Name: __________________________ English Teacher: __________________________
5—Clearly a knowledgeable, practiced skill
4—Evidence of a developing skill
3—Superficial, random, limited consistencies
2—Did not demonstrate appropriate skill
1—Unacceptable skill application
0—Missing
Content/Organization
Skill Application 5 4 3 2 1 0
Introduction
Delivers effective attention grabber
States the purpose/thesis statement
Literature Review Connects main ideas with research
Fieldwork Connects thesis with 15 or more hours of fieldwork
Method
Describes activities and leadership practices that address the capstone
Provides evidence of thoughtful planning
Results and Discussion Presents findings that connect to the goals of the capstone
Conclusion Effectively summarizes capstone
Reflection Discusses the importance of the findings and makes substantiated recommendations for the future
Resume Highlights Shares relevant resume highlights and articulates clear links to the capstone
________/50
Delivery Presentation Time: ________ minutes
Skill Application 5 4 3 2 1 0
Time Meets 7-10 minute time requirement
Visual Aid PowerPoint or Prezi enhances the presentation and keeps the audience informed and engaged
Effective and engaging verbal presentation (voice projection with clear tone and pronunciation)
Effective and engaging non-verbal presentation (eye contact and poised posture)
Style
Demonstrates confidence
Dress and appearance
Question/Answer
Responses
________/30
Skill Application 5 4 3 2 1 0
Responses to questions are focused and relevant
Demonstrates interest and enthusiasm
Responses link to fieldwork, leadership, and reflection to capstone
Clarifies, restates ideas, and elaborates on capstone findings
________/20
Total Score: ________/100
85