Natasha Szala English 10B

Fall 2016 Unit 6/7 3 Part Research Assessment (RI 8, W 5, W 7, W 8, L1, SL 4)

English 10B Cultural Perspective Research Project Prompts & Checklists

(Part 1: Annotated Bibliography = 4 point Mastery Scale Standards RI 8, W 7,
W 8; Part 2: Essay = 4 point Mastery Scale Standards W 7, W 8, L1; Part 3:
Presentation = 4 point Mastery Scale Standard SL 4)
Prompt for Unit 6-7 3-Part Research Project Assessment: Choose a specific cultural
perspective (generation, heritage/nationality, orientation, religion, etc.) as well as at least
one other research variable to develop a research question to explore and answer. Think
about cause and effect.
Example Research Questions:
What effect does social media have on teenagers today?
What effect do video games have on teenagers today?
How does technology affect the way Americans communicate? What is
the overall impact?
Think about your goal, your own perspective, and an audience to address.
1) Develop your annotated bibliography (3 sources annotated)
2) Write a 5-paragraph essay to deliver and support your thesis on a cultural
perspective. Please include in-text and Works Cited citations in MLA format
3) Share your findings with a multimedia presentation.
Part 1: Persuasive Research Annotated Bibliography (Standards RI 8, W 7, W8): Find a
minimum of 3 valid and reliable sources to answer your research question and support your
thesis. Provide a bibliographic citation for each source in alphabetical order by authors last
names. Underneath each citation, in a paragraph provide a brief summary of the sources
thesis and supporting points as well as how this source ties into your research. Follow MLA
guidelines. This Annotated Bibliography (Part 1) will prepare you for the Persuasive Research
Essay (Part 2) and the Presentation (Part 3).

Natasha Szala English 10B

Fall 2016 Unit 6/7 3 Part Research Assessment (RI 8, W 5, W 7, W 8, L1, SL 4)

ANNOTATED BIBLIOGRAPHY

GRADING/SCORING RUBRIC
Summative Assessment - RI-8, W-5, and W-8

Name: ___________________________

Remediation

CCSS
RI-8

CCSS
W-5

CCSS
W-8

Near Mastery

Student can recognize

when a text presents
Student can identify false
false statements and
statements and fallacious
fallacious reasoning, and
reasoning.
can explain how they
know.

Student only
demonstrates one or two
of the following in order
to strengthen their
writing: revision,
planning, editing,
rewriting; student
writing shows many
errors and very little
command for the
conventions of English.

Student demonstrates
some capacity towards
using revising, editing,
planning, and rewriting
as a method for
strengthening writing;
student shows some
partial command of the
conventions of English,
although some errors
are evident.

Student provides very

Student is able to offer a
little summary or
summary of the source
analysis of source
materials along with
material and virtually no some minor synthesis of
synthesis of information; the information; student
student has not formatted is able to format most of
a majority of source
their information
material correctly;
correctly; student
student lacks evidence- provides arguments free

Mastery

Exceeds Mastery

Student can assess

whether an authors
reasoning is valid and
whether he has enough
relevant evidence to
support the claims he
makes.

Student can outline the

argument and specific
claims presented in a
text, and evaluate its
effectiveness based on
whether the reasoning is
valid and the evidence is
relevant and sufficient.

Student uses all aspects

of planning, revising,
editing, and rewriting to
strengthen their writing;
student demonstrates
sound capacity for the
conventions of English.

Student shows excellent

capacity to strengthen
their writing through
multiple revisions of
writing and editing;
student demonstrates an
expert command of the
standard conventions of
English.

Student is able to
synthesize multiple
sources of information
and provide thorough
analysis of source
material in a correctly
formatted manner;
student can succinctly
develop a logical

In addition to
MASTERY, student is
able to make
connections to the world
around them in their
analysis of the source
material.

Natasha Szala English 10B

Fall 2016 Unit 6/7 3 Part Research Assessment (RI 8, W 5, W 7, W 8, L1, SL 4)
based arguments and
little regard for
plagiarism.

from plagiarizing but

not all based on
evidence.

argument based on
evidence and free from
plagiarizing.

Part 2: Cultural Perspective Research Essay (Standards W 5, W 7, W 8, L1 ): Write a 5paragraph fully documented research paper, with a minimum of 3 sources to answer your
research question and support your thesis. Refer to your Annotated Bibliography (Part 1).
Provide an outline and at least one draft with evidence of revision.
______ Introduction: Include a hook, background information, and the
thesis (main idea)
______ Body paragraphs: Include support for your thesis: Use citations
from valid and reliable sources (3 minimum); Include your analysis of
supporting details (how they support your thesis).
______ Conclusion: Include the thesis (argument), summary of main
points, and something to leave readers thinking about (call to
action)
______ Organization & Transitions: Address supporting details in logical order;
Include narrative transitions to create cohesion between paragraphs and
ideas
______ MLA Format, Voice, & Style: Follow MLA formatting guidelines;
Include parenthetical and bibliographic citations; Use an academic
(semiformal) voice and style
______ English Grammar & Mechanics: Proofread to avoid mechanical errors.

Natasha Szala English 10B

Fall 2016 Unit 6/7 3 Part Research Assessment (RI 8, W 5, W 7, W 8, L1, SL 4)

CULTURAL RESEARCH ESSAY

GRADING/SCORING RUBRIC
Summative Assessment - W-7, and L-1
Name: ___________________________

Remediation

Near Mastery

Mastery

Exceeds Mastery

CCSS
W-7

Student shows almost no

research capabilities
(lack of research depth
and analysis);
demonstrates very little
skill at synthesis of
information; completely
lacks overall
development of a product
and demonstration of
original thinking in
research.

Student shows basic

levels of research
capabilities (lack of
research depth and
analysis); demonstrates
some skills at synthesis
of information; lacks
overall development of a
product which
demonstrates their own
original thinking in their
research.

Student shows adequate

levels of capable and
varied research;
synthesizes information
from multiple sources
that demonstrates a
sufficient understanding
of the subject matter;
develops a product that
supplements their own
original thinking in their
research.

Student shows expert

ability to answer a
research-based problem
through the synthesis of
multiple sources and
superior levels of varied
research; develops a
product that expertly
demonstrates their own
original thinking in their
research.

CCSS
L-1

Student shows little to no

command of the
conventions of standard
English grammar and
usage when speaking;
does not understand
parallel structure; uses
limited phrases and
clauses to attempt to add
variety and interest in
presentations.

Student demonstrates
limited command of the
conventions of standard
English grammar and
usage when speaking;
understands parallel
structure, but struggles to
use it correctly; uses
limited phrases and
clauses to attempt to add
variety and interest in
presentations.

Student can demonstrate

Student demonstrates
command of the
advanced command of
conventions of standard
academic English
English grammar and
grammar and usage when
usage when speaking;
speaking; incorporates
can use parallel structure;
advanced sentence
uses various phrases and
structure into
clauses to add variety and
presentations to enhance
interest and convey
meaning and deepen
specific meanings in
understanding.
presentations.

Natasha Szala English 10B

Fall 2016 Unit 6/7 3 Part Research Assessment (RI 8, W 5, W 7, W 8, L1, SL 4)

Part 3: Cultural Perspective Research Presentation (Standard SL 4): Refer to your

Persuasive Research Essay (Part 2) and develop a power point presentation to concisely deliver
thesis), main points (support for your thesis). Address the goal, cultural perspective, and
audience. Create a presentation, including a title page, works cited page, and a minimum of 3
visuals. Time your presentation to stay within 3-4 minutes. This is not a rewrite of your essay,
but simply a summary of your essays main points. Use bullets and visuals to make your slides
engaging and easy to follow. Practice your presentation to develop confidence. Remember to
look out at the audience (as opposed to reading slides) and to project and speak clearly so your
audience can hear you.

Address the following criteria:

______ Content: Title page, Hook, Address of thesis (with sufficient evidence
to support the thesis) Conclusion (Call to Action), Works Cited page.
______ Overall Presentation: Include visuals to make your presentation
interesting and engage your audience. Practice your presentation for
timing (3-4 minutes) and to build confidence. Make eye-contact, speak
clearly, and project.

Natasha Szala English 10B

Fall 2016 Unit 6/7 3 Part Research Assessment (RI 8, W 5, W 7, W 8, L1, SL 4)

CULTURAL RESEARCH PRESENTATION

GRADING/SCORING RUBRIC
Summative Assessment - SL-4 and L-1
Name: ___________________________

Remediation

Near Mastery

Mastery

Exceeds Mastery

CCSS
SL-4

Student presents
information, finding, and
supporting evidence with
little to no clarity or
logic; lacks development
of information regarding
how and why things were
organized in the manner
they were.

Student presents
information, finding, and
supporting evidence with
some loss of clarity or
logic; develops
information with some
loss of the clarity
regarding how and why
things were organized in
the manner they were.

Student proficiently
presents information,
findings, and supporting
evidence clearly,
concisely, and logically;
allows listeners to follow
the line of reasoning;
develops information so
that organization,
development, substance,
and style are appropriate
to purpose, audience, and
task.

Student Creates fluid,

thoughtful, and logical
presentations which are
designed specifically to
reach an audience for a
particular purpose or
task.

CCSS
L-1

Student shows little to no

command of the
conventions of standard
English grammar and
usage when speaking;
does not understand
parallel structure; uses
limited phrases and
clauses to attempt to add
variety and interest in
presentations.

Student demonstrates
limited command of the
conventions of standard
English grammar and
usage when speaking;
understands parallel
structure, but struggles to
use it correctly; uses
limited phrases and
clauses to attempt to add
variety and interest in
presentations.

Student can demonstrate

Student demonstrates
command of the
advanced command of
conventions of standard
academic English
English grammar and
grammar and usage when
usage when speaking;
speaking; incorporates
can use parallel structure;
advanced sentence
uses various phrases and
structure into
clauses to add variety and
presentations to enhance
interest and convey
meaning and deepen
specific meanings in
understanding.
presentations.

Natasha Szala English 10B

Fall 2016 Unit 6/7 3 Part Research Assessment (RI 8, W 5, W 7, W 8, L1, SL 4)