23-24 Senior Project Packet

Michigan Islamic Academy
Senior Project Packet

2023-2024
Samar Abbasi
Senior Project Advisor
samar.abbasi@mia-aa.org
MICHIGAN ISLAMIC ACADEMY
2301 Plymouth Road
Ann Arbor, MI 48105
Welcoming Statement:
AsSalaamu Alaikum Wa Rahmatulahi Wa Barakatuhu
Bismillahi ArRahmani ArRaheem
The goal of education is to have young people become lifelong learners and problem-solvers.
The Michigan Islamic Academy believes that you should be able to demonstrate learning, be
accountable to the standards that have been set, and be able to communicate well with
others—all students should be able to show that they can read, write, think, speak, and act
effectively in order to receive a diploma. More than a one-day test, the Senior Project is a truly
authentic way of demonstrating to the public what each student has learned.
The Senior Project allows you to demonstrate time-management skills, diligence in designing
and handling a long-term project, critical-thinking skills, and the ability to access and use
information in this technological age. As many schools move towards more authentic learning
experiences, this assignment is a partnership involving the home, the school, the community,
and you. Together, local professionals, alumni, parents, and teachers will volunteer to sit on your
senior board panels.
May Allah, subhana wa tala, bless your journey to acquire knowledge and make this experience
beneficial to you.
Barakallahu Feekum.
2023-2024 Senior Project Packet 1

2301 Plymouth Road
Ann Arbor, MI 48105
Table of Contents
Purpose of Senior Project 3
2023 - 2024 Senior Project Course Syllabus 4
Start Here 5
Checklist of Assignments 6
Thesis Statement 13
Writing a Thesis Statement Guidelines 14

RUBRIC FOR THESIS STATEMENT 16
Mentor Information Sheet 17
Instructions for Your Mentor Journal/Log 18

Mentor Journal Rubric 19
Research Paper Fact Sheet 20
Quoting, Paraphrasing, and Summarizing 23

Plagiarism Agreement 25
Primary Research 26
Product/Event Proposal for (product/event name) 28
Research Paper Outline Rubric 29
Rubric for First Rough Draft 30
Rubrics for Third Draft and Final Paper 31
Letter to the Judges 32
Weebly Rubric 32
Product Information 33
Senior Project Reflection Questions 33
Senior Project Product/Event Rubric 34
Presentation Outlines 35
Senior Project Presentation Rubric for Evaluators 36

2301 Plymouth Road
Ann Arbor, MI 48105
Purpose of Senior Project

The Senior Project is a culminating assessment for twelfth graders as they prepare to graduate
from high school demonstrating what they know and can do. This opportunity should be a
learning stretch for the student and will incorporate the skills of time management, planning,
writing, researching, and presenting.
The components are:

1. Research paper on an approved topic of the student’s choice. Research paper must
contain:
a. Primary and secondary sources (books, articles, internet resources)
b. Primary research (interviews/questionnaire)
2. Online Component: Weebly website
3. Mentor (Internship) Component and Product/Event Component
4. Technology-aided presentation before a community review panel
The “driving principles” of the Senior Project are:

• It’s a project not a paper.
• It’s all about students conducting research and producing a worthwhile product/event.
• It should be based on interest/passion and/or a career interest.
• It should be a learning stretch/exploration, not a list of known facts.
• Should try to have community service approach
• Must have an Islamic approach

2301 Plymouth Road
Ann Arbor, MI 48105
2023 - 2024 Senior Project Course Syllabus

Course Materials:
1. ½” Binder with view pocket to be used as a portfolio where you will keep every piece of paper you are given
because you will need them when it’s time to make your portfolio for the final presentation to the judges
Course Expectations:
In addition to abiding by the rules set forth in the student handbook, students are expected to:
1. Collaborate: This is a project which requires students to work together with their advisor, mentor and
community. Students must be willing to work with and learn from everyone who is involved in this project.
2. Be respectful: Everyone will be respectful to each other, to the learning tools which are used in class, to
their environment and their community.
3. Be responsible: RenWeb and Google Classroom will be used to post assignments and grades and to
communicate with students and parents. Most assignments will be submitted in Google Classroom. During
the product/event phase of the Senior Project class, students are required to provide evidence of progress.
If you do not supply adequate evidence that you have been working toward the completion of your
product/event, you will receive a zero that week.
4. Attend class: If a student misses class, it is the student’s responsibility to obtain any notes/assignments
and make up missed assignments/assessments. Please contact your advisor to make these arrangements.
Many of the school field trips take place on Fridays. Whether you attend the field trip or not, any assignment
whose due date falls on a field-trip Friday, is still due that day. Students who attend the field trips will be
excused from class. For students who do not attend the trips, it is a regular class and attendance is
required. Attendance is part of your grade. Any unexcused absence will result in a zero for that day. If you
are going to be absent, you must have your parent/guardian notify the school that morning.
Grading Policy:
All work is due on the given due date whether or not it is a school day and whether the student is present or not. Any
missed assignments can be submitted late. Any assignments received after February 28, 2020 will automatically
receive a late penalty of 25%. No assignments will be accepted once midterm or final exams begin (depending on
the semester). At the advisor’s discretion, late work may be graded as follows:
1 day late = 10% deduction

2 or more days late = 25% deduction
Missing/incomplete assignments will be marked as “Missing” in RenWeb, which calculates as a zero. Senior Project
is a one credit class that students are required to pass in order to graduate from MIA.
Assessment and Grading:

Long-Term Assignments = 60%
● Rough Drafts
● Outlines
● Weebly
● Portfolio (for Internships only)
● Mentor Journal
● Product/Event
Short-Term Assignments = 30%
● Tutorials
● Weekly homework
● Evidence of Progress
Attendance = 10%
(The research paper counts as the midterm exam. The presentation to the judges counts as the final exam.)

2301 Plymouth Road
Ann Arbor, MI 48105
Start Here
Summer Before Senior Year
● For Senior Project:

○ Perform Preliminary Research to select topic
■ Google Scholar
■ Online Research Databases
■ researchgate.net
■ Academia.edu
■ National Center for Biotechnology Information
■ MindRxiv
■ Digital Commons @ University of Nebraska - Lincoln
■ Escholarship University of California
■ arXiv.org Cornell University open access
■ Clinicaltrials.gov
○ Identify three worthwhile topics. What makes a good topic?
● What persuasive claim can I make (this is NOT an informational report)
● What project will I be able to develop based on this topic?
● What intrinsic Islamic value does this topic have?
● What can I give back to the community?
○ Choose one topic and develop a focused thesis statement
○ Read previous graduates’ research papers for Ideas
○ Find a mentor, get Sr. Fayzeh’s approval and submit your Mentor Information sheet
○ Complete the Product/Event Proposal and get it approved by Sr. Fayzeh
○ Buy a 1/2 inch binder with view pocket and five dividers to store everything you are given
and that will be used as a portfolio during the presentation to the panel of judges
● For college applications:

○ Select three colleges to which you want to apply to
○ Begin writing entrance essays and start your Common App application
○ If you haven’t done so already, make a personal resume
○ Consider which teachers you would like to write your reference letters and ask them if
they would do it at the beginning of your senior year (see shared letter of
recommendation request template)
● Work through the first set of assignments in the Senior Project packet.
● Contact Sr. Samar if you have questions or concerns.
● The first two pages of the research paper are due at the beginning of October. Refer to Canvas
for specific dates.

2301 Plymouth Road
Ann Arbor, MI 48105
Checklist of Assignments
**All materials should be stored in plastic sleeves in your portfolio. Please note that assignments MAY BE ADDED to
this list at the advisor’s discretion.**
SEMESTER 1
Date Tasks to Complete Assignments Due Date
Summer 1. Expectations 1. Create your resume before the end of See Canvas
before 2. Description of Class June for Specific
Senior Year 3. Senior Project Packet 2. Purchase binder with cover insert and 5 Due Dates
4. Create your resumes to be used tab dividers
for college application process 3. Look at previous projects
and Weebly websites 4. Narrow down your ideas for a topic and
submit in Canvas in term 4 of junior year.
Week 1 1. Start working on your research - 1. Schedule a meeting with Sr. Fayzeh to get See Canvas
make sure to note your sources. your topic approved the 2nd week of school. for Specific
2. Submit a preliminary thesis Due Dates
statement (due 1st week of 2. Submit thesis statement via Canvas
school)
3. Work on Product/Event Proposal
Week 1 1.Research Workshop See Canvas

continued… https://scholar.google.com/ 1. Complete and submit a mentor for Specific
http://www.similarsitesearch.com/al information sheet by the second week of Due Dates
ternatives-to/ebscohost.com school.
Week 2 1.Thesis Statement Workshop 1. Revise thesis based on feedback (due See Canvas
2. Read mentor information sheet third week of school) for Specific
and begin finding one Due Dates
Week 3 1. Draft Questions for Mentor 1. Continue doing research. NOTE YOUR See Canvas
Meeting #1 SOURCES! for Specific
2. Read: Evaluating Your Sources 2. Begin writing at least the first 2 pages of your Due Dates
3. .Read about writing a research paper (See rubric). Don’t worry about the
outline format yet.
https://owl.purdue.edu/owl/general 3. Finalize questions for Mentor Meeting #1. If
you meet with your mentor over the summer,
_writing/the_writing_process/dev
record it in Mentor Journal #1. Submit your
eloping_an_outline/types_of_outl
mentor questions to Canvas by the third
ines.html
week of school.
4. Minimum of eight sources:
○ At least 1 book
○ At least 2 reputable articles

2301 Plymouth Road
Ann Arbor, MI 48105
○ At least 2 Islamic sources

○ At least 2 Internet sources
○ The Quran
SEPTEMBER - OCTOBER - NOVEMBER

Date Classwork Homework Date Due
Week 4 1.APA Workshop/Virtual Escape 1. Continue doing research - NOTE YOUR Paper
Room SOURCES! Outline and
2. Review a sample undergraduate 2. Write a rough draft of research outline (due Plagiarism
paper in APA format – Owl at third week of school) Agreement
Purdue: 3. Read about: Form due
http://owl.english.purdue.edu/medi Conducting Primary Research (See Canvas
a/pdf/20090212013008_560.pdf http://owl.english.purdue.edu/owl/resource/559/1/ for Specific
4. Plagiarism Agreement Form (due second Dates)
week of school)
Week 5 1 Review expectations for Mentor 1. Schedule a one-on-one meeting with Sr. Schedule
Journals - review samples from Samar to review senior project progress, college one-on-one
previous years. application progress, and review transcript
(schedule by the first week of October) First 2 pages
of research
Make sure to cover: paper;
● Researching your topic/finding sources
● Developing product/event (See Canvas
● Thesis statement for Specific
Dates)
2. Create a survey or interview questions that will
be used in your research paper

2301 Plymouth Road
Ann Arbor, MI 48105
Week 6 1. Review First Draft Rubric 1. Summarize your mentor meeting as a typed Journal
2. Primary vs secondary sources journal entry. due
3. Begin writing first draft of paper Make sure to cover: Upon
● Researching your topic/finding sources Completion
● Developing product/event but by
Week 4
Submit each journal entry upon completion.
First journal entry due by week 4. First draft
due
Week 5
(See Canvas
for Specific
Dates)
Week 7 Continue writing first draft of 1. Summarize your mentor meeting as a typed First draft
research paper journal entry.Submit each journal entry upon due
completion. SECOND MENTOR JOURNAL Week 5
DUE BEFORE THE END OF 1ST SEMESTER.
Journal
due
Before the
end of 1st
semester
(See Canvas
for
Specific
Dates)
Week 8 1. Review Product/Event Rubric 1. Submit First Draft via Canvas this week
2. Begin organizing product/event 2. Begin working on Product/Event (See Canvas
3. Continue working on research paper for
Specific
Dates)
Week 9 Continue writing the rest of your 1. Submit Product/Event Proposal to Canvas by Product/
research paper and working on Week 7 Event
your product/event 2. Summarize your mentor meeting as a typed Proposal
journal entry. Submit each journal entry upon due week
completion. SECOND MENTOR JOURNAL 7;
ENTRY DUE BEFORE THE END OF 1ST
SEMESTER. 2nd

2301 Plymouth Road
Ann Arbor, MI 48105
3. Finish writing the remainder of your paper Journal

(See rubric) FINAL DRAFT DUE BEFORE due
MIDTERMS Before the
end of the
semester
Final draft of
paper due
before
midterms
(See Canvas
for
Specific
Due
Dates)
Weeks 10 - 1. Review Final Draft Rubric 1. Finish writing research paper. APA Final draft
13 2. Finish writing research paper FORMATTED with title and reference due
3. Continue working on pages, single-sided, printed copy of final Before
product/event paper is due before midterms week. midterms
2.Summarize your mentor meeting as a typed
journal entry.Submit each journal entry upon 2nd
completion. SECOND MENTOR JOURNAL Journal
ENTRY DUE BY END OF 1ST SEMESTER. due
Before the
end of the
semester
(See Canvas
for
Specific
Due
Dates)
Week 14 1. Review and discuss presentation 1. Submit presentation critiques to Canvas by the (See Canvas
styles; critique different deadline posted. for
presentation styles 2. Summarize your mentor meeting as a typed Specific
2. Finish writing research paper journal entry.Submit each journal entry upon Due
3. Continue working on completion. THIRD MENTOR JOURNAL Dates)
product/event ENTRY DUE BEFORE THE WEEK OF
4. ALL COMMON APP ESSAYS JUDGING.
AND COLLEGE APPS SHOULD 5. Weebly due the last week of February.
BE COMPLETED FOR EARLY
DECISION

2301 Plymouth Road
Ann Arbor, MI 48105
Weeks 15 Continue working on product/event 1. Submit Final Draft of Paper (See Canvas
-16 2. Work on completing product/event (must be for
completed IN ITS ENTIRETY by end of Specific
February). Due
2. Summarize your mentor meeting as a typed Dates)
journal entry. Submit each journal entry upon
completion. THIRD MENTOR JOURNAL
ENTRY DUE BEFORE THE WEEK OF
JUDGING.
Week 17 No class - mid-term exams END OF 1ST SEMESTER

Midterms
JANUARY - MARCH (SEMESTER 2)

WEEK 1 1. Continue working on 1.Work on completing product/event (must be See Canvas for
product/event and begin Weebly completed IN ITS ENTIRETY by last week of Specific Due
2.Tutorial: Building a website February) Dates
http://www.weebly.com/ 2. Make corrections to paper based on feedback;
“Watch How to Create a Website” final copy due by last week of January.
(Your link will be emailed to judges) 3. Begin creating Weebly (see Weebly rubric)
4.. Review Weebly rubric WEEBLY DUE BY LAST WEEK OF FEBRUARY
4. Summarize your mentor meeting as a typed
ENTRY DUE BEFORE JUDGING WEEK.

2301 Plymouth Road
Ann Arbor, MI 48105
WEEK 2 1. Continue working on 1. Final corrections of paper based on feedback; See Canvas for
product/event and weebly FINAL COPY DUE BY LAST WEEK OF Specific Due
2. Review past Powerpoint JANUARY Dates
presentations Review presentation 2. Begin creating presentations (due by mock
rubrics presentation date (see sign up sheet on
3. Begin working on presentation Canvas)).
4. How to use APA in a PPT 2. Weebly due by last week of February
3. Summarize your mentor meeting as a typed
ENTRY DUE BEFORE JUDGING WEEK.
4. Sign up for mock presentation date (see
Canvas for due date)
WEEK 3 1.Submit to Canvas by 1st week of 1. Continue working on presentation (due by

February: mock presentation date; see sign up sheet) See Canvas for
-Biography 2. Compose biography, letter to judges, thank you Specific Due
-Letter to judges letter for mentor, reflections and Dates
-Thank you letter for mentor acknowledgements; submit to Canvas 1st week
- Reflections of February
-Acknowledgments 3. Final Product/Event due by: see Canvas
2. Continue working on 4. Weebly due by: see Canvas
Product/Event and Weebly 5. Summarize your mentor meeting as a typed
3. Work on presentation journal entry. Submit each journal entry upon
ENTRY DUE BEFORE THE WEEK OF
JUDGING
WEEK 4 1. Mock Presentations begin (submit 1. Continue working on presentation (due by See Canvas for
evaluation rubric per classmate at mock presentation date; see sign-up sheet) Specific Due
the end of each class period) 2. Submit biography, letter to judges, thank you Dates
2. Submit to Canvas by due date - letter for mentor, reflections and
-Letter to judges acknowledgements; due by: see Canvas
-Thank you letter for mentor 3. Final Product/Event due by: see Canvas
- Reflections 4. Weebly due by: see Canvas
-Acknowledgments 5. Summarize your mentor meeting as a typed
3. Continue working on journal entry. Submit each journal entry upon
product/event, weebly and completion. THIRD MENTOR JOURNAL
presentations ENTRY DUE BEFORE THE WEEK OF
JUDGING

2301 Plymouth Road
Ann Arbor, MI 48105
WEEK 5 1. Mock presentations continue 1. Continue working on presentation (due by See Canvas for
(submit evaluation rubric per mock presentation date; see sign-up sheet) Specific Due
classmate at the end of each class 2. Submit final product/event (pictures) to Canvas Dates
period) by due date listed in Canvas
2. Final Product/Event Due 3. Weebly due last week of February
4. Presentations due by mock presentation date
(see sign up sheet) but all due before judging
week.
WEEK 6 1. Mock presentations continue 1. Continue working on presentation (due by See Canvas for
(submit evaluation rubric per mock presentation date; see sign-up sheet) Specific Due
classmate at the end of each class 2. Submit Weebly to Canvas by midnight of last Dates
period) Friday in February.
2. Weebly due 4. Presentations due by mock presentation date
(see sign up sheet) but all due before judging
week.
MARCH-APRIL
1. Mock presentations continue 1. Submit all peer evaluations to Canvas See Canvas
WEEKS 7 - (submit evaluation rubric per 2. Submit final presentation to Canvas for Specific
10 classmate at the end of each class 3. Submit 3rd mentor journal Due Dates
period)
2. Submit all peer evaluations before
judging week.
3. Submit all final presentations
4. Submit 3rd and final journal to
Canvas before judging week
WEEK 11 Presentation to judges Mabrouk! You have reached the conclusion of this project!
Congratulations!

2301 Plymouth Road
Ann Arbor, MI 48105
Thesis Statement
Definition:
1. It’s the single, specific claim that your essay supports
2. A good thesis statement is not simply an observation, a question, or a promise. It includes a topic, a precise
opinion, and reasoning.
3. A thesis statement is an arguable statement.
An effective thesis statement states the purpose of the paper and therefore functions to control, assert, and structure
your entire argument.[1] Without a sound thesis, your argument may sound weak, lacking in direction, and
uninteresting to the reader.
Parts of a thesis statement:

There are three parts to every thesis statement:
1. The topic/subject: that’s basically the topic of your essay. What your essay will be focused on
2. The precise opinion: your opinion on the subject/topic of your essay. What’s your opinion on that topic
3. The blueprint of reasons: this is where you show your reader how you plan to argue and prove your
opinion. Typically, you should have 3 strong pieces of evidence to support your opinion. Later, you will
expand on each detail in the body of the essay.
Example:
Let’s say the topic is music. Well that’s too broad, so let’s narrow it down a bit. Let’s select a particular genre of
music, like country, pop, or hip hop. Let’s say we selected Hip Hop as our topic. What comes next? Write your own
opinion on the topic. If you are not sure what that is, you should do a little research to help you formulate your
opinion. Let’s say your opinion on Hip Hop is that Hip Hop is not offensive and positively influences urban youth.
Does it sound arguable? Will others disagree with that statement? If yes? Then good, since a thesis statement is an
arguable statement. Now you need to support your opinion! How? You need to research evidence to support your
opinion.
Blueprint of reasons (based on research):
1. Gives urban youth a chance for artistic expression
2. It is a form of street poetry
3. Inspires youth to overcome challenges
Polished Thesis:
Though many people dismiss hip hop as offensive, hip hop music inspires urban youth to overcome challenges,
offers an important opportunity for artistic expression and allows them to articulate the poetry of the street.
Those pieces of evidence or “the blueprint” are only effective if:
1. I explain what I mean about each blueprint point in the body paragraphs
2. Provide detailed examples for each blueprint point
Conclusion:
The thesis statement tells your reader:
1. Where you are going in your essay
2. How you plan on getting there.
Write your thesis:

1. Narrow your topic/subject
2. What’s your opinion on that topic? If you don’t know, you should research a bit to help you form an opinion.
3. Once you have formed your opinion about your topic, list 3 reasons/evidence to support your opinion

2301 Plymouth Road
Ann Arbor, MI 48105

2301 Plymouth Road
Ann Arbor, MI 48105
Writing a Thesis Statement Guidelines
Types of Papers: An analytical paper breaks down an issue or an idea into its component
parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
An expository (explanatory) paper explains something to the audience.
Examples
1. Example of an analytical thesis statement: An analysis of the college admission process reveals
one challenge facing counselors: accepting students with high test scores or students with strong
extracurricular backgrounds. The paper that follows should:
a. explain the analysis of the college admission process
b. explain the challenge facing admissions counselors
2. Example of an expository (explanatory) thesis statement: The life of the typical college student is
characterized by time spent studying, attending class, and socializing with peers. The paper that
follows should: explain how students spend their time studying, attending class, and socializing
RUBRIC FOR THESIS STATEMENT
4 3 2 1 Comments
Does the thesis state

the topic of the paper?
Does the thesis state

the focus of the paper?
Does it include an
overview of the
supporting points?
Are the supporting

points logically
connected to the focus?
Does the thesis use

appropriate language?
Total: __________ / 20

2301 Plymouth Road
Ann Arbor, MI 48105
Mentor Information Sheet
Working with a Project Mentor is required for each student completing the Senior Project. Samples of previous
years’ projects can be viewed at http://miaseniorprojectclass.weebly.com/past-projects.html
A potential mentor must meet the following criteria:
➢ Is able to share his/her expertise with students to support their Senior Project Requirements
➢ Is able to guide students through the 10-20 total project hours over the course of the school year
➢ Is able to meet with students (face-to-face, in person, or via communication technologies) regularly ( at
least 3 times) for the duration of the project
➢ Is available to sign-off on student work hours and complete a Confirmation of Collaboration Form at the
conclusion of the student’s project hours
➢ Limits themselves to no more than three (3) Senior Project students at a time
➢ Is at least 23 years old
➢ Is not a relative of the student
➢ Is able to start at the very latest, in October, once their placement is approved by MIA faculty
Student’s Name:_______________ Mentor’s Name: _____________________________
Mentor’s Occupation: ___________________________________________________________
Mentor’s Contact Information

Phone# (at least one should be provided) Work:
Cellular: Home:
E-mail address:
Explain how your mentor has acquired knowledge or expertise on your topic:
(Attach separate sheet if more space is needed)
Explain how your mentor will help you achieve your Senior Project goals:
(Attach separate sheet if more space is needed)
Mentor’s Signature: Date:

MIA Advisor’s Signature of Approval: Date:

2301 Plymouth Road
Ann Arbor, MI 48105
Instructions for Your Mentor Journal/Log
Requirements:
● Minimum of 10 hours of collaboration:
○ Must be divided between at least 3 sessions at varying points of your project
(usually one per term in terms 2, 3, and 4).
Types of Experiences:
● Mentoring can be job shadowing/observing dynamics of a workplace

● Mentoring can consist of interviewing or of surveying clientele
○ You must formally request to survey
○ You must show survey questions to Senior Project Advisor before implementing
● Mentoring can consist of obtaining feedback on your proposed product/research paper,

product/event and portfolio
Journal Entry Contains:
● Name of Mentor:
● Date of Visit:
● Location:
● Time of Arrival:
● Time of Departure:
1. Questions prepared for each mentoring session, followed by a summary of the mentor’s
responses to these questions or other topics discussed during the session.
2. An evaluation of your mentoring experience which includes what you learned, what
questions you wished you had asked, an idea or comment that generated a new thought for
your product or paper.
3. Reflection questions to consider: What are your goals for this experience? What do you
want to learn? What do you have to offer? Discuss your relationship with your mentor.
4. During your mentoring experiences, what new skills did you learn? How can these new
skills become a part of your future? What suggestions for improvement in the program do
you have for the teacher in charge of the program? Be specific, and give reasons for your
suggestions.

2301 Plymouth Road
Ann Arbor, MI 48105
Ideas for Journal Entries:
· Describe the place where you are mentoring. What kind of business is it? How would you
describe the place to a stranger?
· What are your impressions of the first meeting? Identify five positive things about your
workplace. Do you have any negative feelings or any concerns? If so, how would you describe
them?
· Describe the physical layout of the mentoring environment. Do you have your own space, or
do you share with someone else? Is the workplace comfortable and inviting? If so, what makes
it so? What improvements do you think should be made?
· Describe in detail one full day (hour by hour) of your mentoring. Be specific about how you
spend your time.
· Describe the job of your mentor or supervisor. What do you like or dislike about this person’s
job? What does he/she like or dislike about the job?
Mentor Journal Rubric
Journal Entry #1 Journal Entry #2 Journal Entry #3 Journal Entry #4
Date, Name of Mentor,

Time You Arrived, Time You
Departed (5 points)
Questions prepared for

each mentoring session,
followed by a summary of
the mentor’s responses to
these questions or other
topics discussed during the
session.
(10 points)
Reflection questions to
consider: Obstacles,
learning goal, relationship,
skills, and suggestions.
(10 points)
TOTAL 25/______ 25/_______ 25/_______ 25/_______

2301 Plymouth Road
Ann Arbor, MI 48105
Research Paper Fact Sheet

Length: Minimum of eight to ten fully-typed pages (This does not include title page, abstract,
reference list or any other such addendums) that are printed on one side
Format: APA format, Times New Roman twelve-point font, double-spaced, single-sided
Use the APA format for running head in the upper, left-hand corner and page
number in the upper, right-hand corner, with a title page with abstract, and references.
Style: We will follow the APA 6th Edition Style Guide. A research paper is a formal paper,
which means that you will use a third person point of view. You will NOT use the following
pronouns—unless in a direct quote: I, me, my, us, we, you, your, yours, our, or ours. You MAY
use pronouns such as he, she, him, her, his, hers, they, them, or their. Do not use contractions
or abbreviations; spell out everything. A formal paper requires that you avoid slang and use
elevated, academic language. Furthermore, you need to read your paper OUT LOUD to make
sure you have avoided being repetitive. Also, do not start several sentences with the same
word within a paragraph.
Presentation: Students will be expected to give a presentation in May to a panel of judges

concerning the information in this paper. Make sure you understand your topic very well
(beyond general knowledge) and can discuss it thoroughly.
References: This is an alphabetical listing of the sources that you cite in the paper to prove
your thesis. You are required to use a minimum of eight sources. You should include your own
research obtained through interviews or questionnaires. You do not have to use an
encyclopedia, but if you do, only use one.
Sources: You must have a minimum of eight primary sources. (You will receive extra credit for
each source over 8; no more than 12 sources; 2 points per extra credit source for a total of 8
possible extra credit points.) All sources need to undergo reliability and validity test. This
process will help you identify sources you can use and sources you should not use.
1) Before you use a book, an internet resource, an article or any other material, you need
to make sure that the SOURCE is objective, reliable, accurate and timely.
2) Sources that copyrighted or printed prior to 2004 (with the exception of the Quran and
Islamic books) will not be accepted. No wiki sources, blogs, or encyclopedias will be accepted.
● No wikis or blogs
● At least 1 book
● At least 2 reputable, scholarly articles
● At least 2 Islamic Sources

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Ann Arbor, MI 48105
● At least 2 Internet Sources

● The Quran
Page Guidelines: This paper must be typed and double-spaced with the standard one-inch
margins printed on one side. Use 12 as your font size and Times New Roman as your font.
The length of the paper (text only) will be from 8 to 10 fully-typed pages. This means that for
most papers the References page will be the 11th page (Title page = page 1, Abstract = page 2,
Introduction starts on page 3).
Quotations: It is preferred to paraphrase in APA, so you should put this information in your
own words when you write the paper (but you still need to cite in-text). If you are using the
exact words from the source, you must use quotation marks and cite it in-text. The only
reason you use quotations is if the original language cannot be paraphrased or gives a
well-written example of the thesis. NO MORE THAN 10 PERCENT OF THE PAPER SHOULD
BE DIRECTLY QUOTED (2 direct quotes per page is generally sufficient, the rest should
be summarized or paraphrased and cited).
When you use the original language, follow these guidelines:
● Never use a quotation without introducing who gave the quote and/or the significance of
the quote.
● A quote by itself, even punctuated correctly, makes little sense if it is not worked
smoothly into the context of your own sentence structure and into what your paper is
trying to prove.
● For quotations that are four lines long or longer, indent each line of the entire quote ten
spaces from the left margin and double space the material. Do not use quotation
marks.
Parenthetical In-Text Citation: Parenthetical citations tell where a specific piece of information
can be found by giving a brief indication of the source; for example, the author’s last name and
the page number. Parenthetical refers to the use of parentheses ( ) and citation means “to
name.” Example: (Smith 43). Every in-text citation source must be listed in the Reference List
(except for the Quran, It only needs to be cited in the text).
Document the Following:

1. a direct quote or a paraphrase
2. surveys, scientific experiments, and research studies
3. ideas that are not yours (even if written in your own words)
4. facts that are not common knowledge---ones that a general audience might not know
5. information that may be questioned
Do NOT Document the Following:

1. Factual information that is well known and accepted

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Ann Arbor, MI 48105
2. Familiar sayings or proverbs (Use quotes around the proverb, but no citation is required.)
If in doubt, cite the source.
Some Examples of Parenthetical Documentation:
1. Works by one author: Note the author’s last name in parenthesis at the end of the
sentence, followed by the page number (Smith 72). The period goes last.
2. Works with no author listed: Use the title of the work or a shortened version, followed by
the page number (“Radar” 109).
3. Works by more than three authors: List the first writer’s name followed by et al and the
page number (Harper et al 159).
Sample References can be found at:
http://owl.english.purdue.edu/owl/resource/560/02/
Make sure to thoroughly read through all the tabs on this page (links are on the left side) to get
a feel for the APA style).

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Ann Arbor, MI 48105
Quoting, Paraphrasing, and Summarizing

This information is taken from Purdue OWL
This handout is intended to help you become more comfortable with the uses of and distinctions
among quotations, paraphrases, and summaries. This handout compares and contrasts the
three terms, gives some pointers, and includes a short excerpt that you can use to practice
these skills.
What are the differences among quoting, paraphrasing, and summarizing?

These three ways of incorporating other writers' work into your own writing differ according to
the closeness of your writing to the source writing.
Quotations must be identical to the original, using a narrow segment of the source. They must
match the source document word for word and must be attributed to the original author.
Paraphrasing involves putting a passage from source material into your own words. A
paraphrase must also be attributed to the original source. Paraphrased material is usually
shorter than the original passage, taking a somewhat broader segment of the source and
condensing it slightly.
Summarizing involves putting the main idea(s) into your own words, including only the main
point(s). Once again, it is necessary to attribute summarized ideas to the original source.
Summaries are significantly shorter than the original and take a broad overview of the source
material.
Why use quotations, paraphrases, and summaries?

Quotations, paraphrases, and summaries serve many purposes. You might use them to . . .
● Provide support for claims or add credibility to your writing
● Refer to work that leads up to the work you are now doing
● Give examples of several points of view on a subject
● Call attention to a position that you wish to agree or disagree with
● Highlight a particularly striking phrase, sentence, or passage by quoting the original
● Distance yourself from the original by quoting it in order to cue readers that the words
are not your own
● Expand the breadth or depth of your writing
How to use quotations, paraphrases, and summaries

● Read the entire text, noting the key points and main ideas.
● Summarize in your own words what the single main idea of the essay is.
● Paraphrase important supporting points that come up in the essay.
● Consider any words, phrases, or brief passages that you believe should be quoted
directly.

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6 Steps to Effective Paraphrasing
1. Reread the original passage until you understand its full meaning.
2. Set the original aside, and write your paraphrase on a note card.
3. Jot down a few words below your paraphrase to remind you later how you envision using
this material. At the top of the note card, write a keyword or phrase to indicate the
subject of your paraphrase.
4. Check your rendition with the original to make sure that your version accurately
expresses all the essential information in a new form.
5. Use quotation marks to identify any unique term or phraseology you have borrowed
exactly from the source.
6. Record the source (including the page) on your note card so that you can credit it easily
if you decide to incorporate the material into your paper.
Some examples to compare
The original passage:

Students frequently overuse direct quotations in taking notes, and as a result they overuse
quotations in the final [research] paper. Probably only about 10% of your final manuscript should
appear as directly quoted matter. Therefore, you should strive to limit the amount of exact
transcribing of source materials while taking notes. Lester, James D. Writing Research Papers.
2nd ed. (1976): 46-47.
A legitimate paraphrase:
In research papers students often quote excessively, failing to keep quoted material down to a
desirable level. Since the problem usually originates during note taking, it is essential to
minimize the material recorded verbatim (Lester 46-47).
An acceptable summary:
Students should take just a few notes in direct quotation from sources to help minimize the
amount of quoted material in a research paper (Lester 46-47).
A plagiarized version:
Students often use too many direct quotations when they take notes, resulting in too many of
them in the final research paper. In fact, probably only about 10% of the final copy should
consist of directly quoted material. So it is important to limit the amount of source material
copied while taking notes.

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Plagiarism and AI Agreement
I, __________, understand that plagiarism or the use of AI is considered a major

violation of school policy and I agree not to plagiarize or use AI under any condition. If I
am found to be in violation of this school code, I accept any and all consequences that
may result from this infraction which can range from suspension to expulsion.
Student Name and Signature Date
Parent/Guardian Name and Signature
Date [Date], [Student Name]

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Ann Arbor, MI 48105
Primary Research
This information is taken from Purdue OWL
Primary research is any type of research that you collect yourself. Examples include surveys,
interviews, observations, and ethnographic research. A good researcher knows how to use both
primary and secondary sources in their writing and to integrate them in a cohesive fashion.
Conducting primary research is a useful skill to acquire as it can greatly supplement your
research in secondary sources, such as journals, magazines, or books. You can also use it as
the focus of your writing project. Primary research is an excellent skill to learn as it can be useful
in a variety of settings including business, personal, and academic.
But I’m not an expert!
With some careful planning, primary research can be done by anyone, even students new to
writing at the university level. The information provided on this page will help you get started.
What types of projects or activities benefit from primary research?
When you are working on a local problem that may not have been addressed before and little
research is there to back it up.
Example: You are conducting research on a proposed smoking ban in Lafayette, IN. Little
information has been published about the topic other than a few editorials and letters to the
editor in the local paper. You can conduct primary research in the form of surveying individuals
in the surrounding community and local decision makers to gain more information.
When you are working on writing about a specific group of people or a specific person.
Example: If you are writing about the activities of the Purdue Football team one of the best ways
to learn about the team is to go talk to them and observe their behavior.
When you are working on a topic that is relatively new or original and few publications exist on
the subject.
For example, if you wanted to write about the connection between the Purdue University Glee
Club performance locations and estimated attendance of events, you would have to determine
this yourself through primary research methods.
You can also use primary research to confirm or dispute national results with local trends.

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Ann Arbor, MI 48105
For example, if you are writing about people’s opinions on Social Security reform, you could
conduct a local survey and see how your local results compare to a nationwide survey
conducted by the New York Times.
What types of primary research can be done?
Many types of primary research exist. This guide is designed to provide you with an overview of
primary research that is often done in writing classes.
Interviews: Interviews are one-on-one or small group question and answer sessions. Interviews
will provide a lot of information from a small number of people and are useful when you want to
get an expert or knowledgeable opinion on a subject.
Surveys: Surveys are a form of questioning that is more rigid than interviews and that involve
larger groups of people. Surveys will provide a limited amount of information from a large group
of people and are useful when you want to learn what a larger population thinks.
Observations: Observations involve taking organized notes about occurrences in the world.
Observations provide you insight about specific people, events, or locales and are useful when
you want to learn more about an event without the biased viewpoint of an interview.
Analysis: Analysis involves collecting data and organizing it in some fashion based on criteria
you develop. They are useful when you want to find some trend or pattern. A type of analysis
would be to record commercials on three major television networks and analyze gender roles.
Where do I start?
Consider the following questions when beginning to think about conducting primary research:
● What do I want to discover?

● How do I plan on discovering it? (This is called your research methods or methodology)
● Who am I going to talk to/observe/survey? (These people are called your subjects or
participants)
● How am I going to be able to gain access to these groups or individuals?
● What are my biases about this topic?
● How can I make sure my biases are not reflected in my research methods?
● What do I expect to discover?

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Product/Event Proposal for (product/event name)

Background:
Thesis:
Objectives of the product/event:
·
Scope:
Timeframe:
Write a detailed list or outline with dates of each task you must do in order to complete this project /event.
Task Start and End Dates
Phase One -
Preparation
Phase Two -
Implementation
Phase Three -
After completion
Key Stakeholders
Student
Mentor
Sr. Fayzeh’s
Approval

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Research Paper Outline Rubric
Name ____________________________
Date______________________________
Points
I. Proper Title 1/_________
II. Thesis Statement 1/_________
III. Formal 3rd Person Tone 1/_________
IV. Ideas Presented in Logical/Sequential Order 1/_________
V. Appropriate Headings and Subheadings 1/_________
VI. Indicates Place for the Introduction and Conclusion 1/_________
VII. Correct Use of Roman Numerals and Letters 1/_________
VIII. Correct Use of Capital Letters and Spacing 1/_________
IX. Correct Use of Punctuation 1/_________
X. Correct Use of Grammar and Spelling 1/_________
Total: 10/_________

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Rubric for First Rough Draft
Name___________________________________________ Date: _________________
Header per APA: running header and page number 5 points __________
Provides five fully-typed pages 5 points __________
Indents Paragraphs and uses APA format 5 points __________
Uses transitions and varies beginning words 5 points __________
Avoids first and second person pronouns 5 points __________
Uses researched information from primary sources 5 points __________
Avoids contractions and other

unnecessary words 5 points __________
Uses vivid verbs and elevated vocabulary 5 points __________
All ideas in the paper flow logically 5 points __________
Uses correct grammar, spelling, punctuation,

and capitalization 5 points __________
Total 50/__________
Uniqueness: ___________________
___________________
___________________

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Rubrics for Third Draft and Final Paper

Grading Criteria 25-24 23-20 19-15 14-0
Thoroughness Discussion of the topic is thorough Discussion of the topic is mostly Discussion of the topic isn’t Discussion of the topic is very
of discussion and well-developed. The author thorough and well-developed (but well-developed. The author displays shallow. The author displays a
displays a strong command of the there may be some weak areas). a seemingly weak command of the seemingly weak command of
subject matter. Topics and subtopics, The author displays a command of subject matter. Topics and the subject matter. Topics and
including Islamic perspective, are the subject matter. Topics and subtopics, including Islamic subtopics, including Islamic
well elaborated and countering subtopics, including Islamic perspective, are not well elaborated perspective, are not elaborated
points of view (if applicable) are perspective, are elaborated and and countering points of view (if and countering points of view (if
discussed and countered effectively. countering points of view (if applicable) may be only mentioned. applicable) are not mentioned.
applicable) are discussed and
countered.
Organization of The ideas in the paper are effectively The ideas in the paper are for the The ideas in the paper are The ideas in the paper show
ideas and clearly organized. The logic and most part effectively organized and organized in some places, but there little evidence of logic and
development of the ideas are clear, clear, but there may be areas of may be other areas where the organization. There are gaping
cohesive, and easy to follow. weakness. The logic and organization and relatedness of holes in the logic and large
development of the ideas are ideas is not clear. There may be areas of the topic are
mostly clear and easy to follow, but gaping holes in the logic or unaddressed. The paper seems
there may be areas that lack clarity unfinished ideas in other places. unfinished.
and cohesiveness. The paper is becoming difficult to
follow.
Clarity of The language is clear, concise, and The language is mostly clear, The language is clear and concise The language in the paper is
expression demonstrates an appropriate level of concise, and demonstrates an in some places, but convoluted in convoluted to the point where
complexity to address the topic. appropriate level of complexity to others giving the writing an uneven understanding is beginning to
Sentence structure, grammar, address the topic. Sentence quality. The writing may lack the be impeded. Multiple errors in
punctuation and mechanics are all structure, grammar, punctuation complexity to address the topic. at least two of the following
almost completely free of errors. and mechanics are all mostly free There are many errors in at least areas following areas: sentence
Precise academic vocabulary is of errors. Mostly academic one of the following areas: sentence structure, grammar, punctuation
employed correctly throughout. The vocabulary is employed throughout. structure, grammar, punctuation and and mechanics. Mostly
paper is objective and academic in The paper is objective and mechanics. Little evidence of simplistic sentences with no
tone. academic in tone. academic vocabulary present, or evidence of academic
where it is employed, it is used vocabulary correctly employed.
incorrectly. The paper may not be May lack an objective and
objective and academic in tone. academic tone.
Formatting and In text citations and reference page In text citations and reference page In text citations and reference page In text citations and reference
use of are correctly formatted using APA are correctly formatted using APA are correctly formatted using APA page show little evidence of
appropriate style (6th Edition) and free of errors. style (6th Edition) and mostly free of style (6th Edition), but may contain correct formatting. Reference
sources At least 8 sources cited; including errors. At least 7 sources cited; several errors. At least 6 sources page may be missing. Less
one book and the Qur’an. Sources including one book and the Qur’an. cited; including one book and the than 6 sources cited, including
used are all appropriate academic Sources used are all appropriate Qur’an. Some sources used are the Qur’an. Sources used may
sources relevant to the topic. academic sources relevant to the may not be appropriate academic not be appropriate academic
topic. sources. sources.

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Ann Arbor, MI 48105
Letter to the Judges

Format: Block Letter (with date, salutation and complimentary close) Here is a link to examples
on the Purdue OWL website.
Purpose: To show appreciation to the judges by writing a thank you note
Content: The letter should explain a bit about yourself and your interests, tell what your project
is about, comment on what you have learned from this process, and thank the judges for their
time. Remember this letter is the first text that the judges will see in your portfolio, so make a
good impression.
Weebly Rubric
Do not upload documents that can be edited. Use a pdf file or an embedded file. If you use an
embedded file, also attach a pdf so that it can be downloaded.
1. Appropriate domain name (do not use your last name) 1/ ____
2. Welcome 5/ ____
a. Letter to judges
b. Brief Biography
c. Resume
d. Clip art/creativity related to topic
3. Research 5/ ____
a. Abstract
b. Paper outline
c. Research paper
d. Related charts/graphs/data
4. Product/Event or Internship 5/ ____
a. Description of product/event or internship
b. Product/event outline or Internship Schedule
c. Flyer/Survey/Questionnaire/Related File
d. Pictures & video of product/event or internship
5. Reflection 3/ ____
a. Reflection paragraph
b. Clip art/photo
6. Acknowledgements 1/ _____
TOTAL 20/ _____

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Product Information
The final product cannot be just a pamphlet or poster. It should be a culminating project that
takes you out of your comfort zone and requires an extensive amount of effort on your part. It
should have a community service component and it could be something that helps the school. It
has to have an Islamic aspect. It should be related to their research.
An example of a good product was the medicinal benefits of honey where the student created a
model of a beehive, planted bee friendly flowers in the school garden with elementary students
and gave a presentation on the benefits of honey to them using the beehive model and gave
them a quiz on the presentation afterwards. She also graphed the results of the quiz in her final
presentation as evidence that her product was beneficial for the students. Another good project
was one where the student organized an Islamic foster care information session at the masjid,
gave a speech herself during the presentation, brought experts in to speak on the topic, gave
short pre- and post-tests to the attendees to see whether they benefited from the session or not,
and held a fundraiser to sponsor orphans during the event.
Senior Project Reflection Questions

Directions: Type the answers to these questions as a paragraph. You can add to it if you
would like. Put this under the Reflections tab of your Weebly.
1. What were your expectations when you first started to work on the paper, on the product
and with your mentor? Did your experiences meet those expectations? How did they
differ?
2. What problems did you encounter while researching and writing the paper? What was
your greatest resource in overcoming these obstacles?
3. What was the most interesting or surprising information you learned in your research?
4. What did you learn about yourself during this project? How will you use what you
learned throughout the rest of your life, academic or not?
5. How can I continue with this project in the future? Or how could I have students at MIA
continue working on (or benefitting from) this idea in the future?
6. What did the project teach you about the holistic view Islam has for every aspect of our
life?
7. What would you do differently now that you have finished?

2301 Plymouth Road
Ann Arbor, MI 48105
Senior Project Product/Event Rubric

Criteria 4 3 2 1
Product/event shows that Product/event shows that Product/event shows that Product/event shows that
Scope of student has a strong student has a reasonable student understands subject student has general
Product / command of subject matter command of subject matter matter but does not go knowledge of the subject
Event that goes beyond general that goes beyond general beyond general knowledge matter and was not held
knowledge and was held knowledge and was held and was not held outside of outside of the student’s own
outside of the student’s own outside of the student’s own the student’s own community. community.
community. community.
Product/event is directly Product/event is reasonably Product/event is somewhat Product/event is not directly

Relevance of related to student’s related to student’s research related to student’s research related to student’s research
Product / research topic and is an topic and is an appropriate topic and is an topic and is not an
Event excellent extension/application thereof extension/application thereof. appropriate
extension/application extension/application thereof.
thereof.
Primary Product/event/research Product/event/research paper Product/event/research paper Product/event/research

Sources paper contains relevant and contains acceptable primary contains irrelevant and/or paper does not contain
comprehensive primary sources (questionnaire cursory primary sources relevant and comprehensive
sources (questionnaire /survey/interviews of both (questionnaire primary sources (no
/survey/interviews of both researched group and general /survey/interviews of either questionnaire
researched group and population). researched group or general /survey/interviews of
general population). population). researched group or general
population).
Community Product/event has a Product/event has a Product/event has a Product/event does not have
Service comprehensive community community service approach community service approach an appropriate community
Approach service approach which which provides a but lacks a service approach which does
provides a service/information and/or a service/information and/or a not provide a
service/information and/or a presentation and was presentation and/or may not service/information and/or a
presentation and was attended by a professional in have been attended by a presentation and was not
attended by a professional the field. professional in the field. attended by a professional in
in the field. the field.
Proof of Student has provided Student has provided proof Student has provided Student has not provided
Product / concrete proof that the that the product/event has questionable proof that the concrete proof that the
Event product/event has been been completed. product/event has been product/event has been
completed. completed. completed

2301 Plymouth Road
Ann Arbor, MI 48105
Presentation Outlines
Introduction: Greet your guests, introduce yourself, and your topic. Use a story, personal experience, rhetorical
question, humorous anecdote,startling statement, or quote to capture the audience’s attention. Remember an
effective introduction gets attention, leads to a topic, and creates good will. You could even use a video clip. Be
creative.
This link will help you prepare your PowerPoint presentation . Make sure to cite your sources! Just as you did in
your paper, for the information and for the graphs and charts that you use on the slides, you need to cite your sources
on the slides and in your references. Make sure your graphs/charts/tables and pictures are large enough for the
audience to see.
Presentation Outline:
1. Introduction
2. Research (include graphs/charts/data)
a. Thesis
b. Displays Strong Command of Subject Matter Beyond General Knowledge
c. Islamic Perspective
3. Product/Event (include pictures/videos)
4. Reflection
5. Conclusion
6. Reference List (cite your sources)
7. Ask for Questions
Each slide in your presentation should have a major heading on it (Introduction, Rearch, Product, etc) so the judges
know exactly where you are in your presentation. Each slide can also have a secondary heading under the major
heading (e.g. Research - Thesis)
Student Guidelines for Oral Presentation to the Judge (10-12 minutes total)
1. Dress in Friday Formal Attire. No Jeans! This is a formal presentation. Dress appropriately.
2. Introduce yourself to the judges and begin the presentation.
3. The senior will share their Weebly link with their advisor by the due date listed in Canvas, at least two weeks
prior to judging. Please use PowerPoint, Canva, or Slides. The moderator will inform you of when to begin
your presentation.
4. Do not chew gum.
5. Be aware of your body language. Avoid nervous gestures like swaying or “filler” words like “um” or “you
know.”
6. Maintain eye contact with the judges.
7. Do not read your presentation.
8. Practice your presentation several times in front of others until you feel comfortable with its format and
content.
9. Time your speech; it must be between 10-12 minutes. When you are finished speaking, open the floor for
questions. (3-5 minutes) As you prepare your speech, imagine what questions the judges might ask, or have
a parent or friend ask you questions. Plan the answers you would give. The questions will probably address
a clarification or extension of your topic. When the questioning is over, thank the judges and exit the room.

2301 Plymouth Road
Ann Arbor, MI 48105
TENTATIVE: Senior Project Presentation Rubric for Evaluators
Student Name: ________________________Evaluator Name:__________________________
Start Time: ________________ End Time: _________________ Date: _________________
4—Clearly knowledgeable, practiced, skilled demonstration of content/delivery

3—Evidence of developing skills in demonstration of content/delivery
2—Superficial, random, limited consistencies in demonstration of content/delivery
1—Unacceptable skill application in demonstration of content/delivery
Content/Organization 4 3 2 1
Attention grabber effectiveness in introduction
Purpose is clear within introduction
Clarity and unity of focus/topic follows logical progression
Main ideas supported by accurate and appropriate details
Islamic Perspective and topic connection to Islam is clearly stated
Content balanced among research, project and self-growth/reflection
Evidence of self evaluation and personal reflection clearly present
Depth of research information beyond general knowledge
Extensive amount of effort is obvious in the product/project/event.
Ability to use smooth transitions and sophisticated vocabulary
Speech meets time limit of 10-12 minutes
Conclusion effectively wraps up entire speech and is powerful
Effective usage of visual aid (Powerpoint Presentation or Video)

_______/52

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Ann Arbor, MI 48105
4 3 2 1
Delivery
Looks out at audience when talking
Demonstrates appropriate use of voice volume and rate of speaking
Appropriate rate of speaking applied
Demonstrates effective use of pauses
Speech practice evident; no reading off of note cards
Speaker demonstrates energy, enthusiasm, poise and confidence
Dress and appearance are appropriate

_______/28
4 3 2 1
Question/Answer Session
Demonstrates excellent listening skills
Rephrases the question asked within the context of the answer given
and demonstrates the ability to summarize at answer’s end
Answers extend and expand information
Body language and answers demonstrate interest, enthusiasm, poise

and confidence
Quality of answers represent depth and understanding of researched

information
_____/20
Total Score: _______/100 Total Percentage: _____%

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Michigan Islamic Academy

Senior Project Packet

AsSalaamu Alaikum Wa Rahmatulahi Wa Barakatuhu

Bismillahi ArRahmani ArRaheem

2023-2024 Senior Project Packet 1

Purpose of Senior Project 3

2023 - 2024 Senior Project Course Syllabus 4

Writing a Thesis Statement Guidelines 14

Mentor Information Sheet 17

Instructions for Your Mentor Journal/Log 18

Research Paper Fact Sheet 20

Quoting, Paraphrasing, and Summarizing 23

Product/Event Proposal for (product/event name) 28

Research Paper Outline Rubric 29

Rubric for First Rough Draft 30

Rubrics for Third Draft and Final Paper 31

Letter to the Judges 32

Senior Project Reflection Questions 33

Senior Project Product/Event Rubric 34

2023-2024 Senior Project Packet 2

Purpose of Senior Project

The components are:

The “driving principles” of the Senior Project are:

• It should be based on interest/passion and/or a career interest.

• It should be a learning stretch/exploration, not a list of known facts.

• Should try to have community service approach

• Must have an Islamic approach

2023-2024 Senior Project Packet 3

2023 - 2024 Senior Project Course Syllabus

1 day late = 10% deduction

Assessment and Grading:

2023-2024 Senior Project Packet 4

● For Senior Project:

● For college applications:

2023-2024 Senior Project Packet 5

Week 1 1.Research Workshop See Canvas

2023-2024 Senior Project Packet 6

○ At least 2 Islamic sources

SEPTEMBER - OCTOBER - NOVEMBER

2023-2024 Senior Project Packet 7

2023-2024 Senior Project Packet 8

3. Finish writing the remainder of your paper Journal

2023-2024 Senior Project Packet 9

Week 17 No class - mid-term exams END OF 1ST SEMESTER

JANUARY - MARCH (SEMESTER 2)

2023-2024 Senior Project Packet 10

WEEK 3 1.Submit to Canvas by 1st week of 1. Continue working on presentation (due by

2023-2024 Senior Project Packet 11

2023-2024 Senior Project Packet 12

Parts of a thesis statement:

Write your thesis:

2023-2024 Senior Project Packet 13

2023-2024 Senior Project Packet 14

Writing a Thesis Statement Guidelines

RUBRIC FOR THESIS STATEMENT

Does the thesis state

Does the thesis state

Are the supporting

Does the thesis use

Student’s Name:_ Mentor’s Name: _______________

TOTAL 25/__ 25/_ 25/_ 25/___

Name___________________________ Date: _