Short Cuts: The One-Sentence Research Proposal

SHORT CUTS FROM ASSUMPTION TO

ONE-SENTENCE RESEARCH PROPOSAL

Original Source: Cabrera, J. A. 2016. Short Cuts: From Assumption to Thesis Statement. PowerPoint presentation. Electronic document available at slideshare.com

2nd Draft: 06 Sept 2016

http://www.slideshare.net/JaimeCabrera3/shortcut-writing-the-assumption-topic-sentence-and-thesis-statement?from_action=save

Contents The Pre-Short Cuts • Parts of a Research

Assumption • The Research

Assumption • From Assumption to

Topic Sentence • The One-sentence

Research Proposal • The Target Beneficiary • The Required Action • The Proposed Solution

• Summary Review

The Short Cuts • The 1x1x3 Formula • The 1x3x1 Formula • The 3x1x1 Formula

The Bonus Cuts • Clarity by Specificity • Clarity by

Correspondence • Using Sources

PARTS OF A RESEARCH ASSUMPTION

PART 1.0

What is a research

assumption?

Parts of an Assumption (#1) (1) Target beneficiary & problem – before “can”

(2) Action & Tool of Action – between “can” and “to”

(3) Expected Result & Solution – after “to”

Children who cannot spell any three-letter English words can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 three-letter English words in 3 months.

1



(3) Expected Result & Solution – after “to”


2



(3) Expected Result or Solution – after “to”


3

THE RESEARCH ASSUMPTION PART 1.0

Sample Assumption

Children 4 to 6 years old can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 three-letter English words in 3 months.

Sample Assumption


Use a quantity (number) to describe the target beneficiary

Sample Assumption

Use “can” to state the required action.


Sample Assumption

State the tool to be used in the action.


Sample Assumption

Use quantities (numbers) to describe the tool.


Sample Assumption

Start with “to” to state the expected result.

Children 4 to 6 years old can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 one-syllable English words in 3 months.

Sample Assumption

Use quantities (numbers) to indicate urgency.

Children 4 to 6 years old can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 one-syllable English words in 3 months.

FROM ASSUMPTION TO TOPIC SENTENCE

PART 1.2

What is a topic sentence?

What is a Topic Sentence?

An assumption that is phrased as shown in the preceding pages is called a topic sentence.

Topic Sentence: 5 PARTS

An effective topic sentence should state:

Need: State a research problem.

Beneficiary: State the beneficiary that your research will help.

Required Action: State what beneficiaries must do to solve the problem.

Solution: State the solution to the problem.

Urgency: State the limited time of the problem or solution.

Topic Sentence: BENEFICIARY

• Your topic sentence should begin with a description of your target beneficiaries.

• Do not use adjectives to describe your beneficiaries.

• Instead, use quantitative description (numbers).

Topic Sentence: REQUIRED ACTION

• The topic sentence uses the conditional “can” at the start of the beneficiary’s required action.

• This action is required for the solution to happen.

• The required action and/or expected solution should be quantitatively described.

Topic Sentence: NEED & SOLUTION

• Use the word “to” to begin the statement of the need and the proposed solution.

The Topic Sentence

• The topic sentence should mention a problem.

It should mention the beneficiary, who benefits from your proposal.

It should mention the beneficiary’s action to solve the problem.

It should mention the urgency of your proposal

One More Time...

• The topic sentence can be called assumption because it expresses an idea that is assumed (not 100% established or certain).

• The topic sentence begins by quantifying to describe the target beneficiaries.

• The topic sentence begins with the word can to state the required action.

• The topic sentence begins with the word to to state the proposed solution to the urgent need.

THE ONE-SENTENCE RESEARCH PROPOSAL

PART 1.3

What is a one-sentence research

proposal?

Rewrite the Assumption

In three weeks, I will present an English-Uzbek poster with 6 pictures that shows 6 steps for children 4 to 6 years old to follow so that they can learn how to spell 25 one-syllable English words within 3 months.

This paragraph : • Describes your action plan, • Describes your target beneficiaries and • Describes your expected results.

This is a research proposal.

What is a Research Proposal ?

A topic sentence that is revised as shown in the preceding page is called a one-sentence research proposal.

Research Proposal

State your deadline

In three weeks, I will create an English-Uzbek poster with 6 pictures that shows 6 steps for children 4 to 6 years old to follow and learn how to spell 25 three-letter English words in 3 months.

Research Proposal

State your proposed action.

In three weeks, I will present an English-Uzbek poster with 6 pictures that shows 6 steps for children 4 to 6 years old to follow so that they can learn how to spell 25 one-syllable English words within 3 months.

Research Proposal

Quantify (use numbers) to describe your output



Research Proposal

Quantify (use numbers) to describe the beneficiaries of your research.


Research Proposal

State what the beneficiaries must do.

Research Proposal

State the expected solution / the results of the beneficiary’s action.


Research Proposal

State a time limit for the problem or result.

The time limit (or urgency) should be followed by a logical, convincing explanation.


THE TARGET BENEFICIARY

PART 2.0

Image courtesy of FreeGreatPicture.com

What is a target beneficiary?

What is a Target Beneficiary?

A target beneficiary is an individual, group, entity, or situation that benefits from the proposed research.

The Target Beneficiary

1. The target beneficiary is always expressed as a noun.

2. The description of the target beneficiary begins the sentence, before the word “can”.

3. DESCRIPTION: To describe the target beneficiary, do not adjectives; use verbs or nouns instead.

4. The description indicates the urgent need or critical problem.

5. NEED or PROBLEM: To describe the target beneficiary’s need (research problem), use numbers (quantify).


The target beneficiary is a noun.



The quantative description of the target beneficiary begins the sentence, before the word “can”.


Target Beneficiary (3a)

The description indicates the urgent need or critical problem.


THIS IS NOT A PROBLEM

Target Beneficiary (3b)



THIS IS NOT A PROBLEM

Target Beneficiary (3c)


Children who cannot spell three-letter English words can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 three-letter English words in 3 months.

THIS IS A PROBLEM

Target Beneficiary (3d)


Children who cannot spell three-letter English words can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 three-letter English words in 3 months.


In the description do not use adjectives; use verbs or nouns.

Children who cannot spell simple English words can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 three-letter English words in 3 months.

THIS IS AN ADJECTIVE


The description is not an adjective; verbs/nouns are used.


THIS IS A NOUN

Target Beneficiary (5)

Quantify the need or problem.


One More Time....

1. The target beneficiary is a noun.

2. The description of the target beneficiary begins the sentence, before the word “can”.

3. The description indicates the urgent need or critical problem.

4. The description is not an adjective; verbs/nouns are used.

5. Quantify the need or problem by using numbers.

THE REQUIRED ACTION

PART 2 OF THE ASSUMPTION


Required Action (1)

1. The beneficiary must do this action to answer the need or solve the problem.

2. This part begins after the word “can”.

3. The actions are verbs about using your poster. Quantify the action and time required.

4. Quantify the parts of the poster to be used by the beneficiary: number of images, languages, contents (e. g. steps, techniques, methods, recipe, instructions)

5. The poster description should correspond to the beneficiary description or need.

Required Action (2)

The beneficiary must do this action to answer the need or solve the problem.

Children who cannot spell any three-letter English word can use an English-Uzbek poster that shows pictures of 6 steps to spell 25 three-letter English words in 3 months.

Required Action(3)

This part begins after the word can.


Required Action(4)

The actions are verbs about using your output.


CLARITY: SPECIFICITY PART 2.1


Quantify the action and time required


THIS IS ACTION ONLY

THERE IS NO QUANTITY

Target Beneficiary (3b)



USE FOR TEN MINUTES A DAY



Children who cannot spell any three-letter English word can use for 10 minutes a day an English-Uzbek poster that shows pictures of 6 steps to spell 25 three-letter English words in 3 months.

THIS IS ACTION & TIME

THERE IS A QUANTITY (NUMBER)


Quantify the parts of the poster to be used by the beneficiary: number of images, languages, contents (e. g. steps, techniques, methods, recipe, instructions)


CLARITY: CORRESPONDENCE (1) PART 2.2


The poster description should correspond to the beneficiary description or need.


NO CORRESPONDENCE

UZBEK CHILDREN



Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures of 6 steps to spell 25 three-letter English words in 3 months.

CORRESPONDENCE

CLARITY: CORRESPONDENCE (2) PART 2.3




NO CORRESPONDENCE

PICTURES AND 3-LETTER WORDS



Children who cannot spell any three-letter English word can use for 10 minutes a day an English-Uzbek poster that shows pictures and 3-letter words to learn and spell 25 three-letter English words in 3 months.

CORRESPONDENCE

CLARITY: CORRESPONDENCE (CAN YOU SOLVE THIS PROBLEM?)

PART 2.4



Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an English-Uzbek poster that shows pictures of 6 steps to spell 25 three-letter English words in 3 months.

NO CORRESPONDENCE

CLARITY: CORRESPONDENCE (SOLUTION IS ON THE NEXT SLIDE)

PART 2.4



Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words to spell 25 three-letter English words in 3 months.

CORRESPONDENCE

One More Time....

1. The beneficiary must do this action to answer the need or solve the problem.

2. This part begins after the word “can”.

3. The actions are verbs about using your poster. Quantify the action and time required.

4. Quantify the parts of the poster to be used by the beneficiary: number of images, languages, contents (e. g. steps, techniques, methods, recipe, instructions)

5. The poster description should correspond to the beneficiary description or need.

PROPOSED SOLUTION PART 3


Proposed Solution

1. This part begins after the word “to”.

2. This is a situation that meets the need or solves the problem.

3. The solution is the opposite of the problem.

4. Quantify the solution with numbers or measures.

5. Quantify the required time with numbers or measures.

6. Don’t use adjectives; use verbs/nouns

Proposed Solution (1)

This part begins after the word to.

Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words to spell 25 three-letter English words in 3 months.


Clearly state how the solution meets the need or solves the problem.

Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words so that they can spell 25 three-letter English words in 3 months.


The solution is the opposite of the problem.

Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words so that they can spell 25 three-letter English words in 3 months.


Quantify the solution with numbers or measures.

Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words so that they can spell 25 three-letter English words within three months.


Quantify the required time with numbers or measures.

Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words so that they can spell 25 three-letter English words within three months.

Proposed Solution (6a)

Don’t use adjectives to describe; use verbs, numbers, or nouns.

Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words to spell 25 simple English words within three months.

THIS IS AN ADJECTIVE

Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words to spell 25 three-letter English words within three months.

Proposed Solution (6b)

Don’t use adjectives; use verbs/nouns.

VERB/NOUN

VERB/NOUN

1. This part begins after the word “to”.

2. This is a situation that meets the need or solves the problem.

3. The solution is the opposite of the problem.

4. Quantify the solution with numbers or measures.

5. Quantify the required time with numbers or measures.

6. Don’t use adjectives; use verbs/nouns

One More Time....

EXPLORING DIFFERENT WAYS TO STATE A RESEARCH PROPOSAL

PART 4

FROM ASSUMPTION TO RESEARCH PROPOSAL

SUMMARY REVIEW:



Resarch Assumption

In 3 weeks, I will present a poster with pictures and 3-letter English words to be used by Uzbek s so that, within 3 months, they can spell at least 25 three-letter English words.

Research Proposal

THE 1X1X3 FORMULA

Part 4A: STATING A RESEARCH PROBLEM


Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words to spell 25 one-, two-, and three-letter English words within three months.

The 1x1x3 Thesis Statement

Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words to spell 25 one-, two-, and three-letter English words within three months.


1 BENEFICIARY

1 REQUIRED ACTION

3 RESULTS

OR 1 PROBLEM

OR 1 TOOL

Uzbek children who cannot spell any three-letter English word can use 10 minutes daily an Uzbek-English poster that shows pictures with words to correctly spell out 25 one letter words the 1st month; 25 two-letter words the 2nd month, and 25 three-letter words in the 3rd month.


Uzbek children who cannot spell any three-letter English word can use 10 minutes daily an Uzbek-English poster that shows pictures with words to correctly spell out 25 one letter words the 1st month; 25 two-letter words the 2nd month, and 25 three-letter words in the 3rd month.


1 BENEFICIARY

1 REQUIRED ACTION

3 RESULTS

OR 1 PROBLEM

OR 1 TOOL

THE 1X3X1 FORMULA

PART 4B: ARTICULATING A RESEARCH PROBLEM


Uzbek children who cannot spell any three-letter English word can color, cut and paste for 10 minutes a day an Uzbek-English poster that shows pictures with 3-letter words and, within three months, to correctly spell 25 3-letter words in English.


OR 1 PROBLEM

1 BENEFICIARY

3 REQUIRED ACTIONS

1 RESULT

OR 1 TOOL

Uzbek children who cannot spell any 3-letter English word can use for 10 minutes a day an Uzbek-English poster with shapes, colors, and words with three letters or less in order to correctly spell out 25 three-letter English words within 3 months.


Uzbek children who cannot spell any 3-letter English word can use for 10 minutes a day an Uzbek-English poster with shapes, colors, and words with three letters or less in order to correctly spell out 25 three-letter English words within 3 months.


1 BENEFICIARY

ACTION

1 RESULT

3 TOOLS

URGENCY OR TIME LIMIT

Uzbek children who cannot spell any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with one-, two-, and three-letter words to correclty spell out 25 English words within three weeks.


Uzbek children who cannot spell any 3-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with one-, two-, and three-letter words to correctly spell out 25 English words within three weeks.


1 BENEFICIARY

REQUIRED ACTION

1 RESULT

3 TOOLS


PROBLEM OR NEED

THE 3X1X1 FORMULA

PART 4C: PROPOSING A RESEARCH PROBLEM


Uzbek children who cannot read, spell or write any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with three-letter words to correctly spell 25 three-letter English words within three months.


Uzbek children who cannot read, spell or write any three-letter English word can use for 10 minutes a day an Uzbek-English poster that shows pictures with 3-letter words to correctly spell 25 three-letter English words within three months.


3 BENEFICIARIES

REQUIRED ACTION

1 RESULT

1 TOOL


PROBLEM OR NEED

Uzbek mothers who cannot read, write, or understand English nouns, verbs or adjectives can use for 10 minutes a day a poster with 25 pictures and names in English and in Uzbek to learn the correct spelling, pronunciation, and writing of 25 English words within 1 month.

Assumption or Thesis Statement?

Cebuano fathers, lawyers, and priests who incorrectly use hammers, saws, or pliers can watch a 10-minute Cebuano instructional video to immediately learn how to correctly use these tools.


Within 3 months, I will upload on YouTube a 10-minute Cebuano instructional video so that fathers, lawyers, and priests from Cebu who incorrectly use hammers, saws, or pliers can watch it to learn how to avoid accidents effective immediately by the correct use of these tools.


USING SOURCES URGENCY, THEORY & DETAILS


7 Tips When Using Sources: 1

Choose events, facts, and scientific reports. Avoid opinions, fiction, and biased statements.


If the article is long, add a paragraph number to the in-text citation, not to the reference.


If there is a DOI, add this to the reference list, not to the citation.


Hyperlink the citation to the corresponding entry in the reference list.


In the reference, use the short website address but hyperlink it so that the actual reference opens, not the website home page.


Always cite any borrowed idea. Use the preferred format for citations and references.

To be sure, ask your teacher or publisher for the preferred citation-reference format.


Paraphrasing is better to shorten an idea.

Quoting is better when the idea is expressed so well that you can’t improve it by rephrasing.

One More Time...

1. Choose events, facts, and scientific reports. Avoid opinions, fiction, and biased statements.

2. If the article is long, add a paragraph number to the in-text citation, not to the reference.

3. If there is a DOI, add this to the reference list, not to the citation.

4. Hyperlink the citation to the corresponding entry in the reference list.

5. In the reference, use the short website address but hyperlink it so that the actual reference opens, not the website home page.

6. Always cite any borrowed idea. Use APA-format for citations and references.

7. Paraphrasing is better to shorten an idea. Quoting is better when the idea is expressed exceedingly well.

SHORT CUTS

FROM ASSUMPTION TO ONE-SENTENCE

RESEARCH PROPOSAL

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Short Cuts: The One-Sentence Research Proposal

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