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Professor Koshnick, ENG 526 -Writing A Convincing Research Proposal

This presentation covers some of the key content of my course in Advanced Professional Writing

Damian Koshnick

on 13 October 2012

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Transcript of Professor Koshnick, ENG 526 -Writing A Convincing Research Proposal

Research proposals are not worked on in vacuums;
they are not things people do in the abstract. f. What else … must be strategically considered? 2nd step a. Materials and Participants: To what kind of materials and research participants do you (as a current), or will you (as a future) researcher have access? (cc) image by nuonsolarteam on Flickr b. Institutional Support: Do you have support? What kind? Will you have research assistants, or will you be conducting this research on your own? (cc) image by nuonsolarteam on Flickr (cc) image by nuonsolarteam on Flickr d. Methods: How much training do you have in research methods? Have you conceived of and written up a survey before? Have you conducted in-depth, qualitative interviews? With whom? Do you know what you would ask people if you had access to them and why? How do you plan on documenting and recording the information you gather? How will you store it? How will you analyze it? Etc. (cc) image by nuonsolarteam on Flickr e. Outlets and Results from Research: For whom will you be conducting this research? For what audience (academic, professional)? How much do you know about what they want and expect? What forms will your results take? How will you present them? What is the anticipated benefit for you as a _____ (name the role)? 2nd step This video offers a basic introduction to the work of the term. Please have the ENG 526 syllabus in front of you when viewing this video. Course Description: In this course you will conceptualize a research study and develop a realistic research proposal. You will learn about how and why research is often a critical part of successful participation in the professional setting. While developing a personal research agenda and a proposal that will be of value to you after the course is finished, you will also be introduced to a range of theories on research and on writing in professional settings. Put even more directly, this course in “Advanced Professional Writing” focuses on two things, one broad, the other specific: 1. You have to understand, or learn what are the nature and leading edges of the field(s), and therefore audiences, in and for which you are working: a. to what field(s), [and therefore audience(s)] does your problem correspond? b. what is assumed [by this audience] generally about the problem? c. what have they [your audience] said about this problem already? d. can you accurately describe how your perspective on the current problem fits with, or against what has been and is currently assumed, and being said? 2. Specific: Understanding what is involved in planning, conceiving, and writing up a “convincing” research proposal that fits with your own career ambitions (academic and professional) and goals. 1. Broad: Thinking about role of writing in professional settings. You have to understand the framing perspective through which you, the researcher and writer, are “selling” both yourself and the potential results of your future research. The most important word for this third realm is strategic. Are you making intentional and strategic choices about what you are proposing to do, why you are proposing to do it, and what will result? Are you being honest about your background, opportunities, access, and role(s) as a researcher? c. Time: How much time can you carve out
in a given week to do this research?
Will you be on sabbatical, or working full
time while doing this research? When can you
find time to conduct interviews, or …? (cc) image by nuonsolarteam on Flickr (cc) image by nuonsolarteam on Flickr (cc) image by nuonsolarteam on Flickr I.
G WEEK 1 / Introductions English 526 "Advanced Professional Writing Course Video #1: Introduction to English 526 WEEK 2 / Establishing Significance Professor Damian C. Koshnick / Northern Arizona University The Search for a Legitimate Research Problem This video offers several primary criteria
by which you can assess the potential
significance of a research problem. Course Video #2: CRITERIA FOR ASSESSING, “JUST WHAT IS A LEGITIMATE RESEARCH QUESTION?” I. Your Own Goals 1. Understanding your own personal interests and professional, or academic goals are critical for finding a significant research problem: a. What are you interested in personally?
What motivates you? b. What part of your life and expertise are you calling on?
Is this area something you’ve known, or worked in for years?
Or is this area something new to you and how so?
What in your background gives you some advantage
in addressing certain problems? c. but, as important, do these motivating forces
and areas of knowledge relate to, or advance your
academic, or professional standing/goals in some manner?
Can you say how? III. Role in Community II. Knowledge of Your Audience II.
G WEEK 3 "Key Moves For Writing A Research Proposal" How to Write a Research Proposal Introduction An introduction persuades readers that you, the writer(s), have thought about an interesting Problem that readers have or share with you. It may be a Problem that they have or have not given a lot of thought to. Then the introduction gives readers your best response [Main Point or Promise of a Main Point] to that Problem. If you can get the introduction right that establishes the problem and purpose of your research clearly, then you’ve done nearly all of the critical conceptual work required. Many, but certainly not all, introductions rely upon a recognizable pattern (often with some variation). Here's a common set of the elements: This element can be a snazzy quotation, an interesting anecdote, and/or important or shocking data. If you use a Prelude, make sure that it introduces some of the Key Themes for your paper. Move 4:
Main Point or Promise of a Main Point Prelude
optional Move 1: Moves For Writing a Research Proposal 3. Problem (mandatory). A Problem has two parts: 3a. Destabilizing Condition (Destabilizer, Disruption) Move 3a: Move 2: These sentences summarize what most people already think about your subject. If you're doing a research paper, here's where you briefly summarize the current opinions about your topic. Often, these sentences summarize a current debate in your field about your topic; you're about to intervene in the debate. Sometimes, this section is very condensed. Establish Common Ground This sentence (or sentences or paragraphs) names some fact or observation that just doesn't fit into the common view of the matter. It contradicts what readers might have assumed about the subject. It often begins with "But" or "However" or "Yet" or "In contrast." NOTE: The Destabilizing Condition is NOT your Main Point. This sentence (or sentences or paragraphs) explains the "So what?" of the Problem. It names consequences that might result from the destabilizing condition. Most important, it names consequences that readers care about. As the names imply, Costs are bad consequences for the reader(s), whereas Benefits are good. You can use either one or the other, or you can name both Costs and Benefits; most academic arguments tend to name Costs. Move 3b.
Costs/Benefits This sentence (or sentences) names your response to the Problem. You may be able to solve the Problem, and this sentence gives the gist of your solution. Sometimes, you won't be certain that your work represents the final solution, but you can present a new way of thinking about the Problem. The Main Point usually appears in the introduction of a paper. If you decide to withhold your Main Point until your conclusion, then you add a place-holding sentence to the end of your introduction called the Promise of a Main Point. Both the Main Point and the Promise name the major themes of the paper. Many articles and most abstracts follow the Main Point/Promise with a brief outline of the paper. three two one “How do I become a person who produces knowledge that is of value to other people?”In order to do that effectively, you have to figure out: 1. What do you know?This refers not just to knowledge, or facts, but also what are the key personal, professional, or academic experiences that have informed you about a topic, or a problem. 2. What do you want to know?How are you going to find it out? 3. Why will this (future research) be of value to others?So what?None of these questions are as easy to answer as they should be. Writing a proposal first comes from confronting the questions:
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