A presentation on how to use elements of originality when formulating a problem statement for a research proposal

1. STATEMENT OF THE RESEARCH PROBLEM – STEP # 11
SUMMARY  POINT OF ACTION  THESIS STATEMENT  RESEARCH
QUESTION  SYNTHESIS  INCREASED VALUES  UNEXPECTED
CONNECTIONS  VIABILITY  VERSATILITY  NEW USES
IF MY PROBLEM
STATEMENT HAS MORE OF
THESE, THEN IT IS MORE
ORIGINAL... YES?
Image courtesy of Mark Woodcock at www.bigfootdigital.co.uk

2. summary
The one-sentence statement of the research problem can express your original input
in seven ways:
1. Action Point – The proposal uses a new point of action in an old idea
2. Synthesis – The proposal combines parts of old ideas into a new idea
3. Increased Values – The proposal modifies an old idea so that it is more efficient,
achieves better effects or results in less time, or uses less resources or effort
4. Unexpected Connections – The proposal clearly connects seemingly unconnected
ideas to increase values, viability, versatility or new uses
•
•
•
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Viability – an idea can be completed before a deadline to achieve a specific goal
Versatility – an idea to meet a need or solve a problem can be used in many other
contexts
New uses – an idea is given new or additional uses
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3. to state or not to state
WAYS TO ACHIEVE
ORIGINALITY
OBVIOUS ORIGINALITY: Output description
may be enough to indicate originality
Action point
Synthesis
Compared to usual proposal on this topic,
this proposal focuses on....
• Christmas, Hanukah, and Deepavali, and
Ramadan greeting cards combined into one
Increased values
Unexpected
connections
NOT OBVIOUS ORIGINALITY: Original
elements may need to be explicitly stated
Compared to its original version, results of
this idea are better, faster, more effective, or
use less resources
• Pens as spoons and forks
• Discarded vegetable and fruit peel as
nutritious baby food
This idea is used for the first time in a
particular place, language, purpose, or
context
Viability [Under
increased values]
Compared to its original version, this idea is
easier or faster to complete
Versatility [Under
increased values]
Compared to its original version, this idea
can be used in many other ways such as...
New uses [Under
increased values]
• Toilet paper that can be used as bandage,
diaper, disinfectant
• Book that can be used as wallet, weapon,
shopping list, and calculator
High level of originality: An idea with more than one of these seven characteristics

4. point of action: why
The current need or problem situation is not the only point of action
where one can propose a solution. Other points of action are:
• Past – What started the problem or need?
• Present – What are the direct effects of this problem or need at
present? What are the indirect effects?
• Future – What effects or repercussions can be a result of this
need or problem situation?
Thus, an old topic can become an original topic by shifting the
proposal to a past, present, or future point.
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5. Point of Action: SUMMARY
A need or problem situation
includes three points of action:
past, present, and future.
You choose one point where your
proposed action can meet the
need or solve the problem.
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6. Point of Action: USEFULNESS 1
This is particularly important when
your topic is rejected because it
has been done before.
Your topic can be approved if it
uses a point of action that has
not been done before.
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7. Point of Action: USEFULNESS 2
This is useful when a topic is rejected
because the topic shows no target
beneficiary.
The topic can be approved if it uses a
point of action that has not been
done before, provided a target
beneficiary can be included.
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8. 5 points of action
1. Trigger Elements – The proposed idea focuses on elements that can
start an urgent need or problem situation
2. Contributing Variables - The proposed idea focuses on elements
that can complicate an urgent need or problem situation
3. Urgent Need - The proposed idea focuses on an urgent need or
problem situation at present
4. Current Effects – The proposed idea focuses on the existing effects
of an urgent need or problem situation
5. Later Effects – The proposed idea focuses on future or possible
effects of an urgent need or problem situation
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9. Point of Action: PROBLEM SITUATION
A problem situation can include five points.
WHAT
STARTED
THE
PROBLEM
WHAT
DEVELOPED
THE
PROBLEM
WHAT IS THE
PROBLEM AT
PRESENT
WHAT CAN
HAPPEN
NEXT
WHAT CAN
HAPPEN
LATER
1
2
3
4
5
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10. Point of Action: URGENT NEED
Likewise, a target need can include five points.
WHAT
STARTED
THE NEED?
WHAT
INCREASED
THE NEED?
WHAT IS THE
NEED AT
PRESENT?
WHAT CAN
HAPPEN
NEXT
WHAT CAN
HAPPEN
LATER
1
2
3
4
5
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11. Points of Action: NAMES
WHAT
STARTED IT
WHAT
DEVELOPED OR
INCREASED IT
DESCRIBE IT
AS IT IS AT
PRESENT
WHAT CAN
HAPPEN
NEXT
WHAT CAN
HAPPEN
LATER
In research language, these five points are called
TRIGGER
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CONTRIBUTING
ELEMENTS
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URGENT
NEED or
PROBLEM
SITUATION
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PRESENT
EFFECT(S)
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EFFECT(S)
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12. Explanation: TRIGGER ELEMENTS
TRIGGER
ELEMENTS
CONTRIBUTING
VARIABLES (or
URGENT NEED (or
ELEMENTS )
PROBLEM SITUATION)
CURRENT
EFFECT(S)
LATER
EFFECT(S)
The trigger
elements
start the
situation,
but require
contributing
variables to
create the
problem or
need.
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13. Explanation: CONTRIBUTING VARIABLES
TRIGGER
ELEMENTS
The trigger
elements start
the situation, but
require
contributing
variables to
create the
problem or
need.
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CONTRIBUTING
VARIABLES (or
ELEMENTS )
URGENT NEED
(or PROBLEM
SITUATION)
CURRENT
EFFECT(S)
LATER
EFFECT(S)
These
elements
add to the
triggers to
create the
problem
situation
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14. Explanation: URGENT NEED
TRIGGER
ELEMENTS
CONTRIBUTING
VARIABLES (or
The trigger
elements start
the situation, but
require
contributing
variables to
create the
problem or
need.
These elements
add to the
triggers to
create the
problem
situation
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ELEMENTS )
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URGENT NEED
(or PROBLEM
SITUATION)
CURRENT
EFFECT(S)
LATER
EFFECT(S)
This is the
urgent
need or
problem
situation
at present
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15. Explanation: CURRENT EFFECTS
TRIGGER
ELEMENTS
CONTRIBUTING
VARIABLES (or
The trigger
elements start
the situation, but
require
contributing
variables to
create the
problem or
need.
These elements
add to the
triggers to
create the
problem
situation
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ELEMENTS )
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URGENT NEED
(or PROBLEM
SITUATION)
This is the
urgent need or
problem
situation at
present
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CURRENT
EFFECT(S)
LATER
EFFECT(S)
These are
the
observable
effects of
the
problem
situation at
the time of
your
proposal.
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16. Explanation: LATER EFFECTS
TRIGGER
ELEMENTS
CONTRIBUTING
VARIABLES (or
The trigger
elements start
the situation, but
require
contributing
variables to
create the
problem or
need.
These elements
add to the
triggers to
create the
problem
situation
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ELEMENTS )
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URGENT NEED
(or PROBLEM
SITUATION)
This is the
urgent need or
problem
situation at
present
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CURRENT
EFFECT(S)
These are the
observable
effects of the
problem
situation or
need at the
time of your
proposal.
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LATER EFFECT(S)
These are
the
projected or
predicted
effects of
the need or
problem
situation if
no action is
taken.
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17. identify points of action
The points of action should be identified because:
• Clarification – Each possibility is described and clarified
• Choices – The clarification can result in a list of choices for a
research proposal
• Options – In cases where a proposal is rejected, the writer can
submit a different proposal but still stay on the same topic
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18. IDENTIFY POINTS OF ACTION
EXAMPLE 1
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19. 1: State the Preliminary Topic
A
TRIGGER
ELEMENTS
CONTRIBUTING URGENT NEED
(or PROBLEM
VARIABLES (or
SITUATION)
ELEMENTS )
CURRENT
EFFECT(S)
LATER
EFFECT(S)
1. Pregnant
college
student
2. Global
warming
3. Burning
dormitory
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20. 2: State the 1st Point of Action
1
A
CONTRIBUTING
VARIABLES (or
TRIGGER
ELEMENTS
ELEMENTS )
• Life away
from
family
• Culture
shock
URGENT NEED
(or PROBLEM
SITUATION)
CURRENT
EFFECT(S)
LATER
EFFECT(S)
1. Pregnant
college
student
2. Global
warming
3. Burning
dormitory
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21. 3: State the 2nd Point of Action
1
TRIGGER
ELEMENTS
• Life away
from
family
• Culture
shock
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2
A
CONTRIBUTING
VARIABLES (or ELEMENTS )
• Loneliness
• Lack of
information
• Lack of values
education
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URGENT NEED
(or PROBLEM
SITUATION)
CURRENT
EFFECT(S)
LATER
EFFECT(S)
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1. Pregnant
college
student
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22. 4: State the 3rd Point of Action
B
C
A
TRIGGER
ELEMENTS
CONTRIBUTING
VARIABLES (or
URGENT NEED
• Life away from
family
• Culture shock
FIRST SLIDE
ELEMENTS )
• Loneliness
• Lack of
information
• Lack of values
education
LAST SLIDE
D
E
CURRENT
EFFECT(S)
(or PROBLEM
SITUATION)
LATER
EFFECT(S)
1. Pregnant •Low grades
college
•Loss of
student
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scholarship
•Forced
marriage
•Abortion
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23. 5: State the 4th Point of Action
B
TRIGGER
ELEMENTS
• Life away from
family
• Culture shock
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C
A
CONTRIBUTING
VARIABLES (or
URGENT NEED
(or PROBLEM
SITUATION)
ELEMENTS )
• Loneliness
• Lack of
information
• Lack of values
education
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D
1. Pregnant
college
student
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E
CURRENT
EFFECT(S)
LATER EFFECT(S)
• Low grades
• Loss of
scholarship
• Forced
marriage
• Abortion
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•Single
motherhood
•Ostracism by
family or
culture
•Poor career
prospects
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24. IDENTIFY POINTS OF ACTION
EXAMPLE 2
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25. 1: State the Preliminary Topic
A
TRIGGER
ELEMENTS
CONTRIBUTING URGENT NEED
(or PROBLEM
VARIABLES (or
SITUATION)
ELEMENTS )
CURRENT
EFFECT(S)
LATER
EFFECT(S)
2. Global
warming
3. Burning
dormitory
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26. 2: State the 1st Point of Action
1
A
CONTRIBUTING
VARIABLES (or
TRIGGER
ELEMENTS
URGENT NEED
(or PROBLEM
SITUATION)
ELEMENTS )
• Factories
• Mass
media
• Advertising
CURRENT
EFFECT(S)
LATER
EFFECT(S)
2. Global
warming
3. Burning
dormitory
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27. 3: State the 2nd Point of Action
1
TRIGGER
ELEMENTS
• Factories
• Mass media
• Advertising
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2
A
CONTRIBUTING
VARIABLES
URGENT NEED
(or PROBLEM
SITUATION)
CURRENT
EFFECT(S)
LATER
EFFECT(S)
2. Global
• High
warming
carbon
production
• Consumer
culture
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28. 4: State the 3rd Point of Action
B
C
TRIGGER
ELEMENTS
CONTRIBUTING
VARIABLES (or
• Factories
• Mass media
• Advertising
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A
URGENT NEED
LAST SLIDE
2. Global
warming
END SHOW
E
CURRENT
EFFECT(S)
(or PROBLEM
SITUATION)
ELEMENTS )
• High carbon
production
• Consumer
culture
D
LATER
EFFECT(S)
• Low food
production
• Illness and
disorders
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29. 5: State the 4th Point of Action
B
TRIGGER
ELEMENTS
C
CONTRIBUTING
VARIABLES (or
ELEMENTS )
• Factories
• High carbon
• Mass
production
media
• Consumer
• Advertising
culture
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A
LAST SLIDE
D
URGENT NEED
(or PROBLEM
SITUATION)
2. Global
warming
END SHOW
E
CURRENT
EFFECT(S)
• Low food
production
• Illness and
disorders
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LATER EFFECT(S)
• Cities
covered by
sea water
• Planet
unfit for
human life
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30. IDENTIFY POINTS OF ACTION
EXAMPLE 3
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31. 1: State the Preliminary Topic
A
TRIGGER
ELEMENTS
CONTRIBUTING URGENT NEED
(or PROBLEM
VARIABLES (or
SITUATION)
ELEMENTS )
CURRENT
EFFECT(S)
LATER
EFFECT(S)
3. Burning
dormitory
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32. 2: State the 1st Point of Action
1
TRIGGER
ELEMENTS
A
CONTRIBUTING
VARIABLES
• Bad
canteen
food
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URGENT NEED
(or PROBLEM
SITUATION)
CURRENT
EFFECT(S)
LATER
EFFECT(S)
3. Burning
dormitory
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LAST VIEWED
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33. 3: State the 2nd Point of Action
1
TRIGGER
ELEMENTS
• Bad
canteen
food
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2
A
CONTRIBUTING
VARIABLES
URGENT NEED
(or PROBLEM
SITUATION)
CURRENT
EFFECT(S)
LATER
EFFECT(S)
• Lack of food 3. Burning
choices
dormitory
• Lack of
information
about safe
cooking
practices
• Students
cooking in
bedrooms
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34. 4: State the 3rd Point of Action
B
TRIGGER
ELEMENTS
C
CONTRIBUTING
VARIABLES
• Bad canteen • Lack of food
food
choices
• Lack of
information
about safe
cooking
practices
• Students
cooking in
bedrooms
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A
LAST SLIDE
D
URGENT NEED
CURRENT
EFFECT(S)
(or PROBLEM
SITUATION)
3. Burning
dormitory
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E
LATER
EFFECT(S)
• Loss of
property
• Disruption of
learning
• Increased
management
expenses
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35. 5: State the 4th Point of Action
B
TRIGGER
ELEMENTS
• Bad
canteen
food
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C
A
D
CONTRIBUTING
VARIABLES
URGENT NEED
• Lack of food
choices
• Lack of
information
about safe
cooking
practices
• Students
cooking in
bedrooms
3. Burning
dormitory
LAST SLIDE
(or PROBLEM
SITUATION)
END SHOW
E
CURRENT
EFFECT(S)
• Loss of
property
• Disruption
of learning
• Increased
management
expenses
PREVIOUS SLIDE
LATER EFFECT(S)
• More rules
to follow
• More
clever ways
of secret
cooking
•School can
be shut
down
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36. identify potential proposals
In the process of identifying potential proposals,
two other steps can be completed:
1.The Thesis Statement
2.The Research Question
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37. Potential Proposal: Point 1
1. State an urgent need that can be met by a research paper.
(1) Use a VERB. (2) Use a NOUN. (3) Specify BENEFICIARIES. (4) Don’t use adjectives.
TRIGGER
CONTRIBUTING
ELEMENTS (or
VARIABLES)
DIRECT (or
INDIRECT (or
(or PROBLEM
SITUATION)
IMMEDIATE)
EFFECT(S)
LONG-TERM)
EFFECT(S)
URGENT NEED
• Life away from
family
• Culture shock
1. Loneliness
2. Lack of
information
3. Lack of values
education
1. Pregnant
college
student
• Low grades
• Loss of
scholarship
• Forced marriage
• Abortion of the
fetus
• Single
motherhood
• Ostracism by
family or culture
• Poor career
prospects
B
C
A
D
E
VERB
NOUN
Specific
target
beneficiaries
NEED:
Prevent
pregnancy
among
college
students in
AIT Morocco
CHECK: (1) Is there a verb? (2) Is there a noun? (3) Is this an approved research area? (4) Remove all adjectives.
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38. WHY NO ADJECTIVES
A research paper must be written in an
academic tone; objective language must be
used.
Objective language requires that a topic must be
measurable (can be measured) or quantifiable
(can be counted).
Many adjectives and adverbs are impossible to
quantify or to measure.
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39. WHY NO ADJECTIVES
Adjectives and adverbs are difficult to quantify
or to measure. They can be subjective.
Verbs and nouns can be measured. They can be
objective.
SUBJECTIVE LANGUAGE
OBJECTIVE LANGUAGE: Measurable or countable ideas
They work hard.
They work 10 hours a day.
They work very hard.
They work 22 hours a day.
It is difficult to
memorize 400 words a
day.
Memorizing 400 words per day means
memorizing about 17 words per hour or at least
one word every three minutes.
This is a complicated
solution.
This solution requires 14 steps, with an average
of 10 elements per step.
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40. Potential Proposal: Point 2
2. State actions that can address contributing variables.
TRIGGER
CONTRIBUTING
VARIABLES (or
ELEMENTS)
•Life away from 11.Loneliness
family
22.Lack of
•Culture shock
information
33.Lack of
values
education
B
C
11.Provide peer
support
22.Create sex
education
poster
33.Create values
education
poster
URGENT NEED
(or PROBLEM
SITUATION)
DIRECT (or
INDIRECT (or
IMMEDIATE)
EFFECT(S)
LONG-TERM)
EFFECT(S)
1. Pregnant
•Low grades
college student •Loss of
scholarship
•Forced
marriage
•Abortion of
the fetus
A
•Single
motherhood
•Ostracism by
family or
culture
•Poor career
prospects
D
E
NEED:
Prevent
pregnancy
among
college
students in
AIT Morocco
CHECK: (1) Can the action address the need? (2) Can you complete this action before deadline?
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41. Potential Proposal: Point 3
3. State possible actions that can address the triggers.
CONTRIBUTING
ELEMENTS (or
TRIGGER
VARIABLES)
11.Life away
1.Loneliness
from family
2.Lack of
information
22.Culture shock
3.Lack of
values
education
B
11.Create a
family
atmosphere
on campus
22.Create poster
of cultural
adjustment
techniques
C
1.Provide peer
X
support
2.Create sex

education
poster
3.Create values

education
poster
URGENT NEED
(or PROBLEM
SITUATION)
DIRECT (or
INDIRECT (or
IMMEDIATE)
EFFECT(S)
LONG-TERM)
EFFECT(S)
1. Pregnant
•Low grades
college student •Loss of
scholarship
•Forced
marriage
•Abortion of
the fetus
A
•Single
motherhood
•Ostracism by
family or
culture
•Poor career
prospects
D
E
NEED:
Prevent
pregnancy
among
college
students in
AIT Morocco
CHECK: (1) Can the action address the need? (2) Can you complete this action before deadline?
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42. Potential Proposal: Point 4
4. State possible actions that can address the immediate effects.
CONTRIBUTING
ELEMENTS (or
TRIGGER
VARIABLES)
•Life away from 1.Loneliness
family
2.Lack of
•Culture shock
information
3.Lack of
values
education
B
X1.Create a
family
atmosphere
on campus
2.Create poster
of cultural
adjustment
techniques
C
1.Provide peer
X
support
2.Create sex

education
poster
3.Create values

education
poster
URGENT NEED
(or PROBLEM
SITUATION)
DIRECT (or
INDIRECT (or
IMMEDIATE)
EFFECT(S)
LONG-TERM)
EFFECT(S)
1. Pregnant
11.Low grades
college student 22.Loss of
scholarship
3.Forced
marriage
44.Abortion of
the fetus
A
NEED:
Prevent
pregnancy
among
college
students in
AIT Morocco
1.Single
motherhood
2.Ostracism by
family or
culture
3.Poor career
prospects
D
11.Offer study
tutorials
22.Find online
other
scholarships
43.Create antiabortion
posters
E
CHECK: (1) Can the action address the need? (2) Can you complete this action before deadline?
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43. Potential Proposal: Point 5
5. State possible actions that can address the long-term effects
TRIGGER
CONTRIBUTING
ELEMENTS (or
VARIABLES)
•Life away from 1.Loneliness
family
2.Lack of
•Culture shock
information
3.Lack of
values
education
B
1.Create a
X
family
atmosphere
on campus
2.Create a

cultural
adjustment
techniques
poster
C
1.Provide peer
X
support
2.Create a sex

education
poster
3.Create a

values
education
poster
URGENT NEED
(or PROBLEM
SITUATION)
DIRECT (or
INDIRECT (or
IMMEDIATE)
EFFECT(S)
LONG-TERM)
EFFECT(S)
1.Low grades
1. Pregnant
college student 2.Loss of
scholarship
3.Forced
marriage
4.Abortion
A
D
NEED:
X1.Provide
tutorials
Prevent
X2.Find
pregnancy
alternative
among
scholarships
college
3.Create anti
students in
abortion
AIT Morocco
posters
1.Single
1
motherhood
2
2.Ostracism by
family or
culture
3.Poor career
prospects
E
11.Create a
skills poster
for single
mothers
22.Create an
ostracism
skills poster
for single
mothers
CHECK: (1) Can the action address the need? (2) Can you complete this action before deadline?
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44. Choose Your Proposal
If possible choose one with (1) the most direct effects (2) the most preventive effects (3) the most long-term effects
TRIGGER
CONTRIBUTING
ELEMENTS (or
VARIABLES)
•Life away from 1.Loneliness
family
2.Lack of
•Culture shock
information
3.Lack of
values
education
B
1.Create a
X
family
atmosphere
on campus
2.Create a

cultural
adjustment
techniques
poster
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C
1.Provide peer
X
support
2.Create a sex

education
poster
3.Create a

values
education
poster
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URGENT NEED
(or PROBLEM
SITUATION)
DIRECT (or
INDIRECT (or
IMMEDIATE)
EFFECT(S)
LONG-TERM)
EFFECT(S)
1.Low grades
1. Pregnant
college student 2.Loss of
scholarship
3.Forced
marriage
4.Abortion
A
NEED:
Prevent
pregnancy
among
college
students in
AIT Morocco
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D
X1.Provide
tutorials
X2.Find
alternative
scholarships
3.Create anti
abortion
posters
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1.Single
motherhood
2.Ostracism by
family or
culture
3.Poor career
prospects
E
1.Create a

skills poster
for single
mothers
2.Create a

skills poster
for single
mothers who
are
ostracized
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45. Potential Proposals
1. Create a cultural adjustment techniques
poster
2. Create a sex education poster
3. Create a values education poster
4. Create an abortion information poster
5. Create a skills poster for single mothers
6. Create a skills poster for single mothers who
are ostracized
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46. objective selection
Compared to arbitrary selection (selection based on chance, whim
or personal choice) objectivity is a more respected method in
academia as it shows a disciplined mind and a replicable process.
1. One way is to choose a proposal or topic according to rank
of projected effects.
2. Another way is to choose a proposal or topic according to
viability.
3. You can choose in other ways by using the same 3-step
procedure
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47. Top Three Proposals: Choose One
Based on an objective assessment of the
possible points of action for this topic, the
proposed action can be:
1. Create a cultural shock coping poster for
boys & girls (15/15 points)
2. Create a values education poster for girls
and boys (15/12 points)
3. Create a help poster for ostracized single
mothers (15/10 points)
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48. Selection by Projected Effects
Ranking of Effects of Proposed Actions
A
B
C
Total
1. Create a cultural adjustment techniques poster for girls
2. Create a sex education poster for girls
3. Create a values education poster for girls and boys
4. Create an abortion information poster for girls and boys
5. Create a coping skills poster for single mothers
6. Create a help poster for ostracized single mothers
CREATE A SCORING MATRIX
SPECIFY THE ASSESSMENT AREAS
Scoring
Descriptive Value
5 points
Most effective
4 points
Above average effectiveness
A
Direct effects
3 points
Average effectiveness
B
Preventive effects
2 points
Below average effectiveness
C
Long-term effects
1 points
Least effective
0 point
No effectiveness
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Assessment Descriptive Value
Areas
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49. Selection by Viability
Ranking of Viability of Proposed Actions
A B
C
D
Total
1. Create a cultural shock coping poster for boys & girls
2. Create a sex education poster for girls
3. Create a values education poster for girls and boys
4. Create an abortion information poster for girls and boys
5. Create a coping skills poster for single mothers
6. Create a help poster for ostracized single mothers
CREATE A SCORING MATRIX
SPECIFY THE ASSESSMENT AREAS
Scoring
Descriptive Value
5 points
Most effective
4 points
Above average effectiveness
A
Availability of text
3 points
Average effectiveness
B
Availability of graphics
2 points
Below average effectiveness
C
Design simplicity
D
Cultural acceptability
Assessment Descriptive Value
Areas
1 points Least effective
0 point
No effectiveness
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50. problem statement
A one-sentence problem statement tells the reader
•
•
•
•
What the writer intends to do or produce in how much time
On what topic to solve what specific problem
Who specifically benefits from the proposal
What original elements are used and with what theoretical support
An original statement can prove that the writer is able to communicate
clearly and to use the highest levels of cognitive thought (Bloom, 1956).
A clear problem statement ensures that the later part of the research
process are easier and faster. This is essential when there is limited time for
completing a research proposal or paper.
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51. One-sentence Problem Statement 1/3
This is a proposal to create a poster for
male and female students in AIT
Morocco showing 15 pictures with
English text on how to cope with culture
shock, with the aim of preventing
student pregnancies in the school.
POOR: The reader may not see a clear connection between
culture shock and pregnancy.
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52. One-sentence Problem Statement 2/3
To help prevent unwanted pregnancies in
AIT Morocco, this writer proposes to
create in three days an A3-sized colored
poster with 15 pictures and English text
to illustrate the 15 most universal moral
values.
GOOD: The reader may see a clear connection between universal
moral values and unwanted pregnancies. The proposed action
specifies time and product. The product can be visualized by
the reader.
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53. One-sentence Problem Statement 3/3
To help prevent unwanted pregnancies in AIT
Morocco, this paper proposes to present in 2
weeks an A4-sized colored handbill with 10
pictures and English-French text to show 10
ways – which are difficult - for ostracized
single mothers to continue their education.
VERY GOOD: A reader can see a connection between difficult
futures and preventing unwanted pregnancies. The proposal
specifies action, timeframe and output. The product can be
visualized in the reader’s mind.
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54. thesis statement
A thesis statement is not a conclusion. It is not a
statement that is clearly true or clearly false. It is not a
universal truth.
A thesis statement is a debatable idea: it can be
true or false. It is the main idea that will be proved or
disproved in the proposed research paper.
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55. The Thesis Statement
The topic sentence is a statement of
your point of action.
This is that point where the proposed
action intends to meet a target need
or solve a target problem.
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56. The Thesis Statement
First, you must identify all points of
action in your proposal.
Then, you identify potential proposals.
When your begin to identify potential
proposals, the thesis statement is
born.
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57. Thesis Statement 1/3
Student pregnancies in AIT Morocco can
be avoided by showing 15 pictures with
English text on how to cope with culture
shock.
POOR: The reader may not see a clear connection between
culture shock and pregnancy.
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58. Thesis Statement 2/3
Student pregnancies in AIT Morocco can
be avoided by displaying A3-sized
colored posters with 15 pictures and
English text to illustrate the 15 most
universal moral values.
GOOD: The reader may see a clear connection between universal
moral values and unwanted pregnancies. The product can be
visualized by the reader.
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59. Thesis Statement 3/3
Student pregnancies in AIT Morocco can be
avoided by distributing A4-sized colored
handbills with 10 pictures and English-French
text to show 10 difficult ways for ostracized
single mothers to continue their education.
VERY GOOD: A reader can see a connection between difficult
futures and preventing unwanted pregnancies. The product
can be visualized in the reader’s mind.
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60. research question
A thesis statement is a debatable idea that
can be true or false. Its is the main idea that can
be proved or disproved in the proposal. It can be
a statement or a question.
When a thesis statement is stated as a
question, it can be called a Research Question.
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61. Research Question 1/3
Can student pregnancies in AIT Morocco
be avoided by showing 15 pictures with
English text on how to cope with culture
shock?
GOOD: The reader may not see a clear connection between
culture shock and pregnancy. This question can help the
reader see that connection.
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62. Research Question 2/3
Can student pregnancies in AIT Morocco
be avoided by displaying A3-sized
colored posters with 15 pictures and
English text to illustrate the 15 most
universal moral values?
GOOD: This question can help the reader understand the
connection between universal moral values and unwanted
pregnancies. The product can be visualized by the reader.
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63. Research Question 3/3
Can student pregnancies in AIT Morocco be
avoided by distributing A4-sized colored
handbills with 10 pictures and English-French
text to show 10 difficult ways for ostracized
single mothers to continue their education?
VERY GOOD: This question can help the reader understand the
connection between difficult futures and preventing
unwanted pregnancies. The product can be visualized in the
reader’s mind.
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64. Research Question 4
What can best help prevent student pregnancies in AIT
Morocco?
A. A poster for male and female students in AIT Morocco
showing 15 pictures with English text on how to cope with
culture shock
B. An A3-sized colored poster with 15 pictures and English
text to illustrate the 15 most universal moral values
C. A4-sized colored handbills with 10 pictures and EnglishFrench text to show 10 difficult ways for ostracized single
mothers to continue their education
D. A combination of ___ and ___
E. Other: _____________________________________
EXCELLENT: A reader can see that a survey will be used as an objective method to
identify the most effective method. Survey respondents can create other
options.
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65. synthesis
Another way of saying synthesis is “successful combination”
• Synthesis –The proposal combines old ideas into a new idea
• Parts – The synthesis can be only parts of different ideas; it can
be entire or whole ideas combined.
• Viable synthesis – The synthesis should be successful. That
means that the combination should work, should be effective
in solving the problem situation or meeting the urgent need.
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66. Summary: SYNTHESIS
A problem statement can be original when
synthesis is used. Synthesis is when ideas (or
parts of ideas) are combined into something new.
The synthesized idea should solve a problem
situation or meet an urgent need.
The idea should be viable; it can can be
successfully completed within a specific or limited
time and with specific or limited resources.
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67. Example
Synthesis is when you combine
elements or parts of elements to
create something new (See
Unexpected connections).
Image courtesy of weheartit.com.
Image courtesy of Andrew Kelsall at www.designsoak.com.
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Image courtesy of Andrew Kelsall at www.designsoak.com.
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68. Example: Synthesis
TOPIC
BENEFICIARIES
malnourished
infants in
Somaliland
URGENT NEED
minimize infant
mortality rate
REQUIREMENT
provide alternative
nourishment
immediately
failing high school pass a test in
chemistry students Chemistry 101
in Agdao
local financing
for moringa
feeding and
planting
programs
memorize the entire
periodic table of
chemical elements in
seven days
low-vocabulary
AiU scholars in the
BSBF program
INPUT
get a 100% score in
Academic Word List
tests in 10 weeks
increase grades
of essays and
research papers
Synthesis: Combine ideas or parts of ideas to create
something new
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69. Example: SYNTHESIS
Local financing for planting programs and regular feeding of
nursing mothers and infants with moringa powder
Synthesis: This proposal combines the concept of local financing
with the ideas of moringa cultivation.
Rationale: Local financing can help villagers avoid state corruption.
Local cultivation can create a year-round supply of moringa
powder, which has been proven to lower infant mortality
(www.moringanews.org/documents/Nutrition.pdf).
Original Input: While the concept has been successfully
implemented in other places, it has not been proposed for the
target beneficiaries of this study. Information posters and
instruction leaflets in English and in the local language will be
designed.
Rating: Good synthesis of different ideas
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70. Search Keywords
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71. increased values
Increased values – an old idea but with better
efficiency, better effects or results in shorter time, and
using less resources or less effort.
The writer must say and prove that, compared to its
original version, results of this idea are better, faster,
more effective, or use less resources or effort.
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72. Example: Increased Values
TOPIC
BENEFICIARIES
URGENT NEED
REQUIREMENT
INPUT
malnourished
infants in
Somaliland
minimize infant
mortality rate
provide alternative
nourishment
immediately
local financing for
moringa feeding and
planting programs
failing high school
chemistry
students in Agdao
pass a test in
Chemistry 101
memorize the entire
periodic table of
chemical elements
in seven days
Use shouting as a
strategy to
accurately
remember 20
names of
scientific
elements per
hour
low-vocabulary
AiU scholars in the
BSBF program
increase grades
of essays and
research papers
get a 100% score in
Academic Word List
tests in 10 weeks
Increased Values: More or better results can be
achieved within a shorter time
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73. Example: INCREASED VALUES
Use of repeated shouting as a strategy to accurately
remember 20 names of scientific elements per hour
Synthesis for Increased Values: This proposal combines the concept of
repeated shouting with the idea of memorization. This proposal
increases the value of the memorization technique, and the value
of shouting.
Rationale: The target location includes uninhabited open fields where
repeated shouting can be practiced. Repetition and loud volume
can help students memorize scientific information. Theory support:
Spaced repetition (http://en.wikipedia.org/wiki/Spaced_repetition)
Original Input: While the concept has been successfully implemented
in other places, it has never been used in the location of the target
beneficiaries. An instruction poster will be designed for student
use.
Rating: Very good theory support (See How to Use Theory)
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74. Search Keywords
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75. unexpected connections
Unexpected connections – the proposed idea clearly
connects seemingly unconnected ideas to increase values,
viability, or versatility
The writer must say and prove that, this idea is used
for the first time in a particular place, language, purpose,
or context (first time in Aiu, first time in Bahasa Indonesia, first time used to
solve a hygiene problem, first time used in international context)
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76. Example: Unexpected Connections
TOPIC
BENEFICIARIES
URGENT NEED
REQUIREMENT
INPUT
malnourished
infants in
Somaliland
minimize infant
mortality rate
provide alternative
nourishment
immediately
financing for moringa
feeding and planting
programs
failing high school
chemistry students
in Agdao
pass a test in
Chemistry 101
memorize the
entire periodic
table of chemical
elements in seven
days
Use shouting as a strategy
to accurately remember
20 elements per hour
low-vocabulary AiU
scholars in the
BSBF program
increase grades
of essays and
research papers
get a 100% score in
an Academic Word
List (AWL ) test
within 10 weeks
Assign each
student to create
within one week
one test with
indigenous pictures
Unexpected connections: Show clear connections
between elements that seem to be unconnected
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77. Example: UNEXPECTED CONNECTION
Assign each student to create one Academic Word List
test in one week, using indigenous pictures
Synthesis with Unexpected Connections: This proposal combines the ideas of
learning by teaching others and of native language as a learning strategy.
It is not expected for students to create tests or exam questions, or to use
indigenous materials such as pictures in creating tests.
Rationale: Learning by teaching others is said to result in 95% retention of
information (www.psychotactics.com/blog/art-retain-learning/) while
bilingual ESL strategies are accepted practices
(www.cal.org/resources/digest/rennie01.html).
Original Input: Unlike bilingual strategies, this proposal uses only homeculture images to help learn new words. This, and the idea of students
creating tests, have never been used in AiU. An instruction poster will be
designed for student use.
Rating: Excellent. Both ideas are supported by theory.
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78. Search Keywords
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79. viability
Viability – an idea can be completed before a deadline
to achieve a specific goal
On the other hand, increased viability can be stated as:
“Compared to its original version, this idea is easier (or
faster) to complete.” The writer must then show details to
prove or support this statement.
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80. Example: Viability
TOPIC
BENEFICIARIES URGENT NEED
REQUIREMENT
INPUT
malnourished
infants in
Somaliland
minimize infant
mortality rate
provide
alternative
nourishment
immediately
I will submit in 3 days a draft of
a promotion poster for local
financing of moringa feeding &
planting programs
failing high
school chemistry
students in
Agdao
pass a test in
Chemistry 101
memorize the
entire periodic
table of chemical
elements in seven
days
I will present in 7 days an
instruction poster that shows
how to use repeated shouting
to memorize information
low-vocabulary
AiU scholars in
the BSBF
program
increase grades
of essays and
research papers
get a 100% score
in an Academic
Word List (AWL )
test within 10
weeks
In 2 weeks, I can create an
information poster that shows
why students who create a test
with pictures can pass that test.
Viability: That something can be successfully completed
within a specific and limited time and resources
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81. application flexibility
Application flexibility, versatility, or universality – an
idea that is proposed to meet a specific need or solve a
particular problem situation can be used in many other
contexts.
The writer might state and prove it: “Compared to its
original version, this idea can be used in many other ways
such as....” The writer must then show details to prove or
support this statement.
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82. new uses
New Uses– an idea that is used for specific needs or
particular problem situation is proposed to be used in
new ways.
The writer might state and prove it: “This idea, usually
used for... can be used effectively other ways such as....”
The writer must then show details to prove or support
this statement.
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83. STATEMENT OF THE RESEARCH PROBLEM – STEP # 11
SUMMARY  POINT OF ACTION  THESIS STATEMENT  RESEARCH
QUESTION  SYNTHESIS  INCREASED VALUES  UNEXPECTED
CONNECTIONS  VIABILITY  VERSATILITY  NEW USES
MY PROBLEM STATEMENT
HAS MORE OF THESE, SO
MY THESIS STATEMENT
AND RESEARCH QUESTION
ARE MORE ORIGINAL... YES!
Image courtesy of www.scholarshipscouts.org

84. END OF PRESENTATION
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THANK YOU
Concepts used in this presentation are from various online sources. No copyright infringement intended.