Monday, July 31, 2000

Research Pitches & Proposals



Topic selection
Choose a topic that fits the scope of your assignment. Too broad and you will never be able to adequately deal with the real issues. Too narrow and you will end up repeating yourself endlessly. Look for these in your Wikipedia article:

  • articles with 20-80 references.
  • articles 3-10 pages long (excluding references).

Pitches
A pitch a very short (2-3 sentences) way of convincing someone that you should be allowed to pursue a project. Your pitch should talk about:

  • what aspects interests you about this topic
  • why this topic is important (or why more research needs to be done on it).

Example: Space elevators provide a way to reach space for a fraction of the current cost. Space elevators will further the cause of space exploration, and provide a way for everyday citizens to reach the stars.

Proposals
A proposal informs the reader of a specific topic, illustrates the writer’s expertise, and illuminates the issues surrounding the topic. Include the following parts in your proposal:

  • Background: Introduce the topic by hitting the major points.
  • Expertise: Go in-depth, demonstrating a thorough knowledge. Detail specific aspects, and why they’re important.
  • Issues: What are the different sides (more than two!)? What does each side want, and why? What are the stakes? What happens if a side doesn’t see success for their view?
  • Works Cited: Cite your sources as instructed.

The Realities of a Space Elevator (Example Proposal, yes, you must create a title)


            The concept of a space elevator was first proposed in 1895 by Konstantin Tsiolkovsky as a structure like the Eiffel Tower. The idea underwent a radical change in 1959 when Yuri N. Artsutanov proposed a counterweighted cable design. This changes the concept from a compression structure—like most buildings—to a tethered structure—-like a taut rope. Rockets currently cost from $4,300/kg to $40,000/kg per launch, whereas the predicted cost of a space elevator would be $220/kg (“Space Elevator”).
            The main construction problem of the elevator has always been the material. Up until the recent inventions of carbon nanotubes and the stronger diamond nanothreads, no material has been able to bear the weight of the cable itself. The cable will need to “reach a geostationary altitude of 35,786 km (22,236 mi)” (“Space Elevator”)—roughly a trip around the world—without snapping. Longer cables have also been proposed to aid in deep space exploration.
Not only must the cable bear its own weight, it must bear the weight of the elevator car (called a climber) as well. These climbers will be quite large and heavy as they have to transport equipment as well as people, be able to make the climb in a reasonable amount of time, and have the power to make the climb. Unlike a normal elevator ride, a climber traveling “at the speed of a very fast car or train of 300 km/h (190 mph) it will take about 5 days to climb to geosynchronous orbit” (“Space Elevator”). Climbers will also need an efficient power source to make the journey
            Space elevators must also have mechanisms in place to deal with potentially catastrophic events such as: weather, satellites, corrosion, radiation, and vibration, just to name a few (“Space Elevator Safety”). Mechanisms such as these add complexity to an already complicated project, and a failure at any point will likely destroy the entire elevator, resulting in the loss of the financial and time investment, the services of the elevator as a way of reaching orbit, and human lives.
Many challenges surround this technology, all of which prove a barrier to it ever being developed. With concerns of the cost of development, safety, legal implications, and military considerations, space elevators have a lot to overcome. Politicians don’t consider it a practical consideration especially with legal and international concerns. Scientists think it is the only practical consideration given the prohibitive costs of rockets. The general public considers the elevator a waste of money given the huge initial cost. The public’s growing disinterest in all things space related also means that expensive rockets will also be cut, so the long-term cost savings doesn’t matter to them. But there is a reality to consider. Consumer electronics have a growing dependency on satellite connectivity, so a low-cost option is necessary for the future. The public and politicians will need to find common ground with the scientists’ desire for space exploration at a reasonable cost. The space elevator may be humanity’s next great construction project, like the pyramids or the Colosseum.

Works Cited (this will be on a separate page for your proposal)

MLA

MLA
            When you use research, it must be cited so the reader can verify your information or follow-up to learn more. The format you use to cite is called a citation style. This handout covers MLA style, but different disciplines use different styles such as APA, Chicago, AP, or others.
  • Each kind of source has a specific format (requiring different information).
    • Consult a style guide or web page for the full list of kinds of sources.
    • If you don’t have all the required info, re-evaluate the source (it may not be reputable).
Warning! An in-text citation must have a corresponding entry in a Works Cited page and vice-versa.
 Works Cited
  • Titled: Works Cited (centered). Goes at the end of essay, listing all the sources you used.
  • All sources must be listed alphabetically by the first letter of the citation.
    • Never use numbers or bullet points.
    • Works Cited page is always double spaced, don’t skip lines.
    • Use hanging indents for sources longer than one line (Google Search: Hanging Indents).
    • Every comma, colon, and period (, : .) count. Put them in.
  • You have to play detective to find all the required information
    • Look at title pages of books, the bottom of web pages, library databases, etc.
Example formats
Legend: Author Article Title Publisher Place Date Written Pages Medium Access
 Book
Bradbury, Ray. Fahrenheit 451. New York: Simon & Schuster, 2013. Print.
Bradbury, Ray. Fahrenheit 451. New York: Simon & Schuster, 2013. Print.
 Newspaper
Williams, Alex. “Quality Time, Redefined.” The New York Times. New York Times. 1 May 2011. ST1+. Web. 25 July 2015.
Williams, Alex. “Quality Time, Redefined.” The New York Times. New York Times. 1 May 2011. ST1+. Web. 25 July 2015.
In-Text Citations
  • Always use after a quote or paraphrase from a source (right after or before the end of the sentence).
  • Put them in parentheses as part of your sentence (period goes after).
  • Do not put a comma (,) between the author (or title) and the page number (Bradbury 42).
    • Use only the author for an electronic or internet source (Williams).
Examples
  • “[The mean streets] [are] not a very fragrant world, but it is the world [people] live in” (Chandler).
  • Concepts of law and order are highly-touted by people in the world, but seldom practiced (Chandler).
Tips
  • Use a citation generator such as Son of Citation Machine, Noodle Tools, bibme, or MS Word.
    • ALWAYS verify the format of generators. They can make mistakes!
    • Use the generator’s export function. Copy and pasting can mess up the format.
Resources
MLA Formatting and Style Guide”. Purdue OWL. Purdue University. Web. 25 July 2015.
MLA Citation Guide”. Bibme.org. Bibme.org. Web. 25 July 2015.
Example works cited format

Annotated Bibliography

Annotated Bibliographies[1]

An annotated bibliography is a Works Cited page that includes an annotation—a brief (150+ words) descriptive and evaluative paragraph. Annotations inform readers of the relevance and quality of cited sources.

1)      Create a Works Cited entry in MLA format.

2)      In a new paragraph, summarize the central theme and scope of the book or article.

a)      Include all relevant people and entities, describing their roles.

b)      Include details, statistics, and conclusions.

3)      Include one or more sentences on any of the following:

a)      evaluate the authority or background of the author

b)      comment on the intended audience

c)      compare or contrast this work with another you have cited

d)      explain how this work illuminates your bibliography topic.

Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review 51.4 (1986): 541-554. Print.

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living. The article is aimed primarily at sociologists; however the language and material are explained to make it accessible to those without a deep background in sociology.



[1] Modified with permission from Olin Library Reference, Research & Learning Services, Cornell University Library, Ithaca, NY, USA

Web Page Anatomy


Sunday, July 23, 2000

Curriculum Vita

Andrew Adams

Email: a3prof@gmail.com


Education
Middlebury College, Middlebury, VT
Summer 2004 – Summer 2007

Master of Arts degree in English Literature
July 2007


Arizona State University, Tempe, AZ
Fall 1998 - Spring 2005

Bachelor of Arts degree in Political Science
December 2005

Bachelor of Arts degree in English
May 2001

Bachelor of Arts degree in History
May 2001


Related Experience
Freelance Blogger                                                                                                  July 2015-Present
     Writing articles dealing with mythology in film and television for CriminalElement.com
Adjunct Faculty, Mesa Community College                                                       August 2015-Present
     Taught classes in First-Year Composition (Eng 102) and World Mythology.
Adjunct Faculty, Phoenix College
January 2009-Present

     Taught classes in First-Year Composition (Eng 101, Eng 102), World Mythology (Enh 251), and Creative Writing (Crw 150).
Adjunct Faculty, Chandler-Gilbert College
August 2010-2012

     Taught classes in First-Year Composition (Eng 102).
Workshop: Climb to Publishing, Phoenix College
December 2010

     A workshop designed to aid creative writers on the path to commercial publishing.
Consultant: SLOAC, Chandler-Gilbert College
Fall 2010-Present

     Designed a database and reporting spreadsheet for student assessments.

Tutor: Phoenix College Success Center
August 2008-May 2009

     Tutoring includes analysis of clients' written materials for errors in grammar, style, content, and adherence to assignment objectives. Range of position includes analysis papers, engineering projects, resumes, letters of intent, applications, and other types of formalized writing; clients were from all academic disciplines, and required familiarity with MLA, APA, Chicago, and variations thereof. Tutoring also includes ESL skills to accommodate clients of different ethnic backgrounds including: Latin American, European, Asian, Southeast Asian, African, Middle Eastern, and others. Clients come in with a range of needs from basic reading and grammar skills to written literary analyses.
     Tutoring at Phoenix College focuses on many of the same aspects as did the position at ASU, but more importance is placed on ESL tutoring, which encompasses the majority of the clientele.

Proofreader: Rio Salado College
December 2005-June 2006

     The proofreader is responsible for proofing, after edits are made, all courses at the college to make sure the transition from printed documents to an online format is smooth and free from errors. Proofing was for grammatical errors and to verify technical aspects of courses (links, media, etc.) functioned as required. The proofreader is also responsible for directly editing course examinations for grammatical consistency, formatting, and point values. Effective proofreading requires thorough knowledge of proofreading and copyediting symbols and styles to mark materials for correction.

ASU Writing Center Co-Coordinator
January 2004-June 2004

     Co-Coordinator duties include assigning tutor schedules, overseeing day-to-day operations of the Writing Center, handle problems that arise, author Writing Center handouts, conduct meetings, and assist Writing Center Director in setting Writing Center policies. The Co-Coordinator also had duties as a teaching assistant for the tutor certification class WAC 294, which included: providing general assistance to instructor, preparing and giving lessons, relating tutoring experiences with students, and observing students in practice tutorials.

ASU Writing Center Tutor
January 2001-June 2004

     Tutoring includes analysis of clients' written materials for errors in grammar, style, content, and adherence to assignment objectives. Range of position includes analysis papers, engineering projects, resumes, letters of intent, applications, and other types of formalized writing; clients were from all academic disciplines, and required familiarity with MLA, APA, Chicago, and variations thereof. Tutoring also includes ESL skills to accommodate clients of different ethnic backgrounds including: Latin American, European, Asian, Southeast Asian, and others.

Certification
CRLA Master Tutor
May 2002-Present

     Certification done by the College Reading & Learning Association in the CRLA approved training course (WAC 294: Peer Tutoring) prior to employment as a tutor. Training course was taught by the Director of the Writing Center, a twenty year tutoring veteran, and included classroom activity as well as tutoring workshops that gave first-hand experience of tutoring under the guidance of current tutors. Training included ESL and cultural considerations as well as training to communicate with blind and deaf clients.
     Levels of certification awarded after each semester of tutoring following two evaluations: one by the Director of the Writing Center and one by a Writing Center Coordinator, and a minimum requirement of tutoring hours.



Research and Creative Activities
     Research interests primarily focus on history and mythology from the Classical period through Renaissance Europe, though I continue to read history and literature from other time periods. I have participated and won the National Novel Writing Month—a challenge to begin and complete a 50,000 word novel during the month of November—for the past four years. The site features forums where the writing process and conventions are discussed in an effort, as writers, to aid one another. My current creative writing interest is in novels and short stories, but I have also written essays and plays in the past.

Hobbies & Interests
     Books are one of my first loves, and I enjoy a good novel most of all; I am an avid viewer of movies of the same subjects as my research interests and of the more classical movies of the 30s, 40s, and 50s; particularly I have a growing fondness for film noir and hard-boiled detective fiction and films.
     I have developed skills with spreadsheet programs (MS Excel), which I have used to make various forms for friends and family, including the gradebook I use for teaching. Along with that, I build and outfit computers for the same. Having written a few novels, I am actively seeking publishing options.
     I have also begun to travel, a hobby I have a growing interest in as it allows me opportunities to research history and provides inspiration for my writing.