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Unit II Research Proposal
Follow the directions below for the completion of the Research Proposal assignment for Unit II. If
you have questions, please email your professor for assistance. As always, you may also seek
out the guidance of the Success Center; the tutors are always there to assist you with your writing
and comprehension. You may submit writing assignments to the Success Center by using a
“Writing Center Request form” located on the myCSU Student Portal. To submit a “Writing Center
Request form,” log into the myCSU Student Portal, click on “Success Center,” and then click on
“Tutoring.” If you have questions concerning APA or your writing assignment, you can contact
the Success Center at teamsucceed@columbiasouthern.edu or by phone at ext. 6538.
Purpose:
The purpose of the Research Proposal is to mold the preliminary ideas you have about your topic
and to develop them in an academic manner. This development occurs as a direct result of your
research on the subject. Therefore, this is your first formal articulation of your project. The
Research Proposal is the next step towards writing assignments that will help you construct your
Research Paper.
Description:
In this 500-600-word, essay-style Research Proposal, you will develop the project that you intend
to write about for your final Research Paper for this course. If your Research Proposal is less
than this word count, then it is likely you have not fully developed your proposal or adhered to the
assignment appropriately, which can severely impact your grade for this assignment. Your
Research Proposal will include the elements listed below.
Your Research Proposal should also include a list of references in APA style and should adhere
to APA convention throughout for in-text citation and style. When you write for academic or public
audiences, it is imperative that you are supported by voices other than your own. In other words,
even if you are an expert, you still must support your assertions.
In a Research Proposal, the same is true. For this assignment, you will include at least one
source in your description of your tentative argument. The source cannot be yourself, an
interview, or your text book. You must research your topic in order to gain a valid academic
source that speaks to your topic in some way.
Elements:
Your Research Proposal grade will be largely based on your inclusion of the elements listed
below, as well as your development of the project. For assistance, you might want to refer to
Chapter 1, Section 1a, of The Little, Brown Compact Handbook with Exercises (pp. 3-4). Your
Research Proposal must contain the following elements:
1. Cover page and APA formatting:
You will include an APA-style cover page for your Research Proposal. See the example on page
16 of The CSU APA Guide (6th edition). Your cover page should include the following: the title of
your future Research Paper (this may be changed as your project develops), your name, and the
name of your university (Columbia Southern University). The cover page must also include a
running head which should include up to 50 characters from the title of the paper, along with a
sequential page number in the upper right-hand corner. You can find instructions for formatting
the running head on pp. 9-11 of The CSU APA Guide.
2. Purpose:
Review the purpose statement on p. 333 of Strategies for Writing Successful Research Papers.
You may also want to refer to Chapter 1, Section 1c of The Little, Brown Compact Handbook with
Exercises (pp. 6-7). The following questions should be addressed in the first paragraph of your
Research Proposal, which should be dedicated to establishing your purpose for doing this
particular project.
• What is your rationale for this project?
• What do you hope to learn from the project, or what to do you want to see happen as a result of
it?
• Who is your audience for this project? Chapter 1, Section 1d, of The Little, Brown Compact
Handbook with Exercises (pp. 7-8)
• What role will you play in this project: investigator or advocate?
3. Statement of qualification:
Address the following questions as they are applicable to your project.
• What is your investment in the topic?
• What personal experience do you bring to the topic?
• What special qualities do you bring to the project?
• How might your investment, experience, and special qualities make you particularly apt at
developing this project?
4. Tentative argument:
Your final Research Paper for this course will be an argumentative, research-based, academic
paper. While it is unlikely that you will have a concrete idea of what your entire argument will be
at this point in the writing process, it is necessary for you to articulate your argument as you
understand it to be right now. Address the following questions.
• What is the context surrounding your topic? In other words, is there some event that was a
catalyst for bringing your topic into the public eye? (Optional)
• What is your explanation or definition of the topic?
• What is your analysis of the specific issue surrounding your topic?
• What is your tentative thesis statement or hypothesis?
5. References:
Include a references list as the last page of your Research Proposal. See the example on pages
6, 7, and 21 of The CSU APA Guide (6th edition). All entries are those that have been cited in the
text. No others are to be included. No textbooks should be included on the references list.
This long proposal example pulls together everything you have learned in this unit, following the
elements listed above. Click here to access the long proposal example.
Information about accessing the Blackboard Grading Rubric for this assignment is provided below.
UNIT II STUDY GUIDE
Research as a Basis for the
Research Paper
Course Learning Outcomes Unit II
Reading
Assignment
The Little, Brown
Compact Handbook with
Exercises
Chapter 17:
Variety and Details,
Sections 17a-17c
Chapter 34:
Misplaced and Dangling
Modifiers,
Sections 34a-34b
Upon completion of this unit, students should be able to:
1. Employ three different sources from the various resources
available on the CSU Online Library within a research proposal.
2. Create a research proposal and prepare the framework for a
final research paper.
Unit Lesson
Introduction to Unit II
Strategies for Writing
Successful Research
Papers
In Unit I, we established that the argumentative writing done for this course will
be grounded in the research that you gather and conduct. In other words, no
claims can be made out of a place of pure opinion and speculation. Only with
substantial, supportive research can you make assertions that will become your
argument. In this unit, you will learn about gathering and conducting research in
three places: in the online environment, in the library, and in the field.
Chapter 16:
Gathering Sources Online,
Sections 16a-16k
Part 1: Beginning with Research: Online Sources
Chapter 16, Sections 16a-16k, of Strategies for Writing Successful Research
Papers
Chapter 17:
Gathering Sources in the
Library, Sections 17a-17c
While there is a plethora of information on the internet, not all of it is useful for a
research paper, and navigating this mass of information can be a challenging
task, even if you have experience writing research papers. This chapter provides
insight into search engines and how to use them for your research. Mark the
checklist box on pages 350-351, which assists with evaluating online sources.
Throughout the chapter, there are websites listed in blue that you may use to
help you find valid research materials. In addition to search engines, this chapter
also supplies information on online journals, magazines, newspapers, and media
sources, all of which can be invaluable information. For some research projects,
visual elements may be appropriate, and Chapter 16f in Strategies for Writing
Successful Research Papers provides information on these sources. In addition,
the chapter mentions the use of e-books (more on these below in Part 2).
Moreover, there is information about internet bibliographies and archives.
Chapter 18:
Conducting Field
Research,
Sections 18a-18e
Chapter 14:
Finding a Topic,
Section 14g
View the following
presentations (courtesy
of the CSU Online
Library).
“The CSU Online Library”
“Locating Articles in an
Online Research
Database”
EH 1020, English Composition II
Remember, not all information that comes from the internet is considered
reliable information; therefore, it is not permissible as source material for a
research paper. The safest place to gather information is from a library.
Part 2: Beginning with Research: Library Sources
Chapter 17, Sections 17a-17c, of Strategies for Writing Successful Research
Papers
View the following presentations (courtesy of the CSU Online Library).
“Introduction to the Online Library”
“Locating Articles in an Online Research Database”
1
Supplemental
Reading
Appendix B:
Strategies for Writing
Successful Research
Papers
The CSU Citation Guide
Referencing:
Citations in Text, pp. 5-7
Reference List, pp. 7-12
Learning Activities
(Non-Graded)
See information below.
Key Terms
1. Abstract
2. Dangling modifier
3. Educational search
engines
4. Field research
5. Indexes
6. Limiting modifiers
7. Meta-search engines
8. Misplaced modifier
9. Online journals
10. Online magazines
11. Robot-driven search
engines
12. Specialized search
engines
As an EH 1020 student, you will want to become intimately familiar with the CSU
Online Library. Certainly, by learning to navigate the CSU Online Library you will
gain an extremely useful skill set that you can use throughout your academic
career.
The CSU Online Library hosts the following features in addition to its materials
and databases:
CSU’s statement on Wikipedia
APA style information
General reference links
Link for Government Printing Office (GPO)
Learning tools for specific academic subjects
In Unit III, you will be asked to construct an Annotated Bibliography of five
sources that you think you might want to use in your final research paper. The
details of the Annotated Bibliography are given in the syllabus, but for now you
should heed the advice in the reading assignments for this unit (Section 17b) on
developing a working bibliography. Keep in mind, however, that you will always
be using APA for the work that you do for this course and other CSU courses, so
be sure not to let the MLA used in the examples in the readings confuse you.
Refer back to the CSU APA Guide (6th edition) for APA style and convention.
Further, the suggested reading for this unit includes some brush up on in-text
citation.
In addition to the information within the chapter about using the library, there are
two presentations from the CSU Online Library that provide specific information
for navigating our online library services.
Part 3: Beginning with Research: Field Research
Chapter 18, Sections 18a-18e, of Strategies for Writing Successful Research
Papers
While much of your research will come from the CSU Online Library, sometimes
you can supplement your research by doing on-the-ground field research. This
field research can greatly enhance your research paper because you are truly
adding your own research to your argument. This chapter gives you direction on
how you can conduct this kind of research. For students who may have limited
access to the CSU Online Library, or for those who prefer interview and
interaction, field research is a great way to become involved in the project.
However, while this kind of research is always beneficial to your project, you will
want to get permission from your instructor before beginning any field research
project.
Part 4: Articulating Your Project: Writing the Research Proposal
Chapter 14, Section 14g, of Strategies for Writing Successful Research Papers
In the world of academics, like in the world of business, proposals are a kind of
first step in presenting your work to others. You have formulated a topic and
conducted some preliminary research on the topic. Now, you are ready to
propose your project. The research proposal that you will be asked to write for
this unit is based on the two models that you see in the reading assignment for
Part 4. Read through the example and the assignment instructions carefully, as
they will provide the outline for your research proposal.
EH 1020, English Composition II
2
Part 5: Grammar Lesson: Misplaced and Dangling Modifiers and Variety
and Details
Chapters 17, Sections 17a-17c, and 34, Sections 34a-34b, of The Little, Brown
Compact Handbook with Exercises
Learning Activities (Non-Graded)
The Little, Brown Compact Handbook with Exercises
Exercise 17.1: Revising: Variety, p. 161
Exercise 34.1: Revising: Misplaced modifiers, p. 277
Exercise 34.2: Revising: Misplaced modifiers, p. 277
Exercise 34.3: Revising: Placement of adverbs and adjectives, p. 277
Exercise 34.4: Revising: Dangling modifiers, p. 279
Exercise 34.5: Revising: Misplaced and dangling modifiers, p. 279
Understanding Research
Click here to access the MyCourseTools tutorial.
This online tutorial discusses research and how to narrow your focus to a
specific topic for a research paper. This information will be helpful as you
prepare for writing your own research paper for this course.
MyCourseTools
http://media.pearsoncmg.com/pcp/pls/pls_mycoursetools/fufillment/mct_125668
9785_csu/eng_comp_2/lesson_01/default.htm
Tell a Story
After you complete your unit reading assignments and exercises, find a
controversial photograph. Write a minimum 300-word essay about the
photograph. Your essay can be a fictional account for which the photograph can
become an illustration.
Here are some examples of questions that you might try to answer as you write:
What does the picture “say” to you? What story does it tell?
What do you feel when you look at the picture? Why?
Does the picture inspire positive or negative emotions?
Can you deduce anything of the photograph’s history or background to
determine the reason the photo was taken?
After you finish your essay, go back and check what you wrote. Make sure that
all subject-verb agreements are correct, and that everything is spelled correctly.
Are all hyphens and plurals used correctly? Did you use “ei” and “ie” correctly?
How about final “y” and final “e”? If you find any errors, revise as necessary.
This activity is intended to give you the opportunity to apply what you have
learned and practice your writing skills. It is a nongraded activity, so you do not
have to submit it.
EH 1020, English Composition II
3
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