Basics of the Proposal Essay Overview  In the proposal, you are asking someone to do something despite the obstacle that are in the way.  A general thesis might be something like: Although there are these obstacles, X group should do THIS THING because A, B, C reasons.  That might mean something like this specifically: Although it will enrage their allies in Russia, the Senator Ron Wyden should continue to support the nuclear missile defense because it is essential to our security, provides jobs, and adds stability to an unstable world. Overview  This proposal must be directed at those who can do what you want to have done.  This might mean you have to change what you want done or to whom you are writing.  Because you are asking someone to do something, your credibility is especially important.  Excellent sources acceptable by your audience are essential.  Respect for your audience is key.  Work to build bridges with the reader, showing common grounds early. How This Paper Is Different  This essay will not necessarily have a thesis at the end of the first paragraph. The guiding principal of the paper is the proposal.  The organization will change depending on what the problem is and what you want to have done.  Formality levels will depend on who is in your audience. Topic Selection  You are strongly encouraged to continue to work with the topic you worked with in the Debate essay.  Otherwise, choose a narrow topic you already know something about.  Local topics are better.  Choose a narrow topic and limit it, as we did with the debate.  There is plenty of research to support even very narrow topics. Major Sections  There should be four major sections in the paper.  Demonstration that the problem is a problem  Your proposal  Demonstration that your proposal will solve the problem  Response to opposition  The organization of these sections and their development levels will vary depending on your topic.  It is your responsibility to discern how much is necessary in each section. Defining “problem”  “Problem” in this sense doesn’t necessarily mean something horrible and terrible.  You might think of a “problem” as an opportunity to do something better.  You might see a way for something going well to go even better, which would work well for this assignment. Demonstrating the problem is a problem.  Some audiences will readily believe the issue you are addressing is a problem; some won’t.  Your first task will be to figure out what your audience thinks of the problem you see.  For example, parking scarcity is generally recognized as problems by students and college officials.  Other problems you see may not be recognized by your audience.  You will have to prove to that audience that the problem is a problem.  Sources can be used in support of the argument that the probl ...

1. Basics of the Proposal Essay
Overview
something despite the obstacle that are in the
way.
Although there are these obstacles, X group
should do THIS THING because A, B, C
reasons.
Although it will enrage their allies in Russia, the
Senator Ron Wyden should continue to support
the nuclear missile defense because it is
essential to our security, provides jobs, and adds
stability to an unstable world.

2. Overview
can do what you want to have done.
want done or to whom you are writing.
something, your credibility is especially
important.
audience are essential.
common grounds early.
How This Paper Is Different
thesis at the end of the first paragraph.
The guiding principal of the paper is the

3. proposal.
on what the problem is and what you
want to have done.
your audience.
Topic Selection
continue to work with the topic
you worked with in the Debate
essay.
row
topic you already know
something about.
it, as we did with the debate.

4. support even very narrow topics.
Major Sections
jor sections in the
paper.
problem
development levels will vary depending on your
topic.
necessary in each section.
Defining “problem”

5. mean something horrible and terrible.
an opportunity
to do something better.
go even better, which would work well for this
assignment.
Demonstrating the problem is a
problem.
are addressing is a problem; some won’t.
audience thinks of the problem you see.
recognized as problems by students and college
officials.
ms you see may not be recognized by
your audience.

6. problem is a problem.
that the problem is a problem.
Your proposal
– the guiding principle of
the essay – is your proposal here.
paper.
demonstrated the problem is a problem, which
may be pages into the essay.
what you want to have
happen.
proposal.
Proving your solution will work

7. section of the essay and where most of
the development will probably occur.
must prove that your solution will
solve the problem.
-
explanatory. It is not.
audience to follow your proposed solution.
pport of this section.
– showing your idea has
worked elsewhere – can be particularly
compelling.
The Opposition
might get in the way of your proposal
coming to fruition.

8. might mean direct opposition from
others.
have to be addressed in almost every proposal.
and work to overcome those obstacles.
opposition.
Organization
completely up to you.
time to spend in each section and
how each section should
problem, present your proposal, answer

9. objections/opposition, and then provide
proof your solution will work.
Using Evidence
credible, as always
t here is that it must be
credible for your audience.
opposition arguments, to provide general
background, and to show your solution will
work.
Appealing to the Audience
early with your audience, showing
them what you both have to gain.

10. audience is – formal for unknown audiences,
less formal for more well-known audiences.
your solution.
The conclusion
opportunity to summarize your
ideas and to make a compelling
argument as to why your project should
be undertaken.
your last chance to connect
with your audience.
conclusion, which can undermine the
overall argument.

11. Final Notes:
same topic as you worked on with the debate.
when looking for obstacles.
this paper.
Basics of the Debate Essay
Conference Requirements for WR 122
For this course, you are required to submit your first paper for a
conference and one of the
remaining two papers. In order to complete the conference, you
will need to answer the
questions below as part of your submission.
1) What did you do well with this draft?

12. 2) What still needs improvement?
3) What areas of the paper assignment are still a little foggy?
I will return papers with comments and feedback. In order to
complete the conference and earn
points, you will the need to respond to those comments and
discuss what your plans for the paper
are before submitting the final assignment for grade.
This response might include:
1) Questions about the meaning of my comments
2) Questions about course concepts essential to successful
completion of the paper (ethos,
logos, rebuttal, etc)
3) Questions about general writing concepts essential to
successful completion of the paper
(citation, thesis statements, grammar)
4) A personal response to the comments
5) Anything else that would benefit from clarification.
Please be honest in those responses. That is the best way for
me to know what you need to be
successful. These comments should be sent using the interior
D2L course email system.

13. Generally, your responses will engender some further response
from me, which will arrive
through the D2L course email system.
If you do not submit with questions or respond with comments,
you will earn no points for the
conference.
1
Protect Your Children From Pregnancy
As a loving parent, there is nothing more important to you than
protecting your child
from all the threats and harms they may face on their journey
through life. Drugs, sex, and
violence are among the most worrisome issues that kids are
forced to deal with as a result of
attending public schools. Your biggest priority when your
bundle of joy makes the transition
from elementary school, to middle school, to high school is
naturally
to limit their exposure to these high-risk aspects of society. As
outrageous as it may seem, one of

14. the best ways to prevent your children from engaging in self-
destructive behavior is to educate
them thoroughly on these issues. This idea is especially
important when dealing with the issue of
teenage sex education about pregnancy. Informing your children
of the risks and consequences
associated with sexual behavior is an imperative part of keeping
them healthy and safe.
Unfortunately, many parents such as yourselves feel that having
sex education taught in schools
is morally wrong and psychologically promotes promiscuity at
early ages. The fact is, whether
teens choose to engage in sexual acts or not, knowledge on how
to stay protected is absolutely
necessary. Your attempts to ban sex education in schools are
threatening your child's safety and
health as well as the safety and health of every child who would
be missing out on these
programs.
The idea to eliminate sex education from public schools
statistically appears to be a poor
one. It is understandable that you would prefer to limit your
child's exposure to sex education
because many studies have proven that such programs have

15. promoted earlier participation in
sexual activity, namely among females (Oettinger 3). Studies
also show, however, that these
educational programs tend to do more good than harm.
Pregnancy is something that the average teen wishes to
postpone until a later time in life,
such as marriage. Unfortunately, however, teens sometimes lack
the proper knowledge to
postpone pregnancy until they're really ready. One out of every
eight of the almost four million
babies born in the United States were born to a woman of
nineteen years old or younger (Rangel
1). The teen birth rate is about fifty-seven per thousand, or
roughly six percent (Rangel 2). There
are an incredibly large number of teenaged women who become
pregnant against their wishes. A
shockingly large number of these pregnancies result in
abortions. To give you an idea, fifty
2
percent of all pregnancies in America are unintended, and fifty
percent of these unintended
pregnancies are terminated (Feldt 457). The remaining teenage

16. pregnancies are followed through
with and result in babies being born to high school mothers who
are almost always unmarried,
and who are unprepared to take responsibility for their own
lives…let alone the lives of their
children. Results from the National Survey of Family Growth
Cycle III reveal that as the number
of unplanned pregnancies increase, reported cases of child
abuse and neglect increase as well.
The survey also states that these unplanned conceptions are
almost always the result of either not
using birth control, or using birth control incorrectly or
inconsistently. Unintended pregnancy
among teens results not merely because they choose to have sex,
but because they are
uneducated of how to protect themselves against it. If teens
were more aware of the importance
of choosing to either stay abstinent or to practice safe sex the
proper way, fewer teens would be
forced to take on a roll they aren't prepared for. Would you
rather your child remain oblivious to
an issue that is going to come up eventually anyway, or would
you prefer your child to be
educated and informed on how to protect themselves when the

17. time to do so comes along?
I think we all agree that teenagers deserve the right to protect
themselves. What this
entails, however, is that teenagers also have the right to an
education that will explain how to
protect themselves. Your mission is to eliminate programs that
are changing lives of young
adults for the better. How many young mothers do you think
wish they had known the
information that schools are trying to teach about various
methods of contraception and safe sex?
These young mothers are the reason why your mission needs to
end. Taking away sex education
in public schools is just as preposterous as taking away your
child's right to protect his or herself.
I propose that you take a look at the big picture regarding
teenage pregnancies. Look at all the
teenagers that became parents as a result of being uneducated
about sex. Those young men and
women could have easily been your son or daughter.
Joycelyn Elders, former U.S. Surgeon General
stated…"Ignorance is not bliss…Children
who know more, whose parents have taught them about these
things, or if they've learned it at

18. school, are far less likely to engage in sexual activity. And if
they do, they're far more likely to
be responsible, to use appropriate methods of contraception or
control. It's the children who have
not yet had this kind of education who get in trouble"
(Progressive). Don't let the children in
trouble be your own. Allow sex education programs to be taught
in public schools.
3
Works Cited
Feldt, Gloria. "Against Abortion? Family Planning Can Stop It."
Vol. 90 Issue 17509 Aug
2006 <http://0-
web16.epnet.com.library.pcc.edu/citation.asp?tb=1&_ug=sid+70
E16B>.
Hamilton, Sabrina. "Students Picket In Support of Birth
Control." 25 May 2006 2. 09 Aug
2006 <http://0-
web18.epnet.com.library.pcc.edu/DeliveryPrintSave.asp?tb=1&
_ug=sid+70+70E 6B65>.

19. Health, Education, and Human Services Division, "Profile of
Teenage Mothers."United States
General Accounting Office. 1998.
Oettinger, Gerald. "The Effects of Sex Education on Teen
Sexual Activity and Teen
Pregnancy." Vol. 107, Issue 3606. 08 Aug 2006 <http://0-
web18.epnet.com.library.pcc.edu/DeliveryPrintSave.asp?tb=1&
_ua=shn+10+F53 >.
"Teen Mothers: Selected Socio-Demographic Characteristics
and Risk Factors." 27. 08 Aug
2006 <http://0-
web18.epnet.com.library.pcc.edu/DeliveryPrintSave.asp?tb=1&
_ua=shn+10+F53 >.
Vargas, Christine. "The EPICC Quest for Prescription
Contraceptive Insurance
Coverage."American Journal of Law & Medicine. 2002.
Zuravin, Susan. "Unplanned Pregnancies, Family Planning
Problems, and Child
Maltreatment." Vol. 36, Issue 25. 09 Aug 2006 <http://0-
web18.epnet.com.library.pcc.edu/DeliveryPrintSave.asp?tb=1&

20. _ua=shn+1+F5EF &>.
Single Sex Education: The Way Into Our Children’s Minds
Our children are growing up in a world where women and men
are increasingly enjoying
equal opportunities in all aspects of life. A new standard is
emerging, and if children are to
succeed in it, we must encourage their self-expression. Both
boys and girls need to discover their
own strengths and talents to understand who they are and who
they want to become. If parents
are truly interested in their children’s well-being, it is
imperative that all children receive
support, encouragement and skills not based on gender
stereotypes in order to make the most out
of new opportunities.
4
Single-sex (from now on referred to as “SS”) public education
has experienced an
increase in interest in the last five years from both educators

21. and parents. The United States
Department of Education has promoted this style of learning by
recently publishing new
guidelines governing SS classrooms, allowing public schools to
offer SS classrooms and giving
communities more flexibility in offering additional choices to
parents in the education of their
children (DoE). These regulations were put in place as a
revision to the 1972 Title IX Education
Amendments which prohibited sex discrimination in public
education programs or activities.
I hope to raise the knowledge of certain advantages of SS
education by providing
research that proves the benefits of these environments and
promotes their increase within
communities nationwide.
SS Education has been the subject of increasing interest among
researchers, including
Carol Gilligan who received her PhD in social psychology from
Harvard and spent over 30 years

22. there as a professor of gender studies (Wikipedia). In 1982, Dr.
Gilligan authored a book that led
both educational and medical professionals to more closely
examine what actually goes on in co-
ed classrooms. Throughout her research she discovered that
girls think, interact, lead and make
decisions in a way that is distinctive both psychologically and
developmentally. Schooling had
previously been modeled after a male’s way of learning, so the
conclusion that girls in fact do
think differently was a major milestone for the public education
system.
Although much early research on SS education was focused on
girls, there also are
increasing amounts of studies being published that establish
boys’ advantages within SS
environments. Because of the recent rise in the women’s
movement, there is concern that boys
are being overlooked within our public school systems
(Mendez). Whereas girls are now taught
that they can be scientists, mathematicians and surgeons, boys
are hardly taught that it is
acceptable, much less remarkable, to be poets, artists or
teachers. Stereotypes negatively affect

23. 5
boys just as much as they do girls, and the boys deserve a
chance to be themselves without the
fear of punishment, or at the least, a raised eyebrow.
During the early stages of SS education research, most findings
were based on
observation of typical co-ed classrooms. The introduction of
MRI scans in the late 1980’s
promoted a drastic increase in brain research, which contributed
greatly to the already social-
psychological research that had been done on SS educational
environments (Rabinowicz 52).
Neurologists Reuwen and Anat Achiron published a study in
2001 that confirmed that sex
differences in the brain begin in the womb, and by 26 weeks
into pregnancy, the fetus’ brain is
permanently transformed into a male or female brain, which can
be discerned from a simple
ultrasound. Another research team compared brain tissue from
both young boys and girls and
found that gender differences in the structure of the brain were

24. obvious, especially in babies. The
most amazing thing about this study is that the differences are
so dramatic that in photographs
taken by microscopes, one can easily see those differences with
the naked eye (Cordero 47).
Neuroscientists at Harvard University published a study in
which they tested the brain
activity of boys and girls between the ages of 7 and 17. The
goal was to examine the
physiological ways emotion is processed within the brain. In
younger children, emotional
activity was centered in the amygdala, the area of the brain
where most emotion occurs, and not
connected to the cerebral cortex, the part of the brain most
responsible for communication (Good
693). While a 7 year old may not be able to tell why he is sad, a
17 year old can go into detail
about it without much effort. As a child moves through
adolescence, the brain activity associated
with emotion slowly moves up into the cerebral cortex, and
eventually, emotion and
communication become intertwined within the brain. The odd
thing is, this emotional activity

25. only meets the communication area in females. In males, the
source of emotional stays fixed in
the amygdala, which makes it understandable that a 16 year old
boy cannot very well talk about
his feelings (Schneider 231).
Virginia Tech researcher Harriet Hanlon found that some areas
in the brain mature much
faster in boys. Specifically, some of the regions involved in
mechanical reasoning, visual
targeting and spatial reasoning appeared to mature four to eight
years earlier in boys. The parts
6
that handle verbal fluency, handwriting and recognizing
familiar faces matured several years
earlier in girls. Is it a stretch to believe that if there are
physiological and biological differences
in the way each gender’s brains are wired, then maybe each
gender should be taught differently
to make the most out of their differences? There have been no
studies proving that one gender is
superior to the other regarding intelligence, simply differences
in the way each sex learns.

26. A co-ed environment may also play a huge factor in the way our
children learn. A boy at
a public high school is usually labeled a “nerd” or a “jock,” and
hardly does one ever hear of the
star football player earning the rank of valedictorian.
Adolescent gender expectations make it
difficult for boys and girls alike to find out who they are and
what they want to do with their
lives. If a girl must be a pretty cheerleader to be well-liked, it is
safe to assume that most girls
would try to fit into that mold during at least some of their
school-aged years. It is difficult to
imagine learning in an environment where focusing on hair and
make-up or intimidation and
machissimo are not required to get along and be successful. In
single sex education, there are no
members of the opposite gender to make students lose focus or
be insecure, which helps girls be
less intimidated and allows boys to do things they wouldn’t
normally do for fear of being labeled
a “wuss.”
In addition to biological and environmental variations between

27. the sexes, there are many
gender stereotypes that still exist. Single sex schools report
everything from class sizes to test
scores to student’s happiness to the National Association for
Single Sex Public Education
(NASSPE). Statistics show that all-girls schools are more likely
to enroll in classes such as
computer science and physics, and participate in competitive
sports. Compared to boys in co-ed
schools, public or private, boys in all-boys schools are more
than twice as likely to study subjects
like foreign languages, art, music and drama (NASSPE).
All of these findings make it clear that single sex education
can easily be far superior
than any other school environment. Granted, there are many
factors needed to make a great
school- brilliant teachers, phenomenal faculty and a strong
support base of parents and
community members. In order to promote the rise in same sex
schools, parents and teachers must
recruit the school district’s administration board, and speak out
about the advantages of such a

28. 7
wonderful yet simple system. The PTA is a great way to let
voices be heard and to band people
together for the same cause. When a large community of parents
begins fighting for the
children’s future, the education system will see that in order to
educate them properly, they first
need to understand them.
Works Cited
"Single Sex vs. Coed: The Evidence." National Association For
Single Sex Public Education.
2006. NASSPE. 14 Dec 2006 <
http://www.singlesexschools.org/research-
singlesexvscoed.htm>.
"Carol Gilligan." Wikipedia.Org. 2006. 14 Dec 2006
<http://en.wikipedia.org/wiki/carol_gilligan>.
Cordero, Maria Elena, Valenzuela, Carlos, Torres, Rafael, And
Rodriguez, Angel . "Sexual
Dimorphism In Number And Proportion Of Neurons In The

29. Human Median Raphe Nucleus."
Developmental Brain Research 124(2000): 43-52.
Good, Catriona D., Johnsrude, Ingrid, Ashburner, John, Henson,
Richard N. A., Friston, Karl,
And Frackowiak, Richard S. J. . "Cerebral Asymmetry And The
Effects Of Sex And Handedness
On Brain Structure: A Voxel-Based Morphometric Analysis Of
465 Normal Adult Human
Brains." Neuroimage 14(2001): 685-700.
Hanlon, Harriet, Thatcher, Robert, And Cline, Margaret.
"Gender Differences In The
Development Of Eeg Coherence In Normal Children."
Developmental Neuropsychology
16(1999): 479-506.
Mendez, Teresa. "Separating The Sexes: A New Direction For
Public Education? ." Christian
Science Monitor (2004) 14 Dec 2006
<http://www.csmonitor.com/2004/0525/p11s02-
legn.html>.

30. 8
"Nondiscrimination On The Basis Of Sex In Education
Programs Or Activities Receiving
Federal Financial Assistance; Final Rule." Federal Register. 25
Oct 2006. Department Of
Education. 15 Dec 2006
<http://www.ed.gov/legislation/fedregister/finrule/2006-
4/102506a.pdf>.
Rabinowicz, Theodore, Macdonald-Comber Petetot, Jean,
Gartside, Peter, Sheyn, David, Sheyn,
Tony, And De Courten-Myers, Gabrielle. "Structure Of The
Cerebral Cortex In Men And
Women ." Journal Of Neuropathology And Experimental
Neurology 61(2002): 46-57.
Schneider, Frank, Habel, Ute, Et Al. "Gender Differences In
Regional Cerebral Activity During
Sadness." Human Brain Mapping 9(2000): 226-238.
Full-day Kindergarten should be Available for all Students

31. As concerned and involved parents, along with members of the
community we are asking
the Tigard-Tualatin school board to consider a vote to make
full-day kindergarten free for the
four Title I elementary schools in our district. Currently, all ten
of the elementary schools in the
Tigard-Tualatin district offer tuition based full-day
kindergarten. For the 2007-2008 school year
the tuition was $2875, which is too expensive for many of the
low-income families in our school
district. By charging a tuition full-day kindergarten benefits
only the wealthy who can afford to
pay. Instead, by offering tuition free full-day kindergarten to
the four Title I elementary schools,
you are helping to close the educational gap of the low-income
students here in our area.
According to the Northwest Regional Educational Laboratory,
students who come from low-
income families do not have the same kind of learning
opportunities in their non-school hours
that other children have. The way the system is currently set,
the students receiving the benefits
of full-day kindergarten are the ones who need it the least,
which is why we are asking you to

32. consider offering free full-day kindergarten to the four Title I
elementary schools in our school
district.
We know you are aware that there have been numerous studies
done both nationally and
locally showing the importance of full-day kindergarten. Some
of the findings from the National
9
Association of the State Boards of Education include higher
achievements in math and literacy
all the way up to the 3
rd
grade, better socialization skills, and higher self-esteem. Susan
Castillo
the State Superintendent of Public Instruction who promotes
full-day kindergarten has said,
“when a school district offers full-day kindergarten for low-
income students approximately 90%
of these students meet grade level benchmarks.” David Douglas
school district in Portland
recently switched to non-tuition full-day kindergarten and the
number of at risk students meeting

33. benchmarks scores doubled. The four Title I elementary schools
in our district have received
only a Satisfactory rating. If you offer full-day kindergarten at
those schools, it can be a positive
factor to help the schools strive for an Exceptional rating.
We know that you understand the importance of the students’
achievement but knowing
how to fund the additional educational time is an important
consideration. The Oregon
Department of Education came out with a report on June 25,
2004 that states the estimate of
going to full-day kindergarten from half-day kindergarten would
have an estimated rise of
$1,477 per student for the school year using the Quality
Education Model. We are proposing that
the schools use their Title I funding to support the majority of
the cost, just like what has been
done at the Beaverton School District for the past several years
and has been proven successful.
According to website of the Oregon Department of Education
all of the Title I schools in the
Beaverton school district are meeting state requirements and
have received a rating of Strong to
Exceptional for the 2005-2006 school year report card. By using

34. the Title I funds to offer full-
day kindergarten to the Title I elementary schools, the board is
helping to make sure all the
Tigard-Tualatin students are given the same opportunities for
early academic success.
We know that our school district spends more per student than
the state average. The
majority of the Title I funds have been used to build a strong
elementary literacy program that
has a high success rate. Just recently, the University of Oregon
has made a large contribution to
support this program. In addition, we know some of the Title I
funds have been used for the
inclusion program that places special education students in the
regular classroom. We feel that
by using the majority of the Title I funds, since the other
programs have received grants, and
instead investing it in full-day kindergarten at the same
elementary schools that have the highest
literacy concerns, the students will continue to benefit. The
success will be apparent in our
school district’s state assessment scores. As Susan Castillo said,
“by not funding full-day
kindergarten, the only loser will be the schoolchildren of

35. Oregon.”
10
Another issue is of concern is the need of hiring more teachers.
If you decide to switch
the Title I elementary schools to full-day kindergarten, an
additional teacher would need to be
hired at each of the four elementary schools. According to the
Tigard-Tualatin school district
website, the starting salary for a teacher is a little over $31,000
a year. A successful way to cover
most of this expense is by using the funds that are no longer
required to pay First Students, the
independent bus company, for the transfer of the two separate
time slots of kindergarten students.
By having just a full-day kindergarten class, it eliminates the
need for the late morning dropout
of the AM kindergarten students and the afternoon pickup of the
PM kindergarten students. Each
elementary school requires at least five buses to transport the
70-80 kindergarten students. In
2004, our school district spent $339 per student just on bus
transportation. With over 12,000

36. students in our school district, that is over $4 million a school
year! Also not included in the
transportation cost is the staffing that is required to oversee the
successful transporting of the
students. It takes at least five staff members to ensure all the
students are safely on the right bus
home. Estimates by other schools throughout the nation, such as
Danbury, CT which switched to
full-day kindergarten have listed transportation savings of over
$90,000 a school year. Our
school district spends more on transportation than the state
average therefore, by switching four
elementary schools to full-day kindergarten and placing these
students on the same bus schedule
as the other elementary grade students our district should notice
significant savings.
There are other alternatives for funding the difference in cost
from other school districts
who have adopted a similar program which include blending
federal and general funds, or even
receiving special grants from the community members. Just as
our elementary literacy program
has received grants from the University of Oregon. The city of
Lake Oswego has a foundation

37. created just by donations from local businesses and citizens who
care about maintaining the high
quality of education their school district offers. Great schools
not only benefit the students, but
the city as well. Real estate agent Debbie Childs with
Windermere stated that most of her buyers
who are parents always want to live in an area with a good
school district, which is why a city
like Lake Oswego is so popular in the Portland metro area. Our
schools have the possibility to
receive outside funding to support the public education if others
see that our school district
provides outstanding education by giving all our students the
right start, not just the ones who
can afford it. When the community sees our elementary schools
scoring higher on assessment
11
tests, more will want to help support our dynamic school
district. The start is by you voting to
make full-day kindergarten available to our Title I elementary
schools.
We know this is not an easy decision for the board to make, but
all the evidence from the

38. numerous studies to the statistics from various school districts
both near and far prove that full
day tuition free kindergarten for our four Title I schools will
benefit our students by closing the
educational gap created from poverty. Let’s give these students
the opportunity to be as great as
they are capable of being. In addition, full-day kindergarten will
raise the Tigard-Tualatin school
district ratings, making our city even more attractive to
perspective homebuyers. Our city can
compete with nearby Lake Oswego boasting a great school
district if we work together and make
public education a top priority in our city.
Work Cited
Childs, Debbie. Personal Interview. 17 August 2007.
Evans, Gene. “Superintendent Castillo Testifies in Favor of
Full-Day Kindergarten.” Oregon
Department of Education. 13 February, 2007. 14 August, 2007.
http://www.ode.state.or.us/news/releases/default.aspx?yr=2007
&kw=&rid=534
Hutson, Nancy G. “Committee to Discuss Full-Day

39. Kindergarten.” 9 October 2006.
NewsTimesLive.com. 22 August 2007.
<http://www.newstimeslive.com/news/story.php?id=1017190&r
ef=Our>
Lake Oswego School District Foundation. 2007. 17 August
2007.
http://www.losdfoundation.org/
Northwest Regional Educational Laboratory. “Full Day
Kindergarten: Exploring an Option
for Extended Learning.” 20 December, 2002. 13 August 2007.
<http://www.nwrel.org/request/dec2002/whatdoes.html>
Oregon Department of Education. “AYP and Report Cards
Download”. 1998-2007.
Version 2.0.0.7. 16 August 2007.
<http://www.ode.state.or.us/data/reportcard/reports.aspx>
Tigard-Tualatin School District. “Everything you ever wanted to
know about Tigard-
Tualatin Schools.” 2007. 20 August 2007.
<http://www.ttsd.k12.or.us/community/ploneexfile.2006-02-
22.8567287249/attachment_download/file>

40. http://www.ode.state.or.us/news/releases/default.aspx?yr=2007
&kw=&rid=534
http://www.losdfoundation.org/
http://www.nwrel.org/request/dec2002/whatdoes.html
http://www.ode.state.or.us/data/reportcard/reports.aspx
http://www.ttsd.k12.or.us/community/ploneexfile.2006-02-
22.8567287249/attachment_download/file
http://www.ttsd.k12.or.us/community/ploneexfile.2006-02-
22.8567287249/attachment_download/file
12
research Proposal eesay Assignment.html[3/12/17, 3:15:51 AM]
Proposal Assignment
Your task with this essay is to provide a concrete and detailed
solution to a problem that you identify. You should have
definitive sections
where you introduce a specific problem, demonstrate why it is a
problem, and then argue for why your proposal will be the best
way to
solve the problem that you have highlighted. You should
address this proposal to those that can solve the problem that
you have
identified. You should focus your evidence, your examples, and
your writing style on your specific audience. A narrower
audience will be
best for this assignment.

41. The purpose of this paper is to further develop your
understanding of deliberative arguments, to focus an argument
on a specific audience,
and incorporate the opinions of experts into your essay. Topics
that work best for this essay are local, specific, and narrow.
Proposals
work best when you are familiar with the basics of the argument
and some of the solutions that have already been proposed. The
first step
in this process will be gathering information of both sides of the
argument that you will be addressing, a very similar process to
what you
just completed with the debate essay. You will need to have an
in-depth understanding of your opponents’ arguments because
an extensive
section of this paper should be devoted to answering these
claims.
You are required to use four or five sources to support your
claim, present rebuttal, or provide background. You must
format your papers
with an appropriate documentation style (MLA or APA). This
paper will receive an F if sources aren’t properly documented.
This paper should be approximately 6-8 pages. The rubric
appears below.
1
2

42. 3
4
5
Focus
Paper does not have
an identifiable
proposal. Paragraphs
have no consistent
central point or stray
from that point. No
attempts are made to
address the audience.
Proposal does not
match ideas in body.
Paragraphs primarily
summarize without
clear and consistent
focus in paragraphs.
Audience is frequently
forgotten.
The proposal focuses on
something other than the
proposed action. Much
of the evidence is
summarized without
argumentation.
Paragraphs are unfocused

43. or lack topic sentences.
Audience is occasionally
missed.
A clear proposal mirrors
the body of the essay
and clearly conveys
main points. Some
information in
paragraphs is not
focused on topic
sentences. Some topic
sentences are not clear.
The essay is not always
focused on the
audience.
Clear proposal mirror
the body of the essay
and clearly convey
main points.
Information in body
paragraphs focuses on
topic sentences. The
author always appeals
to the audience.
Organization
There is no clear
proposal. Paragraphs
have several points.
Consistent
connections are very
hard to discover.

44. A central idea is
presented for each
essay. Paragraphs do
not focus on that
central idea. Multiple
ideas appear in
paragraphs.
A proposal is presented
and topic sentences are
present. Connections
between ideas or between
evidence and ideas are
consistently hard to see.
A clear proposal is
presented with topic
sentences that clearly
connect. Some
connections between
paragraphs or ideas are
not clearly enunciated
A clear proposal
forecasts the structure
for the essay.
Paragraphs move in
logical order. Topic
sentences set the main
point for each
paragraph.
Development
Development of both
evidence and

45. argumentation of the
text are severely
lacking.
Development of either
evidence or
argumentation is
severely lacking.
Refutation of
opposition is severely
lacking. Sources
dominate the paper.
Development in both
evidence and
argumentation are
moderate. Little or no
opposition is refuted.
Sources control the essay.
Development in either
the evidence or
argumentation of the
text is moderate. Little
opposition is refuted.
Sources and author’s
drive the ideas.
Ample and copious
evidence is provided.
Significant
argumentation is used
in support of the claims
and in refutation of
opposition. Author’s
ideas drive the paper.

46. research Proposal eesay Assignment.html[3/12/17, 3:15:51 AM]
Use of Language
Significant problems
in syntax or grammar
occur regularly.
Academic tone is not
observed.
Significant problems in
syntax or grammar
occur occasionally.
Academic tone is
largely absent.
Minor problems in syntax
or grammar occur
regularly. Academic tone
is only maintained in
parts of the essay.
Minor problems in
syntax or grammar
occur occasionally.
Academic tone is
maintained through
most of the essay.
Paper is free of
grammar and syntax
errors. Appropriate
academic tone is

47. maintained throughout.
Paper Goals
The essay grossly
misses the
appropriate audience.
Sources dominate the
paper. A clear
proposed action is
difficult to find.
The essay largely
misses the appropriate
audience. Sources
dominate the paper in
most places. A clear
line of argument is
difficult to follow.
The essay occasionally
misses the audience.
Writer and sources share
the voice in the paper. A
clear line of argument is
often but not always
present.
Most of the entire essay
is directed appropriately
at the audience with
sources in support of
the author’s ideas and a
clear line of argument
throughout.

48. The entire essay is
directed appropriately
at the audience with
sources in support of
the author’s ideas and a
clear line of argument
throughout.
Local Diskresearch Proposal eesay Assignment.html