2. Types of problem statements:
• Formal
• Informal
Kinds of knowledge:
• Terminology
• Shared beliefs and mindsets
• Canonical works
Example problem statements
Presentation Overview
3. A problem statement is a move that a document makes
to help the reader realize why that document is important.
Problem statements can be:
• formal (e.g., thesis statements), or
• informal (e.g., a sentence that tells readers how a
new development or discovery will effect them)
What is a Problem
Statement?
4. An example of a formal problem statement
would be the thesis statement that should appear
at the outset of your document.
For Example:
One of the problems faced by college admissions offices
is whether to give precedence to applicants with strong
test scores or to applicants with a variety of extracurricular
activities.
Formal Problem
Statements
5. When using formal problem statements be sure to
keep them specific, state only what you:
• Will be discussing in text of the document, and
• Can support with evidence.
Formal Problem
Statements
6. To write strong problem statements,
you need to know:
• What your readers already
know about the topic of the
document, and
• How you will highlight the
significance of your document.
Helping the Audience
Understand Your Work
7. You need to analyze your audience and gauge
their knowledge of the following areas:
• Terminology
• Shared beliefs/mindsets
• Canonical works
Kinds of Knowledge
8. Specialized terminology: words or phrases that
might not be easily understood by readers from
different backgrounds.
For Example:
When an applied linguist uses the terms L1 and L2 to
refer to a person’s first and second languages.
The next slide provides examples of how specialized
terminology can be deployed in problem statements.
Terminology
9. A Problem Statement written with special
terminology only:
School’s ESL instructors need to be especially mindful of the
overlap between a student’s L1 and L2.
A Problem Statement written with special
terminology that is also defined:
Instructors who teach students learning English as a
Second Language (ESL) should pay attention to the overlap
between a student’s first language (L1) and English, the
target language (L2).
Terminology
10. The idea of shared beliefs and
mindsets relates to the values an
audience holds and how these can
change the way that they interpret
or understand the statements you
make. Shared beliefs and mindsets
often appear in the assumptions
that underlie a text.
Shared Beliefs and
Mindsets
11. The next slide provides examples of how
assumptions about beliefs and mindsets can affect
how a person might read a text.
• The first quote assumes that the readers understand
the terms related to autism and the needs of autistic
patients.
• The second quote conveys the same information, but
spells out those assumptions for an audience
unfamiliar with such conversations.
Shared Beliefs and
Mindsets
12. 1. Contains underlying assumptions about shared
beliefs:
“We believe this research could lead to a development of
more specialized techniques for treating the autism
spectrum.”
2. States the underlying assumptions in specific terms:
“…and such techniques are important because the autism
spectrum encompasses a number of disorders, and right
now there is not enough specialized treatment for each
specific disorder.”
Shared Beliefs and
Mindsets - Examples
13. Canonical research refers to texts or theories
that the majority of experts in a field accept as
significant.
For Example:
• Einstein's theory of general relativity in physics
• Ferris’ and Trustcott’s competing views on error
correction in second language writing
• The Pythagorean Theorem in geometry
Canonical Research
14. 1. Assumes knowledge of a discipline specific canonical
work:
"Apply the Pythagorean theorem in order to calculate the distance
between home plate and second base."
2. Does not assume knowledge of a discipline specific
canonical work:
"Use the Pythagorean theorem (A2 + B2 = C2, with C equaling the
triangle's longest side and A and B equaling the other sides) to
calculate the distance between home plate and second base.
Remember, there are 90 feet between each base."
Canonical Research -
Examples
15. Statements written for different audiences:
The following slides provide two examples of problem
statements.
• The first example, by Bao and Li, appeared in a
materials sciences professional journal.
• The second example, by Danigelis, appeared
through a popular media outlet (MSNBC).
These examples show how problem statements differ
depending on the context in which they appear.
Problem Statements for
a Variety of Audiences
16. • Written by Bao and Li (2012)
• Published in a professional journal: Advanced
Materials.
• The journal is a peer-reviewed journal aimed at an
audience familiar with current developments in
materials science, which includes “the chemistry
and physics of functional materials.”
• Their problem statement is found in the first
paragraph of the article.
“Toward Textile Energy Storage
from Cotton T-Shirts”
17. Bao & Li Problem Statement:
“The three-dimensional (3D) high-surface-area
characteristic of such textiles facilitates the access of
electrolytes, enabling high electrochemical
performance of textile super-capacitors. However, the
employment of organic surfactant for preparing CNT
‘ink’ is not environmentally benign. The other
drawback is that the use of CNTs increases the cost of
the device, which more or less deters their
technological applications” (Bao & Li, 2012).
“Toward Textile Energy Storage
from Cotton T-Shirts”
18. Field Specific Terminology:
“The three-dimensional (3D) high-surface-area
characteristic of such textiles facilitates the access of
electrolytes, enabling high electrochemical
performance of textile super-capacitors. However, the
employment of organic surfactant for preparing CNT
‘ink’ is not environmentally benign. The other drawback
is that the use of CNTs increases the cost of the device,
which more or less deters their technological
applications” (Bao & Li, 2012).
“Toward Textile Energy Storage
from Cotton T-Shirts”
19. Assuming Shared Beliefs/Mindsets:
“The three-dimensional (3D) high-surface-area
characteristic of such textiles facilitates the access of
electrolytes, enabling high electrochemical
performance of textile super-capacitors. However, the
employment of organic surfactant for preparing CNT
‘ink’ is not environmentally benign. The other
drawback is that the use of CNTs increases the cost of
the device, which more or less deters their
technological applications” (Bao & Li, 2012).
“Toward Textile Energy Storage
from Cotton T-Shirts”
20. References to Canonical Research:
“The three-dimensional (3D) high-surface-area
characteristic of such textiles facilitates the
access of electrolytes, enabling high electrochemical
performance of textile super-capacitors. However,
the employment of organic surfactant for preparing
CNT ‘ink’ is not environmentally benign. The other
drawback is that the use of CNTs increases the
cost of the device, which more or less deters their
technological applications” (Bao & Li, 2012).
“Toward Textile Energy Storage
from Cotton T-Shirts”
21. • Written by Danigelis (2012)
• Published on a commercial tech blog, MSNBC’s
Future of Tech
• This blog is maintained by MSNBC Tech
contributors and commercial partners.
• Her problem statement is implicit and
distributed across the first and fourth paragraphs
of the blog entry.
“Your cotton T-shirt could
soon charge your phone”
22. In the Danigelis article, the problem statement is
implicit rather than explicit, like in Bao & Li (2012):
•“One day, donning a T-shirt could mean you’re also
sporting a smart device charger.” (Danigelis, 2012).
•“The engineers had to make the cotton highly
conductive so they tried several ‘recipes,’ Li said.”
(Danigelis, 2012).
“Your cotton T-shirt could
soon charge your phone”
23. Problem statements can be either:
• Formal, like a thesis statement
• Informal, like a explanatory sentence
Their primary functions are to help the reader:
• See why your document is important
• Help create raised awareness of an issue
Strong problem statements consider:
• Terminology
• Shared beliefs and mindsets
• Canonical works
Recap: Problem
Statements
24. Bao, L. & Li X. (2012). “Toward textile energy storage
from cotton T-shirts.” Advanced Materials 24(24),
3246-3252. doi: 10.1002/adma.201200246.
Danigelis, A. (2012, May 26). “Your cotton T-shirt could
soon charge your phone.” [Future of Tech Blog Post].
Retrieved from:
http://www.futureoftech.msnbc.msn.com/technology/futur
eoftech/your-cotton-t-shirt-could-soon-charge-your-
phone-795391
References
25. Purdue University Writing Lab
Heavilon 226
Web: http://owl.english.purdue.edu/
Phone: (765) 494-3723
Email: owl@owl.english.purdue.edu
Where to Go to Get
More Help
26. The End
PROBLEM STATEMENTS
By Patti Poblete and Tristan Abbott
Brought to you in cooperation with the Purdue Online Writing Lab
Rationale: In this presentation we will discuss problem statements. We will examine what problem statements are, the kinds of knowledge that must be considered while drafting problem statements. This presentation will conclude by looking at examples of problem statements.
Activity: The facilitator may prompt participants to answer the slides titular question. After this, provide the definition of a problem statement as a move that a document makes to help the reader realize why a document is important. That is, problem statements show readers why what you have to say matters. Without a strong problem statement, your reader may scratch their head and ask, “so what?” This can be problematic if you’re writing a grant proposal or a research funding request. Problem statements can be both formal, as in the case of thesis statements; or, they can be informal, as in the case of a sentence explaining how something will effect the reader. Examples of each will be provided on the following slides.
Rationale: Let’s take a closer look at formal problem statements. One example of formal problem statements are thesis statements. Thesis statements often appear in the introduction of your document. Read the example problem statement aloud. You can see that this thesis statement also performs quite nicely as a problem statement. By highlighting this tension between strong test scores and well-rounded applicants, the relevance for the reader is also highlighted. You can refer back to this during the next slide.
For more information on thesis statements, see the following OWL resource: http://owl.english.purdue.edu/owl/resource/545/01/
Rationale: Formal problem statements, in this case thesis statements, should be specific. That is, they should cover only what you will actually discuss in the text, and only what you can support with evidence. In the case of the example formal problem statement on the previous slide, the reader would expect the author to discuss only the possible conflict caused for admissions specialists when faces with two students who are different only in their test scores and levels of engagement in extracurricular activities. If one were to stray from there topics, it my create problems for the reader. For example, it could weaken the point that you’re trying to make. Or, it could confuse them as to the true core issue.
Rationale: This slide identifies the two major areas writers need to consider as they construct their problem statements.
For example, if you’re writing to a so-called lay audience, they might now very little about your field or the issue that you’re writing about. This means that you may need to do more to explain the significance your work.
However, if you’re writing to others in your discipline, or community of practice, you may not have to provide as much background. Considering what your readers might already know also helps to ensure a strong connection with them. You do not want your readers to feel alienated.
Rationale: This slide identifies the three areas that identify the audience’s concerns about a topic, and that will help the writer better connect with the audience.
We’ll look at teach of these terms a little more closely in the upcoming slides, but here are some basic definitions. Terminology refers to the special terms, or jargon, that are used in a field. Share beliefs/mindsets, refer to a shared set of assumptions about and feelings towards a topic. Canonical works refers to texts or theories that are accepted as significant by the majority of experts within the field in question. In physics, an example of this might be Einstein’s theory of relativity. In American literature, canonical works might include Mark Twain’s Huckleberry Finn or Nathaniel Hawthorne’s The Scarlet Letter.
Rationale: This slide presents a definition of specialized terminology and an example.
Specialized terminology refers to words or phrases that might have discipline specific meanings. For example, when the applied linguist is writing for an audience in their discipline, they may not define terms like L1 and L2. However, for the so-called lay audience, these terms may be problematic.
Rationale: The first quote is written only using the special terms that an applied linguist might use when discussing teaching English as a second Language. Viz. it uses the terms “ESL,” “L1,” and “L2” with no explanation of these terms.
The second quote provides the same information, but it is written for an audience that does not have knowledge of that specialized terminology. It is often time important to remind students that they need keep their audience in mind. While certain terms may come as second nature to the student, they may not come as second nature to readers who may not share their educational background
Rationale: This slide provides a definition of shared beliefs and mindsets and how they might impact how one’s audience might interpret their text. It is often times helpful to remind students that each field has it’s own internal controversies and points of disagreement. Use a field specific example to highlight this for students. For instance, if writing for a so-called lay audience, then it’s possible that the notion of autism may hold different meanings and degrees of relevancy for different readers. While it’s impossible to write a text that appeals to everyone, one should think of their audience and work to create and to work inside of these shared beliefs and mindsets.
In the next slide we’ll look at two quotes that provide the same information, but that provides different treatments of the assumptions underlying the statements.
Rationale: The first quote demonstrates a statement that includes the underlying assumption that the audience will know what “the autism spectrum” means, and also that specialized treatments are necessary. What if a person doesn’t know what the autism spectrum is? Or, they know about the autism spectrum, but they don’t know about the specialized treatments that you will be talking about. The second quote conveys the same information, but spells out those specific assumptions for an unfamiliar audience. Notice that, here, the autism spectrum has been defined as something that is comprised of a number of disorders. It also spells out that there is not enough treatments targeted as specific autism spectrum disorders, for instance Asperger’s.
Canonical research are those texts, theories, and discussions which are significant in a field, and that may be considered required reading. That is, they are something of a gatekeeper in the field. In order to talk like an physicist, an applied linguist, or a mathematician, one must know these works. While this slide presents some examples, it may be helpful if you select some that are specific to your students. It is also helpful to remind them, just because they know a work, and most of the people that they talk to (many of whom are in their field) know of a particular work, one should avoid assuming that their audience will know a given work as well. If you have an audience that is comprised of individuals from a number of disciplinary backgrounds, it might help concretize the point, if you have the blurt out a “canonical work” from their field, and see if the others know it. You might be surprised when people “think” that they know a canonical work, but really they’re referencing a different work, by a person with the same last name. For example, Paiget may call-up different works and different theories for psychologist and for entomologists. The next slide presents some examples of this.
Rationale: The first statement assumes that the audience understands what the Pythagorean theorem is. The second quote provides the information, because the audience might not know what the theorem is. (Note, however, that the statement still assumes the audience will recognize the references to a baseball diamond.) It may be helpful to reiterate why it’s important to lay assumptions bare for the reader. For example, what if a reader doesn’t know what that the bases on a baseball field create a diamond shape? Would they still be able to parse the second statement? Ask audience members to think of this.
Rationale: This slide uses a specific article with a particular audience in order to demonstrate the previously explained concepts. Be sure to stress the context here for the students. How is this different than if an article on the same topic might appear in a popular news magazine?
Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.
http://onlinelibrary.wiley.com/doi/10.1002/adma.201200246/full
Activity: The presenter can give the audience time to read through the quote, or the presenter can read the quote aloud.
Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.
Activity: Highlighted in red are field-specific terminology. The presenter can further explain how the highlighted phrases/words are terminology specific to the field of material sciences. Or, the presenter can open this up to discussion, focusing on how these terms might not fit in for all audiences. It may be a good time to have audience members think of ways to handle the possible issues caused by the highlighted terms.
Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.
Activity: Marked in blue are statements that assume shared beliefs/mindsets—that environmentally-sound technology is important, and that discoveries should be translated into practical applications. The presenter can further explain the assumptions of the highlighted phrases/words, or the presenter can open this to audience discussion.
Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.
Activity: Highlighted in green are references to canonical research—where the authors assume the audience will be familiar with recent and accepted work or experiements. The presenter can further explain how the highlighted phrases/words refer to canonical research, or the presenter can open this to audience discussion.
Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.
Rationale: This slide introduces a specific article on the same topic, but one that is geared towards a more lay audience. If you audience is at a particularly early stage in the academic careers, it may be helpful to them, to just introduce the information here, and then to ask them, “What makes this article different from the one we just looked at?” And, “Do you think that these are geared towards the same type of Audience?” “What are some things that might be done differently?”
Reference: Danigelis, A. (2012, May 26). Your cotton T-shirt could soon charge your phone. [Future of Tech Blog Post]. Retrieved from: http://www.futureoftech.msnbc.msn.com/technology/futureoftech/your-cotton-t-shirt-could-soon-charge-your-phone-795391.
Rationale: The first statement assumes that the audience will accept the need for constantly charging devices. The second statement assumes that the audience will have a basic understanding of electrical conduction, and how that relates to charging devices.
Activity: The presenter can further unpack how these two sentences represent implied problem statements, or the presenter can open this to audience discussion.
Reference: Danigelis, A. (2012, May 26). Your cotton T-shirt could soon charge your phone. [Future of Tech Blog Post]. Retrieved from: http://www.futureoftech.msnbc.msn.com/technology/futureoftech/your-cotton-t-shirt-could-soon-charge-your-phone-795391.
Rationale: These slide reemphasizes the main points covered in this presentation. For this slide, it may be helpful to stress why it’s vital to highlight the importance of your work for your audience. For example, it could determine funding, public opinion, policy decisions, etc. Walk students through these again, pausing after each major break to field questions.
Activity: The facilitator may at this time choose to field questions about problem statements.
Danigelis article no longer on MSNBC website (for further information you might consult http://www.abc.net.au/science/articles/2012/05/28/3512771.htm??site=science/tricks&topic=energy)
Rationale: Purdue students are invited to meet with a tutor to assist with writing challenges on an individual basis. Viewers outside of Purdue may receive assistance through the OWL (Online Writing Lab) and answers to quick questions through the OWL email service.
This presentation has been brought to you by Patti Poblete and Tristan Abbott in conjunction with the Purdue Writing Lab, the Purdue SURF Program, and the Purdue Online Writing Lab
