RESEARCH PROPOSAL 2 Businesses Security Policies and Implementation Issues Trevor Henry Liberty University 3/29/2020 Businesses Security Policies and Implementation Issues Creating and managing security programs in a business is an effort that businesses grow into over a period of time. The goal of business organizations is to find a common ground of responsibly managing the risks that comes with the various types of technologies which the company chooses to deploy. As such, in creating foundation for a security policy, the company must designate duties responsibly for cyber security. A mature security program requires a specific policies and procedures. Additionally, security system integration drives the modern organizations and is a key catalyst for the growth. It enables the organizations for the purpose of leveraging the existing processes, technology, persons, and information to stay ahead of the competition. This paper is a research proposal of Businesses Security Policies and Implementation Issues in relation to Cyber Security. The first part of the paper discusses the concept of system integration in businesses focusing on the importance of software development process. The paper then proceeds to discuss the approach of big-bang integration. The third part of the paper delves on top-down and bottom-up integration approaches. In the final part, the paper delves on the traditional approaches of mixed integration, combining the desirable advantages from top-down and bottom -up integration approaches. System integration System integration is a process that involves cohesion of system created from components that are not specifically designed to work in unison. The components of an integrated system are usually system in their own rights. According to (***), system integration is the process of connecting different sub-systems components into a single larger system that functions as one. With regards to software solutions, system integration is typically defined as the process of linking together various IT systems, services and/or software to enable all of them to work functionally together. The main reason for organizations to use system integration is their need to improve productivity and quality of their operations. The goal is to get the organizations various IT systems to “talk to each other” through the integration, to speed up information flows and reduce operational costs for the organization. But system integration is not used only to connect an organization’s internal systems, but also third parties that the organization operates with. The main methods of system integration include pint-to-point integration, vertical integration, horizontal integration, and common data integration. Importance of system integration A well-integrated system is important to the organization because it does not only reduce the energy consumption of the organization, but it also allows for drilling down the valuable customer data. Because.

1. RESEARCH PROPOSAL 2
Businesses Security Policies and Implementation Issues
Trevor Henry
Liberty University
3/29/2020
Businesses Security Policies and Implementation Issues
Creating and managing security programs in a business is an
effort that businesses grow into over a period of time. The goal
of business organizations is to find a common ground of
responsibly managing the risks that comes with the various
types of technologies which the company chooses to deploy. As
such, in creating foundation for a security policy, the company
must designate duties responsibly for cyber security. A mature
security program requires a specific policies and procedures.
Additionally, security system integration drives the modern
organizations and is a key catalyst for the growth. It enables the
organizations for the purpose of leveraging the existing
processes, technology, persons, and information to stay ahead of
the competition. This paper is a research proposal of Businesses
Security Policies and Implementation Issues in relation to Cyber
Security. The first part of the paper discusses the concept of
system integration in businesses focusing on the importance of
software development process. The paper then proceeds to
discuss the approach of big-bang integration. The third part of
the paper delves on top-down and bottom-up integration
approaches. In the final part, the paper delves on the traditional
approaches of mixed integration, combining the desirable

2. advantages from top-down and bottom -up integration
approaches.
System integration
System integration is a process that involves cohesion of system
created from components that are not specifically designed to
work in unison. The components of an integrated system are
usually system in their own rights. According to (***), system
integration is the process of connecting different sub-systems
components into a single larger system that functions as one.
With regards to software solutions, system integration is
typically defined as the process of linking together various IT
systems, services and/or software to enable all of them to work
functionally together. The main reason for organizations to use
system integration is their need to improve productivity and
quality of their operations. The goal is to get the organizations
various IT systems to “talk to each other” through the
integration, to speed up information flows and reduce
operational costs for the organization. But system integration is
not used only to connect an organization’s internal systems, but
also third parties that the organization operates with. The main
methods of system integration include pint-to-point integration,
vertical integration, horizontal integration, and common data
integration.
Importance of system integration
A well-integrated system is important to the organization
because it does not only reduce the energy consumption of the
organization, but it also allows for drilling down the valuable
customer data. Because of this reason, multiple organizations
today are integrating with various platforms to bridge the gap
between businesses. The importance includes;
Improved Data Accessibility
With the help of system integration, data accessibility becomes
easier for stakeholders in organizations. This allows the
businesses to make informed decisions at all levels of operation,
thus resulting in accelerated business growth.

3. Better Communication
A well-integrated business has, improved connectivity which
streamlines communication between participants of various
functions in the organization. Because of this, organizations can
easily share more information that was previously difficult,
costly and time-consuming to access.
Improved Productivity
Rather than having to duplicate data from one place to another
and wait for information to be received from other departments,
employees can now spend more time on crucial tasks that will
help the business grow.
One-Stop Service
Having all of the valuable data stored in one place, the relevant
information is easier for employees to access and share. When
one is able to view every aspect of the organization from one
system, they will have fewer things to manage and worry about.
Robust Growth
A rapidly growing company can quickly become entangled in a
complex application and system landscape. But with an
integrated software system, problems can be solved and changes
can be made with just a few clicks rather than by having to visit
multiple systems. Hence, CRM software has the organization
covered.
The Big-Bang Integration Approach
Big Bang Integration Testing is an integration testing strategy,
wherein all units are linked at once, which results in a complete
and efficient system. In this type of integration testing all the
components as well as the modules of the software are
integrated simultaneously, after which everything is tested as a
whole. During the process of big bang integration testing, most
of the developed modules are coupled together to form a
complete software system or a major part of the system, which
is then used for integration testing. This approach of software
testing is very effective as it enables software testers to save
time as well as their efforts during the integration testing

4. process. However, if the test cases and their results are not
properly recorded in big bang testing, the entire integration
process can become complicated and may also prevent the
testing team from getting their desired goals or results from
integration testing.
Advantages of Big-Bang Integration
· Big bang integration testing is used to test the complete
system.
· The amount of planning required for this type of testing is
almost negligible.
· All the modules are completed before the inception of
integration testing.
· It does not require assistance from middle components such as
stubs and driver, on which testing is dependent.
· Big bang testing is cost effective.
· There is no need of immediate builds and efforts required for
the system.
Disadvantages
· In Big bang integration testing, it is difficult to trace the cause
of failures as the modules are integrated late.
· This approach is quite challenging and risky, as all the
modules and components are integrated together in a single
step.
· If any bug is found it becomes difficult to detach all the
modules on order to find out its root cause.
· Defects present at the interface of components are identified at
a later stage, as all the components are integrated in one shot.
· Since all the modules are tested together chances of failure
increases.
· There is a high probability of missing some crucial defects,
errors and issues, which might pop up in the production
environment.
· It is difficult and tough to cover all the cases for integration
testing without missing even a single scenario.
Bottom-Up Integration

5. In this type of integration, the system integration procedure
starts from the integration process begins from the lowest level
module to the highest-level module of integration. It also uses
test drivers to drive and pass the appropriate information to the
lower modules. As the code for other modules increase, the
drivers are replaced with actual modules.
Advantages
· It is suitable for applications where bottom up methodology
has been used
· Advantageous when major flaws occur towards the bottom of
the program.
· In cases where low level modules together with their combined
functions are invoked by other modules, it becomes more useful
to test them for meaningful and effective integration
· Test conditions are easier to create.
· Observation of test results is easier.
Disadvantages
· One big disadvantage of bottom up strategy is that in this sort
of testing no working model can be represented as far as several
modules have been built.
· The program as an entity does not exist until the last module
is added
· Test engineers cannot observe system level functions from a
partly integrated system. They cannot observe the system level
functions until the top-level test driver is in place.
Top down integration testing
Top-down integration testing is an integration testing technique
used in simulating the behavior of the lower-level modules that
are not yet integrated. Stubs are the modules that act as
temporary replacement for a called module and give the same
output as that of the actual product.
Advantages
· Isolation of interface errors becomes easier because of
incremental nature of top down integration.
· Test cases designed to test the integration of a module are

6. reused during the regression tests performed after integrating
other modules.
· Advantageous if major flaws occur toward the top of the
program.
Disadvantages
· Until a certain set of modules have been integrated, it may not
be possible to observe meaningful system functions because of
an absence of lower level modules and the presence of stubs.
· Test case selection and stub design become increasingly
difficult when stubs lie far away from the top-level module.
· Observation of test output is more difficult.
Mixed Integration
Integration means bringing the quantitative and qualitative
strands of a mixed methods study together for analysis and
comparison, or for one strand of the data collection and analysis
to inform the other. Often investigators discuss the integration
in the text of manuscripts but joint displays of the data may
provide another way to integrate the study strands. Mixed
methods may be valuable throughout the development and
testing of interventions - in the development of the intervention,
during the evaluation of the intervention, and after the follow-
up and assessment of outcomes is completed. Qualitative
approaches are most frequently used to develop an instrument,
to understand strategies for successful recruitment, to find areas
for intervention adaptation, to understand the processes of an
intervention, to evaluate fidelity and other implementation
factors, to explain outcomes, to provide feedback to improve
intervention, and to understand mediators and moderators.
References
Herath, T., & Rao, H. R. (2009). Encouraging information

7. security behaviors in organizations: Role of penalties, pressures
and perceived effectiveness. Decision Support Systems, 47(2),
154-165.
Kaner, C., Falk, J., & Nguyen, H. Q. (2000). Testing Computer
Software Second Edition. Dreamtech Press.
Wiley, J. (2008). Security Engineering: A Guide to Building
Dependable Distributed Systems. 2ed Editio, 239-274.
CSCI 561 Research Paper Standardized Rubric
200 Points
Criteria
Levels of Achievement
Content 140
Advanced
Proficient
Developing
Not present
Student’s paper illustrates mastery of the subject matter (40 pts)
40 to 37 points*
Student’s writing illustrates a deep connection and passion with
the material and shows a depth of knowledge in their research
that goes far beyond basic investigation. Student shows solid
command of many different sources to support their case.
Conclusion illustrates what the student has learned and how it
can be used to aid future research.
36 to 34 points*
Student’s writing illustrates a thorough grasp of the subject
matter and the supporting sources. Information collected offers
an effective investigation of subject matter. Source material is
combined with student’s knowledge to illustrate a solid case for
the research proposed. Conclusion expresses what student has
learned and how it can aid future researchers.
33 to 1 points*
Student’s writing illustrates a varied range of knowledge about
the material ranging from common sense to some advanced

8. research. Information collected offers some amount of
investigation into the subject material and illustrates results.
Conclusion expresses some key items learned but may or may
not express how it can aid others in the future.
0 points
Student’s paper offers little to no grasp on the subject matter
and little to know depth of knowledge as inferred from sources.
Student created a clear list of Objectives at the beginning of the
paper and provided paragraphs detailing the objectives. (15 pts)
15 to 14 points*
Student’s paper illustrated a clear list of research objectives at
the beginning of the paper. This list was followed by one to two
paragraphs on each of the different objectives so that the reader
is aware of the focus and direction of the paper. The presented
material makes it clear whether this is to be a policy (1st Paper)
or technology paper (2nd Paper).
13 points*
Student’s paper offers a clear list of objectives at the beginning
of the paper. The list is followed with supporting paragraphs for
each objective to provide more detail about the focus and
direction of the paper. The presented material makes it clear
whether this is to be a policy (1st paper) or technology (2nd
Paper) paper.
12 to 1 points*
Student’s paper lists a notable list of objectives near the
beginning. Student may or may not provide much detail about
each objective so that the focus and direction of the paper are
clear. The presented material may or may not be clear whether
or not this is a policy (1st paper) or technology (2nd paper)
paper.
0 points
Student’s paper offers no clear list of objectives or supporting
material. This section of the paper may be completely
nonexistent.

9. Student created a solid literature review that illustrates what
source material had to say about the topic (25 pts)
25 to 23 points*
Student’s literature review follows each objective in the order
presented in the Objectives section and provides 1 to 1.5 pages
for each objective to clearly illustrate what the sources have to
say about the objectives. Student is careful to be unbiased and
offers both positive and negative views of the subject matter
from the sources, even if they do not agree with the findings.
22 to 21 points*
Student’s literature review follows each objective in the order
presented in the Objectives section or almost in the same order.
Student creates 1 page per objective and illustrates what the
majority opinion of the sources has to say about the objectives.
Student does well to be unbiased and offer positive and negative
views of the subject matter from the sources.
20 to 1 points*
Student’s literature review does not necessarily follow the order
presented by the objectives and tends to deviate frequently
between sources and opinions. Each objective is somewhat
reviewed against source material but may not offer much clear
consideration for the material. Opinions may or may not be
biased regardless of the source material used.
0 points
Student’s literature does not exist or is extremely limited. Very
little information appears to express the opinions of the source
material presented.
Paper was well-researched and supported by clear, academically
approved source material (20 pts.)
20 to 18 points*
Student used at least 7 different sources to support their
viewpoints. These sources are directly from academically
approved sources such as peer-reviewed journals or unbiased
research organizations such as SANS. The student draws
equally from each source to show supporting and disagreeing

10. information among the material in the sources.
17 points*
Student used at least 5 different sources to support their
viewpoints. These sources are drawn directly from academically
approved sources such as peer-reviewed journals or unbiased
research organizations such as SANS but the student may use
secondary, non-academic sources, to add depth and color to an
opinion in an academically approved source. Student draws
equally from each primary source to show a variety of
information.
16 to 1 points*
Student used 4 or less different sources to support their
viewpoints. These sources may or may not be drawn primarily
from academically approved sources such as SANS. The student
may or may not use secondary, non-academic sources to add
depth or color to an opinion. Student may or may not draw
equally from sources and overall tone may be somewhat biased
towards a particular view point.
0 points
Student did not use any academically approved sources or did
not cite them at all in their paper. The sources, if used, may be
predominantly biased and non-academic. Student may omit most
research aspects from this paper.
Student exhibited critical analysis to reach logical conclusions
and creatively shared those items with the reader (15 pts)
15 to 14 points*
Student’s writing style clearly exhibits a thorough review and
grasp of the material presented to reach a logical conclusion.
The pattern of ideas is logical and solid and make it easy for the
reader to follow the student’s thoughts. Student does well to
focus citation of material to creatively paraphrased (with
citation of course) sentences rather than direct quotes so that
the paper maintains a consistent voice.
13 points*
Student’s writing style is logical and structured. The reader is

11. able to follow the path of the logic and ideas presented and
reaches the same conclusion as the student. The ideas are
patterned in such a way that a solid case is made for the
student’s point of view. Student does well to focus citation of
source material to creative paraphrasing (with citation) of
material with a limited amount of direct quotes so that the paper
maintains a consistent voice.
12 to 1 points*
The student’s writing style may or may not be logical and the
reader struggles with accepting and understanding the ideas the
student was trying to present. Student may or may not have a
pattern of ideas that makes the case for the student’s point of
view. Student may or may not use a large number of direct
quotes and the voice of the paper may or may not be consistent
throughout.
0 points
Reader is not able to discern the student’s perspective at all or
student simply did not present their logic in a way that is
sensible to most. Patterns or ideas are illogical and often
incomplete. Paper may be a string of direct quotes attached
loosely by sentences.
Paper was highly readable, clear and concise. (15 pts)
15 to 14 points*
Paper was readable and easy to follow from start to finish. The
student created a nest of sections and subsections to break down
large topics into smaller and more concise pieces. Student
provided exactly the amount of information needed to prove
their points and did not add extra buzzwords, jargon, or other
unnecessary material.
13 points*
The student created a paper that was easy to follow and
addressed each point clearly. The paragraphs and sentences
stayed focused, on topic and logically connected. Student
addressed the key information needed to address their points
and did not add unnecessary material to distract the reader.

12. 12 to 1 points*
The student may or may not have made the paper easy to follow.
Their points were partially addressed but many aspects of the
material went unfinished or insufficiently supported. The paper
may or may not have contained a large amount of buzzwords,
jargon and unnecessary material to distract the reader.
0 points
Paper was very difficult to read and did not follow any logical
pattern. Few paragraphs were connected and organized. Paper
consisted largely of unnecessary jargon and unnecessary
material so the total focus seems distracted
Student integrated Christian worldview throughout the paper
and supported with scripture (10 pts)
10 points*
Student made every effort to infuse their writing with strong
Christian worldview elements supported by scripture. Each
section contains at least some Christian worldview elements and
these elements are supported by scripture that fits the context in
which it is used.
9 to 8 points*
Student made a solid effort to include Christian worldview in
their writing and supported it with scripture. The scripture used
to support the worldview elements discussed fit the context in
which it was used.
7 to 1 points*
The student attempted to include some Christian worldview but
only put this in one or two sections of the paper. The Christian
worldview, when present, may or may not fit the scriptural
context in which it was used.
0 points
The student did not attempt to include any Christian worldview
elements or if they did, they did not support it with scripture
that fits the context in which it was used.
Structure 60

13. Advanced
Proficient
Developing
Not present
Student presented material at the desired length requirement
(2,750-3,250 words) (25 pts)
25 to 23 points*
After removing secondary information (such as reference items
and title page) from the word count, the student’s paper is
between 2,751 and 3,250 words in length without going over the
maximum length.
22 to 18 points*
After removing secondary information (such as reference items
and title page) from the word count, the student’s paper is 2,750
words or more without going over the maximum length.
17 to 1 points*
After removing secondary information (such as reference items
and title page) from the word count, the student’s paper is less
than 2,750 words with those below 2,000 words on the lowest
end of this scale.
0 points
Paper, even with all sections included in word count is less than
1,000 words.
Student included the required sections (Objectives, Literature
Review, Conclusion, and References) (15 pts)
15 to 14 points*
Student’s paper has a title for each section (“Research
Objectives”, “Literature Review”, “Conclusion” and
“References”) presented in that order and properly formatted as
a first level section title. Student further broke down each
section into at least one or two second-level titles for easier
consumption.
13 to 11 points*
Student’s paper has a title for each section (“Research
Objectives”, “Literature Review”, “Conclusion” and

14. “References”) presented in that order and properly formatted as
a first level section title. Each section contains the expected
information for its title.
10 to 1 points*
Student’s paper omitted any or all of the primary sections
(“Research Objectives”, “Literature Review”, “Conclusion”, and
“References”) or placed them in the incorrect order. Titles of
each section may or may not be properly formatted and may or
may not contain the expected information.
0 points
Student included no primary section titles and it is difficult to
tell which sections were intended for the required sections.
Paper was formatted with proper APA formatting (10 pts)
10 points*
No APA formatting issues found.
9 to 8 points*
Minor APA formatting issues found.
7 to 1 points*
Student includes some APA formatting, but paper is clear
enough for readers.
0 points
Student did not use any APA formatting or paper is unclear and
difficult to decipher.
There was an in-text citation for each source (5 pts)
5 points*
Student cited every source they used at least two times and the
source citations match the spelling and years of publish exactly
in the References section. No citations were omitted when
needed.
4 points*
Student cited all sources at least once. May have omitted a
citation for a source or misspelled source names.
3 to 1 points*
Student cited few of their sources. Names and other data from

15. source material may or may not match the actual source.
0 points
Student failed to cite any of their sources or the use of a source
was indecipherable due to spelling issues.
Student used proper grammar and spelling (5 pts)
5 points*
Student uses perfect grammar and spelling for all items.
4 points*
Student makes few grammar and spelling errors that do not
affect readability.
3 to 1 points*
Student makes notable grammar or spelling mistakes that may
or may not affect readability.
0 points
Student makes an excessive number of grammar or spelling
issues that negatively impact readability.
*Please see the Levels of Achievement Points spreadsheet for
standardized point values based off your school/department’s
grading scale.
CSCI 561
Research Paper Instructions
The research paper will provide you with an opportunity to
learn more about a topic of particular interest regarding
information security systems. The technical focus and level of
research for the chosen topic must be well planned and
researched. With that in mind, be sure to choose a focused topic
to ensure in-depth research.
The research paper will allow exposure to technical literature
for exploration of the body of research as a whole, as well as
practice navigating your way around it. Thus, a well-written
paper will show your ability not only to research, but also to
communicate via the written word. How well your document
conforms to the required form and format will demonstrate your

16. attention to detail and instruction.
Each paper must:
· Have a length of 2750–3250 words (Note: the word count does
not include words used in figures, tables, diagrams, or the
bibliography)
· Be formatted according to current APA standards including:
· A properly formatted APA Title Page including paper name,
institution, class name and paper date.
· A Proper Title Page Header (Running Head: First 40
Characters of the paper title) and the page number (on the
FIRST page).
· The name of the paper and page number on each additional
page (no Running Head).
· Section Headers (i.e. First Level Headers) which are bold and
centered
· Indented paragraphs for each paragraph.
· No contractions or use of personal pronouns such as “You, me,
your” (except in the Conclusions page)
· Proper APA formatted in-text citations and Bibliography
· Include figures, tables, or diagrams, where appropriate (Note:
the words in the figures, tables, or diagrams are not part of the
word count)
· Include an in-text citation whenever the source to which you
refer is changed
· Attribute quotes to the source obtained, but quotes may not
make up a significant portion of the body of the text
· Include at least 5 sources for citation, 2 of which must be
peer-reviewed journals.
· Use an in-text citation to support any opinion that is not
otherwise known as a ‘fact’ by your audience or by the general
public.
· For example, if you state: “…all IT Systems should be
reviewed yearly as a best practice…” you need to support that
with a citation. Such as ‘According to (source), “all IT systems

17. should be reviewed yearly…”
· As a graduate student, you are not yet considered an expert in
your field but are striving to become one by your degree.
· If your statement is a known fact such as “Computers are
designed for processing electronic information” or “IT Security
is important” then you do not need to cite as your audience will
likely agree that this is a fact.
· When in doubt, cite!
Each paper mustinclude these 4 sections in this order as the
‘first level sections’:
1. Research Objectives:
What specifically do you want to learn about or prove as you do
this research?
a. List the research topics that you included as at least 3–4
bullets in the Research Paper: Topic Proposal/Outline at the top
of this section. This list is to appear as the first section in your
paper.
b. After placing your bulleted list on the paper, you must now
explain those bullet points as separate paragraphs placed
directly after the complete list rather than inline with your list.
c. For each bullet in the list above, devote a paragraph or two to
the research topic to provide detailed information about that
topic Including your research sources. (Note: your paper must
be very focused to allow in-depth research in so few words. )
and remember to include biblical integration as you are able.
d. The research topics are stated as bullets in this first section
to help sharpen your focus and hopefully ensure that focus is
maintained as the paper develops. But are only to serve as a
guide for your paragraphs.
2. Literature Search Results:
What do other academic sources say about this subject?
a. This section will show the depth of your research.

18. b. All entries in your bibliography must be cited at least once in
this section.
c. When detailing your literature search results, each declarative
idea/concept (not each sentence) must be cited. You are stating
other authors’ ideas and concepts and must provide the source
from which they come.
d. Remember to link the results to Christian concepts via
biblical integration.
e. Often this is the largest section of the paper. The time to state
your own ideas will come in the following section.
3. Conclusions:
What have you learned from your research?
1. The purpose of this section is not simply to reiterate the
previous sections, but for some thoughtful reflection. Now is
the time to state your own conclusions. Don’t forget to provide
biblical integration on the topics when you state your
conclusions.
2. In this section, each of the specific research questions you
selected in the Research Paper: Topic Proposal/Outline must be
restated and directly answered, even if the conclusion for an
objective is uncertain. Doing so will help ensure that you have
addressed all your original research questions. This, however,
does not mean you are limited in this section to only answering
your initial research questions. More often than not, your
research will open new lines of thought that should be
discussed.
3. Most poor grades are earned because this section does not
include your conclusions, but only repeats data from the
previous sections.
4. Bibliography:
1. Your bibliography section must show at least 5 sources you
cited from with a minimum of two (2) peer-reviewed journals as
sources.
2. Both the in-text citations and the accompanying bibliographic
information must be in current APA format.
3. You must cite professionally edited, peer-reviewed sources.

19. You are permitted to use webpages ONLY as secondary sources
that support the aforementioned peer reviewed sources.
4. Do not cite the course texts, encyclopedias (online or
otherwise), news sites, or articles from user-edited sources such
as Wikipedia (however, this type of resource can be used for
initial uncited research which will often lead you to acceptable
sources).
5. You must use resources with a specific technical focus on
your topic.
The Policy Research Paper: Final is due by 11:59 p.m. (ET) on
Sunday of Module/Week 4.
The Technology Research Paper: Final is due by 11:59 p.m.
(ET) on Friday of Module/Week 8.
Using the “Tell Them…” Method
One of the most tried and true standards for good quality papers
is to use the “Tell Them” model for crafting information. The
model is broken out like this:
1. Tell Them what you are going to tell them. (introduction)
2. Tell Them about it (body of the paper)
3. Tell Them what you told them. (conclusions)
To put this into perspective of a research paper, in the
introduction you will “Tell Them What you are going to tell
them”. This gives the reader an idea of what to expect and helps
setup a good structure for your paper. Obviously, don’t use the
words “I am going to tell you” but make it clear what the
purpose of the paper is.
In the body of the paper, you will “Tell them about it.” Okay,
you have explained at the beginning the topics you want to use
and a broad overview of the information. Now you need to
answer each piece of what you need to tell them. If you made it

20. clear that you are going to talk about 4 specific things in the
“Tell Them what you are going to tell them” section, then you
should make sure to address all 4 items in detal.
Finally, in the conclusion of the paper, “Tell Them What You
Told Them.” This means that you can re-iterate what you talked
about (don’t repeat it word for word but summarize the ‘big
ideas’). Use this section to tie in each things you said you
would talk about into a unified ending to your paper.
Why do this? It is scientifically proven that if information is
repeated at least three times, the audience is most likely to
remember it more quickly than if it was stated one time or less.
If you give your readers a solid structure, follow it and drive it
home, your audience will likely stay more engaged with your
subject.
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