Short Cuts: From writing your first research assumptions to transforming this into your thesis statements, and on into a one-sentence research proposal

1. SHORT
CUTSFROM ASSUMPTION TO
ONE-SENTENCE
RESEARCH PROPOSAL
Original Source: Cabrera, J. A. 2016. Short Cuts: From Assumption to Thesis Statement. PowerPoint presentation.
Electronic document available at slideshare.com
2nd Draft: 06 Sept 2016

2. Contents
The Pre-Short Cuts
• Parts of a Research
Assumption
• The Research
Assumption
• From Assumption to
Topic Sentence
• The One-sentence
Research Proposal
• The Target Beneficiary
• The Required Action
• The Proposed Solution
• Summary Review
The Short Cuts
• The 1x1x3 Formula
• The 1x3x1 Formula
• The 3x1x1 Formula
The Bonus Cuts
• Clarity by Specificity
• Clarity by
Correspondence
• Using Sources

3. PARTS OF A RESEARCH
ASSUMPTION
PART 1.0
What is a
research
assumption?

4. Parts of an Assumption (#1)
(1) Target beneficiary & problem – before “can”
(2) Action & Tool of Action – between “can” and “to”
(3) Expected Result & Solution – after “to”
Children who cannot spell any
three-letter English words can
use an English-Uzbek poster
that shows pictures of 6 steps
to spell 25 three-letter English
words in 3 months.
1

5. Parts of an Assumption (#2)
(1) Target beneficiary & problem – before “can”
(2) Action & Tool of Action – between “can” and “to”
(3) Expected Result & Solution – after “to”
Children who cannot spell any
three-letter English words can
use an English-Uzbek poster
that shows pictures of 6 steps
to spell 25 three-letter English
words in 3 months.
2

6. Parts of an Assumption (#3)
(1) Target beneficiary & problem – before “can”
(2) Action & Tool of Action – between “can” and “to”
(3) Expected Result or Solution – after “to”
Children who cannot spell any
three-letter English words can
use an English-Uzbek poster
that shows pictures of 6 steps
to spell 25 three-letter English
words in 3 months.
3

7. THE RESEARCH ASSUMPTION
PART 1.0

8. Sample Assumption
Children 4 to 6 years old can use an English-
Uzbek poster that shows pictures of 6 steps to
spell 25 three-letter English words in 3 months.

9. Sample Assumption
Children 4 to 6 years old can use an English-
Uzbek poster that shows pictures of 6 steps to
spell 25 three-letter English words in 3 months.
Use a quantity (number) to describe the
target beneficiary

10. Sample Assumption
Use “can” to state the required action.
Children 4 to 6 years old can use an English-
Uzbek poster that shows pictures of 6 steps to
spell 25 three-letter English words in 3 months.

11. Sample Assumption
State the tool to be used in the action.
Children 4 to 6 years old can use an English-
Uzbek poster that shows pictures of 6 steps to
spell 25 three-letter English words in 3 months.

12. Sample Assumption
Use quantities (numbers) to describe the
tool.
Children 4 to 6 years old can use an English-
Uzbek poster that shows pictures of 6 steps to
spell 25 three-letter English words in 3 months.

13. Sample Assumption
Start with “to” to state the expected result.
Children 4 to 6 years old can use an English-
Uzbek poster that shows pictures of 6 steps to
spell 25 one-syllable English words in 3 months.

14. Sample Assumption
Use quantities (numbers) to indicate urgency.
Children 4 to 6 years old can use an English-
Uzbek poster that shows pictures of 6 steps to
spell 25 one-syllable English words in 3 months.

15. FROM ASSUMPTION TO
TOPIC SENTENCE
PART 1.2
What is a topic
sentence?

16. What is a Topic Sentence?
An assumption that is
phrased as shown in the
preceding pages is called
a topic sentence.

17. Topic Sentence: 5 PARTS
An effective topic sentence should state:
 Need: State a research problem.
 Beneficiary: State the beneficiary that your
research will help.
 Required Action: State what beneficiaries
must do to solve the problem.
 Solution: State the solution to the
problem.
 Urgency: State the limited time of the
problem or solution.

18. Topic Sentence: BENEFICIARY
• Your topic sentence should begin
with a description of your target
beneficiaries.
• Do not use adjectives to describe
your beneficiaries.
• Instead, use quantitative
description (numbers).

19. Topic Sentence: REQUIRED ACTION
• The topic sentence uses the
conditional “can” at the start of
the beneficiary’s required action.
• This action is required for the solution to
happen.
• The required action and/or expected solution
should be quantitatively described.

20. Topic Sentence: NEED & SOLUTION
• Use the word “to” to begin the
statement of the need and the
proposed solution.

21. The Topic Sentence
• The topic sentence should mention a
problem.
 It should mention the beneficiary,
who benefits from your proposal.
 It should mention the beneficiary’s
action to solve the problem.
 It should mention the urgency of
your proposal

22. One More Time...
• The topic sentence can be called assumption
because it expresses an idea that is assumed
(not 100% established or certain).
• The topic sentence begins by quantifying to
describe the target beneficiaries.
• The topic sentence begins with the word can
to state the required action.
• The topic sentence begins with the word to to
state the proposed solution to the urgent
need.

23. THE ONE-SENTENCE
RESEARCH PROPOSAL
PART 1.3
What is a one-
sentence research
proposal?

24. Rewrite the Assumption
In three weeks, I will present an English-
Uzbek poster with 6 pictures that shows 6
steps for children 4 to 6 years old to follow so
that they can learn how to spell 25 one-
syllable English words within 3 months.
This paragraph :
• Describes your action plan,
• Describes your target beneficiaries and
• Describes your expected results.
This is a research proposal.

25. What is a Research Proposal ?
A topic sentence that is
revised as shown in the
preceding page is called a
one-sentence research
proposal.

26. Research Proposal
State your deadline
In three weeks, I will create an English-Uzbek
poster with 6 pictures that shows 6 steps for
children 4 to 6 years old to follow and learn
how to spell 25 three-letter English words in 3
months.

27. Research Proposal
State your proposed action.
In three weeks, I will present an English-
Uzbek poster with 6 pictures that shows 6
steps for children 4 to 6 years old to follow so
that they can learn how to spell 25 one-
syllable English words within 3 months.

28. Research Proposal
Quantify (use numbers) to describe your
output
In three weeks, I will create an English-Uzbek
poster with 6 pictures that shows 6 steps for
children 4 to 6 years old to follow and learn
how to spell 25 three-letter English words in 3
months.

29. In three weeks, I will create an English-Uzbek
poster with 6 pictures that shows 6 steps for
children 4 to 6 years old to follow and learn
how to spell 25 three-letter English words in 3
months.
Research Proposal
Quantify (use numbers) to describe the
beneficiaries of your research.

30. In three weeks, I will create an English-Uzbek
poster with 6 pictures that shows 6 steps for
children 4 to 6 years old to follow and learn
how to spell 25 three-letter English words in 3
months.
Research Proposal
State what the beneficiaries must do.

31. Research Proposal
State the expected solution / the results of
the beneficiary’s action.
In three weeks, I will create an English-Uzbek
poster with 6 pictures that shows 6 steps for
children 4 to 6 years old to follow and learn
how to spell 25 three-letter English words in 3
months.

32. Research Proposal
State a time limit for the problem or result.
The time limit (or urgency) should be followed by a logical, convincing explanation.
In three weeks, I will create an English-Uzbek
poster with 6 pictures that shows 6 steps for
children 4 to 6 years old to follow and learn
how to spell 25 three-letter English words in 3
months.

33. THE TARGET
BENEFICIARY
PART 2.0
Image courtesy of FreeGreatPicture.com
What is a target
beneficiary?

34. What is a Target Beneficiary?
A target beneficiary is an
individual, group, entity,
or situation that benefits
from the proposed
research.

35. The Target Beneficiary
1. The target beneficiary is always expressed as a
noun.
2. The description of the target beneficiary begins
the sentence, before the word “can”.
3. DESCRIPTION: To describe the target beneficiary,
do not adjectives; use verbs or nouns instead.
4. The description indicates the urgent need or
critical problem.
5. NEED or PROBLEM: To describe the target
beneficiary’s need (research problem), use
numbers (quantify).

36. The Target Beneficiary
The target beneficiary is a noun.
Children 4 to 6 years old
can use an English-Uzbek
poster that shows pictures
of 6 steps to spell 25 three-
letter English words in 3
months.

37. The Target Beneficiary
The quantative description of the target
beneficiary begins the sentence, before
the word “can”.
Children 4 to 6 years old can
use an English-Uzbek poster
that shows pictures of 6 steps
to spell 25 three-letter English
words in 3 months.

38. Target Beneficiary (3a)
The description indicates the urgent need
or critical problem.
Children 4 to 6 years old can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 three-
letter English words in 3 months.
THIS IS NOT A PROBLEM

39. Target Beneficiary (3b)
The description indicates the urgent need
or critical problem.
Children 4 to 6 years old can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 three-
letter English words in 3 months.
THIS IS NOT A PROBLEM

40. Target Beneficiary (3c)
The description indicates the urgent need
or critical problem.
Children who cannot spell three-
letter English words can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 three-
letter English words in 3 months.
THIS IS A PROBLEM

41. Target Beneficiary (3d)
The description indicates the urgent need
or critical problem.
Children who cannot spell three-
letter English words can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 three-
letter English words in 3 months.

42. Target Beneficiary (4a)
In the description do not use adjectives;
use verbs or nouns.
Children who cannot spell simple
English words can use an English-
Uzbek poster that shows pictures of 6
steps to spell 25 three-letter English
words in 3 months.
THIS IS AN ADJECTIVE

43. Target Beneficiary (4c)
The description is not an adjective;
verbs/nouns are used.
Children who cannot spell any three-
letter English words can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 three-
letter English words in 3 months.
THIS IS A NOUN

44. Target Beneficiary (5)
Quantify the need or problem.
Children who cannot spell any three-
letter English words can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 three-
letter English words in 3 months.

45. One More Time....
1. The target beneficiary is a noun.
2. The description of the target beneficiary
begins the sentence, before the word
“can”.
3. The description indicates the urgent need
or critical problem.
4. The description is not an adjective;
verbs/nouns are used.
5. Quantify the need or problem by using
numbers.

46. THE REQUIRED
ACTION
PART 2 OF THE ASSUMPTION
Image courtesy of FreeGreatPicture.com

47. Required Action (1)
1. The beneficiary must do this action to answer
the need or solve the problem.
2. This part begins after the word “can”.
3. The actions are verbs about using your poster.
Quantify the action and time required.
4. Quantify the parts of the poster to be used by
the beneficiary: number of images, languages,
contents (e. g. steps, techniques, methods,
recipe, instructions)
5. The poster description should correspond to the
beneficiary description or need.

48. Required Action (2)
The beneficiary must do this
action to answer the need or
solve the problem.
Children who cannot spell any three-
letter English word can use an English-
Uzbek poster that shows pictures of 6
steps to spell 25 three-letter English
words in 3 months.

49. Required Action(3)
This part begins after the word can.
Children who cannot spell
any three-letter English
word can use an English-
Uzbek poster that shows
pictures of 6 steps to spell
25 three-letter English
words in 3 months.

50. Required Action(4)
The actions are verbs about using your
output.
Children who cannot spell
any three-letter English word
can use an English-Uzbek
poster that shows pictures of 6
steps to spell 25 three-letter
English words in 3 months.

51. CLARITY: SPECIFICITY
PART 2.1

52. Target Beneficiary (3a)
Quantify the action and time
required
Children who cannot spell any three-
letter English word can use an English-
Uzbek poster that shows pictures of 6
steps to spell 25 three-letter English
words in 3 months.
THIS IS ACTION ONLY
THERE IS NO QUANTITY

53. Target Beneficiary (3b)
Quantify the action and time
required
Children who cannot spell any three-
letter English word can use an English-
Uzbek poster that shows pictures of 6
steps to spell 25 three-letter English
words in 3 months.
USE FOR TEN MINUTES A DAY

54. Target Beneficiary (3c)
Quantify the action and time
required
Children who cannot spell any three-
letter English word can use for 10
minutes a day an English-Uzbek
poster that shows pictures of 6 steps
to spell 25 three-letter English words
in 3 months.
THIS IS ACTION & TIME
THERE IS A QUANTITY (NUMBER)

55. Target Beneficiary (4)
Quantify the parts of the poster to be used by
the beneficiary: number of images,
languages, contents (e. g. steps, techniques,
methods, recipe, instructions)
Children who cannot spell any three-
letter English word can use for 10
minutes a day an English-Uzbek
poster that shows pictures of 6 steps
to spell 25 three-letter English words
in 3 months.

56. CLARITY: CORRESPONDENCE (1)
PART 2.2

57. Target Beneficiary (5)
The poster description should correspond
to the beneficiary description or need.
Children who cannot spell any three-
letter English word can use for 10
minutes a day an English-Uzbek
poster that shows pictures of 6 steps
to spell 25 three-letter English words
in 3 months.
 NO CORRESPONDENCE
 UZBEK CHILDREN

58. Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures of 6 steps
to spell 25 three-letter English words
in 3 months.
 CORRESPONDENCE

59. CLARITY: CORRESPONDENCE (2)
PART 2.3

60. Target Beneficiary (5)
The poster description should correspond to
the beneficiary description or need.
Children who cannot spell any three-
letter English word can use for 10
minutes a day an English-Uzbek poster
that shows pictures of 6 steps to spell
25 three-letter English words in 3
months.
 NO CORRESPONDENCE
 PICTURES AND 3-LETTER WORDS

61. Target Beneficiary (5)
The poster description should correspond to
the beneficiary description or need.
Children who cannot spell any three-
letter English word can use for 10
minutes a day an English-Uzbek poster
that shows pictures and 3-letter words
to learn and spell 25 three-letter
English words in 3 months.
 CORRESPONDENCE

62. CLARITY: CORRESPONDENCE
(CAN YOU SOLVE THIS PROBLEM?)
PART 2.4

63. Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an English-Uzbek
poster that shows pictures of 6 steps
to spell 25 three-letter English words
in 3 months.
NO CORRESPONDENCE

64. CLARITY: CORRESPONDENCE
(SOLUTION IS ON THE NEXT SLIDE)
PART 2.4

65. Target Beneficiary (5)
The poster description should correspond
to the beneficiary description or need.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with three-
letter words to spell 25 three-letter
English words in 3 months.
 CORRESPONDENCE

66. One More Time....
1. The beneficiary must do this action to answer
the need or solve the problem.
2. This part begins after the word “can”.
3. The actions are verbs about using your poster.
Quantify the action and time required.
4. Quantify the parts of the poster to be used by
the beneficiary: number of images, languages,
contents (e. g. steps, techniques, methods,
recipe, instructions)
5. The poster description should correspond to the
beneficiary description or need.

67. PROPOSED SOLUTION
PART 3
Image courtesy of FreeGreatPicture.com

68. Proposed Solution
1. This part begins after the word “to”.
2. This is a situation that meets the need or
solves the problem.
3. The solution is the opposite of the
problem.
4. Quantify the solution with numbers or
measures.
5. Quantify the required time with numbers
or measures.
6. Don’t use adjectives; use verbs/nouns

69. Proposed Solution (1)
This part begins after the word to.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with three-
letter words to spell 25 three-letter
English words in 3 months.

70. Proposed Solution (2)
Clearly state how the solution meets
the need or solves the problem.
Uzbek children who cannot spell any
three-letter English word can use for 10
minutes a day an Uzbek-English poster
that shows pictures with three-letter
words so that they can spell 25 three-
letter English words in 3 months.

71. Proposed Solution (3)
The solution is the opposite of the
problem.
Uzbek children who cannot spell any
three-letter English word can use for 10
minutes a day an Uzbek-English poster
that shows pictures with three-letter
words so that they can spell 25 three-
letter English words in 3 months.

72. Proposed Solution (4)
Quantify the solution with numbers
or measures.
Uzbek children who cannot spell any
three-letter English word can use for 10
minutes a day an Uzbek-English poster
that shows pictures with three-letter
words so that they can spell 25 three-
letter English words within three
months.

73. Proposed Solution (5)
Quantify the required time with
numbers or measures.
Uzbek children who cannot spell any
three-letter English word can use for 10
minutes a day an Uzbek-English poster
that shows pictures with three-letter
words so that they can spell 25 three-
letter English words within three months.

74. Proposed Solution (6a)
Don’t use adjectives to describe; use
verbs, numbers, or nouns.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with three-
letter words to spell 25 simple English
words within three months.
THIS IS AN ADJECTIVE

75. Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with three-
letter words to spell 25 three-letter
English words within three months.
Proposed Solution (6b)
Don’t use adjectives; use
verbs/nouns.
VERB/NOUN
VERB/NOUN

76. 1. This part begins after the word “to”.
2. This is a situation that meets the need or
solves the problem.
3. The solution is the opposite of the
problem.
4. Quantify the solution with numbers or
measures.
5. Quantify the required time with numbers
or measures.
6. Don’t use adjectives; use verbs/nouns
One More Time....

77. EXPLORING DIFFERENT WAYS
TO STATE A RESEARCH PROPOSAL
PART 4

78. FROM ASSUMPTION
TO RESEARCH
PROPOSAL
SUMMARY REVIEW:
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79. Children 4 to 6 years old can
use an English-Uzbek poster
that shows pictures of 6 steps
to spell 25 three-letter English
words in 3 months.
Resarch Assumption

80. In 3 weeks, I will present a
poster with pictures and 3-
letter English words to be used
by Uzbek s so that, within 3
months, they can spell at least
25 three-letter English words.
Research Proposal

81. THE 1X1X3
FORMULA
Part 4A: STATING A RESEARCH
PROBLEM
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82. Uzbek children who cannot
spell any three-letter English
word can use for 10 minutes a
day an Uzbek-English poster
that shows pictures with three-
letter words to spell 25 one-,
two-, and three-letter English
words within three months.
The 1x1x3 Thesis Statement

83. Uzbek children who cannot
spell any three-letter English
word can use for 10 minutes a
day an Uzbek-English poster
that shows pictures with three-
letter words to spell 25 one-,
two-, and three-letter English
words within three months.
The 1x1x3 Thesis Statement

84. Uzbek children who cannot
spell any three-letter English
word can use for 10 minutes a
day an Uzbek-English poster
that shows pictures with three-
letter words to spell 25 one-,
two-, and three-letter English
words within three months.
The 1x1x3 Thesis Statement

85. Uzbek children who cannot
spell any three-letter English
word can use for 10 minutes a
day an Uzbek-English poster
that shows pictures with three-
letter words to spell 25 one-,
two-, and three-letter English
words within three months.
The 1x1x3 Thesis Statement
1
BENEFICIARY
1
REQUIRED ACTION
3
RESULTS
OR 1
PROBLEM
OR 1
TOOL

86. Uzbek children who cannot spell
any three-letter English word can
use 10 minutes daily an Uzbek-
English poster that shows pictures
with words to correctly spell out 25
one letter words the 1st month; 25
two-letter words the 2nd month,
and 25 three-letter words in the
3rd month.
The 1x1x3 Thesis Statement

87. Uzbek children who cannot spell
any three-letter English word can
use 10 minutes daily an Uzbek-
English poster that shows pictures
with words to correctly spell out 25
one letter words the 1st month; 25
two-letter words the 2nd month,
and 25 three-letter words in the
3rd month.
The 1x1x3 Thesis Statement
1
BENEFICIARY
1
REQUIRED ACTION
3
RESULTS
OR 1
PROBLEM
OR 1
TOOL

88. THE 1X3X1
FORMULA
PART 4B: ARTICULATING A
RESEARCH PROBLEM
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89. Uzbek children who cannot spell
any three-letter English word can
color, cut and paste for 10 minutes
a day an Uzbek-English poster that
shows pictures with 3-letter words
and, within three months, to
correctly spell 25 3-letter words in
English.
The 1x3x1 Thesis Statement
OR 1
PROBLEM
1
BENEFICIARY
3
REQUIRED ACTIONS
1
RESULT
OR 1
TOOL

90. Uzbek children who cannot
spell any 3-letter English word
can use for 10 minutes a day
an Uzbek-English poster with
shapes, colors, and words
with three letters or less in
order to correctly spell out 25
three-letter English words
within 3 months.
The 1x3x1 Thesis Statement

91. Uzbek children who cannot
spell any 3-letter English word
can use for 10 minutes a day
an Uzbek-English poster with
shapes, colors, and words
with three letters or less in
order to correctly spell out 25
three-letter English words
within 3 months.
The 1x3x1 Thesis Statement
1
BENEFICIARY
ACTION
1
RESULT
3
TOOLS
URGENCY OR TIME LIMIT

92. Uzbek children who cannot
spell any three-letter English
word can use for 10 minutes a
day an Uzbek-English poster that
shows pictures with one-, two-,
and three-letter words to
correclty spell out 25 English
words within three weeks.
The 1x3x1 Thesis Statement

93. Uzbek children who cannot
spell any 3-letter English word
can use for 10 minutes a day an
Uzbek-English poster that shows
pictures with one-, two-, and
three-letter words to correctly
spell out 25 English words within
three weeks.
The 1x3x1 Thesis Statement
1
BENEFICIARY
REQUIRED
ACTION
1
RESULT
3
TOOLS
URGENCY OR
TIME LIMIT
PROBLEM
OR NEED

94. THE 3X1X1
FORMULA
PART 4C: PROPOSING A
RESEARCH PROBLEM
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95. Uzbek children who cannot
read, spell or write any three-
letter English word can use
for 10 minutes a day an
Uzbek-English poster that
shows pictures with three-
letter words to correctly spell
25 three-letter English words
within three months.
The 3x1x1 Thesis Statement

96. Uzbek children who cannot
read, spell or write any three-
letter English word can use
for 10 minutes a day an
Uzbek-English poster that
shows pictures with 3-letter
words to correctly spell 25
three-letter English words
within three months.
The 3x1x1 Thesis Statement
3
BENEFICIARIES
REQUIRED
ACTION
1
RESULT
1
TOOL
URGENCY OR
TIME LIMIT
PROBLEM
OR NEED

97. Uzbek mothers who cannot
read, write, or understand
English nouns, verbs or
adjectives can use for 10
minutes a day a poster with 25
pictures and names in English
and in Uzbek to learn the
correct spelling, pronunciation,
and writing of 25 English words
within 1 month.
Assumption or Thesis Statement?

98. Cebuano fathers, lawyers, and
priests who incorrectly use
hammers, saws, or pliers can
watch a 10-minute Cebuano
instructional video to
immediately learn how to
correctly use these tools.
Assumption or Thesis Statement?

99. Within 3 months, I will upload
on YouTube a 10-minute Cebuano
instructional video so that
fathers, lawyers, and priests from
Cebu who incorrectly use
hammers, saws, or pliers can
watch it to learn how to avoid
accidents effective immediately
by the correct use of these tools.
Assumption or Thesis Statement?

100. USING SOURCES
URGENCY, THEORY & DETAILS
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101. 7 Tips When Using Sources: 1
Choose events, facts, and scientific
reports. Avoid opinions, fiction,
and biased statements.

102. 7 Tips When Using Sources: 2
If the article is long, add a
paragraph number to the in-text
citation, not to the reference.

103. 7 Tips When Using Sources: 3
If there is a DOI, add this to the
reference list, not to the citation.

104. 7 Tips When Using Sources: 4
Hyperlink the citation to the
corresponding entry in the
reference list.

105. 7 Tips When Using Sources: 5
In the reference, use the short
website address but hyperlink it
so that the actual reference
opens, not the website home
page.

106. 7 Tips When Using Sources: 6
Always cite any borrowed idea. Use
the preferred format for citations
and references.
To be sure, ask your teacher or
publisher for the preferred
citation-reference format.

107. 7 Tips When Using Sources: 7
Paraphrasing is better to shorten
an idea.
Quoting is better when the idea is
expressed so well that you can’t
improve it by rephrasing.

108. One More Time...
1. Choose events, facts, and scientific reports. Avoid
opinions, fiction, and biased statements.
2. If the article is long, add a paragraph number to the in-text
citation, not to the reference.
3. If there is a DOI, add this to the reference list, not to the
citation.
4. Hyperlink the citation to the corresponding entry in the
reference list.
5. In the reference, use the short website address but
hyperlink it so that the actual reference opens, not the
website home page.
6. Always cite any borrowed idea. Use APA-format for
citations and references.
7. Paraphrasing is better to shorten an idea. Quoting is better
when the idea is expressed exceedingly well.

109. SHORT
CUTSFROM ASSUMPTION TO
ONE-SENTENCE
RESEARCH PROPOSAL
Comments: mr.jaime.aiu@gmail.com
END OF PRESENTATION