PROPOSAL SELECTED READING (example) Ackerman, D. (2014). Planets in the sky with diamonds. In G.H. Muller (Ed.), The McGraw-Hill reader: Issues across the disciplines pp. 114-117. New York. NY: McGraw-Hill. SELECTED PROMPT (my own) What role does interest in science play in the development of reading skills? ABSTRACT Reading regularly will help people in all walks of life to strengthen their writing and reading abilities. Research has shown that at least twenty minutes of reading each day, regardless of the type of material, offers innumerable benefits for those who lack strong reading and comprehension skills. Reading also provides learners for whom English is a foreign language the opportunity to engage with the English language and to strengthen their communication skills. This paper will seek to argue that more people should read in order to gain stronger writing abilities. Reading at least twenty minutes per day will help strengthen vocabulary, reading speed, and general understanding. This research is important because it highlights some valuable ways to enhance one’s tools of communication, both in writing and speaking, which can increase a job seeker’s viability in the workplace. Previous research on this topic did not consider EFL learners so this research will fill that gap and help future researchers to more firmly establish the viability of reading as a method for enhancing language skills across the board. Reading, in the context of this research, will include all forms of reading material such as academic journals, short stories, poetry, and graphic novels. THESIS STATEMENT Active reading should be a primary method of learning because it supports strong communication skills in the workplace, enhances EFL learner’s transition from the native language to the adopted one, and promotes a tangible experience not found in social media engagement. SOURCES Abraham, M. (2017). The rabbit in the hat: Literature as psychology. Journal of literary studies, 24(3). 427-449. This source argues that reading enhances major communication skills that can be useful in all avenues of one’s life. It stipulates that reading should not be condensed solely to academic publications but can include non-academic sources such as newspapers and blogs. It does consider that learners for whom English is not a primary language may have a more difficult time understanding language when using non-academic sources prior to fully understanding the nuances of English. One of the counterarguments that is offered is that the availability of social media does make it easier and more enjoyable to read. However, the material commonly found in social media entries is not academic or generally written with professional communication skills in mind. Within the article, there are statistics related to reading comprehension at all levels from kindergarten to post-graduate study as well as further statist ...

1. PROPOSAL
SELECTED READING
(example) Ackerman, D. (2014). Planets in the sky with
diamonds. In G.H. Muller (Ed.), The McGraw-Hill
reader: Issues across the disciplines pp. 114-117. New York.
NY: McGraw-Hill.
SELECTED PROMPT
(my own) What role does interest in science play in the
development of reading skills?
ABSTRACT
Reading regularly will help people in all walks of life to
strengthen their writing and reading abilities.
Research has shown that at least twenty minutes of reading each
day, regardless of the type of material,
offers innumerable benefits for those who lack strong reading
and comprehension skills. Reading also
provides learners for whom English is a foreign language the
opportunity to engage with the English
language and to strengthen their communication skills. This
paper will seek to argue that more people

2. should read in order to gain stronger writing abilities. Reading
at least twenty minutes per day will help
strengthen vocabulary, reading speed, and general
understanding. This research is important because it
highlights some valuable ways to enhance one’s tools of
communication, both in writing and speaking,
which can increase a job seeker’s viability in the workplace.
Previous research on this topic did not
consider EFL learners so this research will fill that gap and help
future researchers to more firmly
establish the viability of reading as a method for enhancing
language skills across the board. Reading, in
the context of this research, will include all forms of reading
material such as academic journals, short
stories, poetry, and graphic novels.
THESIS STATEMENT Active reading should be a primary
method of learning because it supports strong
communication skills in the workplace, enhances EFL learner’s
transition from the native language to the
adopted one, and promotes a tangible experience not found in
social media engagement.
SOURCES
Abraham, M. (2017). The rabbit in the hat: Literature as
psychology. Journal of literary studies, 24(3).

3. 427-449.
This source argues that reading enhances major communication
skills that can be useful in all avenues of
one’s life. It stipulates that reading should not be condensed
solely to academic publications but can
include non-academic sources such as newspapers and blogs. It
does consider that learners for whom
English is not a primary language may have a more difficult
time understanding language when using
non-academic sources prior to fully understanding the nuances
of English. One of the counterarguments
that is offered is that the availability of social media does make
it easier and more enjoyable to read.
However, the material commonly found in social media entries
is not academic or generally written with
professional communication skills in mind. Within the article,
there are statistics related to reading
comprehension at all levels from kindergarten to post-graduate
study as well as further statistics for
readers who read solely for pleasure. The source uses academic
language and proper source support.
The source is a peer reviewed source and was written by a Ph.D.
who has published numerous articles

4. on the subject of reading. The publication is well-known in the
field and regularly publishes articles
authored by experts in the field.
Myers. S. (2013). Bring on the parade! In M. Eberhardt (Ed.),
The literary reader: An anthology of
psychological satire. (pp. 126-129). New York: McGraw Hill.
This reading is one of the readings contained in the textbook
assigned for this course. The contents are
intended to be read as pleasurable reading rather than for
strictly academic purposes. The main content
addresses the value of reading and the experiences had by the
main character. This character finds that
reading can be enjoyable, especially if conducted in the mode of
experience. The main character is
involved in the choosing of texts for the new library in his
hometown. While many of the townspeople
prefer technology for their reading habits, the main character is
able to change their minds. The text
does not use academic language, but it is not intended to.
However, it does provide proper use of
language and could be used as a viable source for teaching EFL
learners. Although the reading itself is

5. not one that would normally be considered scholarly, it is used
in a scholarly context and, more
specifically, as the generator of understanding how reading can
be enjoyable and learning-filled.
Perreault, J. (2018). Literature as communication pathway.
Journal of communication, 23(3). 145-152.
This source argues that literature is a primary teacher of
communication for humans of all ages. Reading
as an act can be social, educational, political, and
psychologically immersive. The author states that all
humans have a need for reading skills and impresses upon the
audience that reading need not be taught
solely through academic texts. Instead, reading any form of
literature can help readers understand
communication nuances and proper sentence construction.
Readers also need not be advised to read
texts that are solely for their age level. Instead, adults who read
young adult novels can still gain
valuable insight. The author is a well-known communications
scholar in the UK and is widely known for
her ability to guide even the most difficult of learners into a
broader spectrum of communication skills.
She has published in academic journals all over the globe and
has received accolades for her writing.

6. One of the main counterarguments in this piece is the caveat
that reading must be enjoyable for
learning to take place. Readers should not be forced to read
texts that do not appeal to them.
In 700-750 words, create a proposal for your intended research
for the final paper. You should include
· Identify which reading you selected
· Identify your research question. If you do not like one of the
questions you wrote during Week 1, you may refer to the
options Paper Options.pdf .
· An abstract of 200 words regarding the intended direction of
the major paper.
· The thesis statement to be used in the major paper.
· Three sources that you intend to use for the major paper listed
in proper APA format.
· A 170-word narrative for each source that explores the
source’s value for your paper.
Please note that your three sources should be the reading that is
associated with the option that you chose and two peer-reviewed
journal articles from Keiser's e-Library.
Consider the following as prompts for creating the
narrative: What are the major points in the source? Consider
main arguments, counterarguments, and other points to be made.
Are there graphs or statistics that underscore the main points? Is
the source written using academic language and appropriate
levels of source support? What makes the source credible? Is it
a peer-reviewed journal article? What credentials does the
author hold? Is the publication reliable? If so, why? Where will
you actually use this source in your essay?
Selected study

7. 1. (Health, Sports, Psychology) Bordo, S. “The Globalization of
Eating Disorders” pp. 639-643
What is the root cause of the prevalence of eating disorders in
the United States? How do we know?
PROPOSAL
Learning Outcome Accomplished Superior Intermediate Novice
Unacceptable
100 89 79 69 0
1. Effectively apply
the principles of
the writing
process:
discovering,
planning,
composing,
getting feedback,
revising, editing,
and proofreading
17.50%
Effectively applies
the principles of
the writing
process:
discovering,
planning,
composing,

8. getting feedback,
revising, editing,
and proofreading.
No errors are
present.
Effectively applies the
principles of the
writing process:
discovering, planning,
composing, getting
feedback, revising,
editing, and
proofreading although
minor errors are
evident.
Applies the
principles of the
writing process:
discovering,
planning,
composing, getting
feedback, revising,
editing, and
proofreading
although additional
study and
application is
necessary.
Applies the
principles of the
writing process:
discovering,
planning,

9. composing, getting
feedback, revising,
editing, and
proofreading
although the work is
at a level that would
require additional
writing assistance to
meet basic
academic writing
skills
Does not apply the
principles of the
writing process:
discovering,
planning,
composing, getting
feedback, revising,
editing, and
proofreading at an
academic level-or-
there was no
submission.
2. Develop and
organize
purposeful,
unified, and
coherent
documents.
17.50%
Provides a
strongly

10. developed and
organized
document that is
purposeful,
unified, and
coherent.
Provides a well-
developed and
organized document
that is purposeful,
unified, and coherent.
May contain minor
errors.
Provides a
developed and
organized
document that is
purposeful, unified,
and coherent
although additional
study and
application is
necessary.
Provides a
somewhat
developed and
organized document
that is purposeful,
unified, and
coherent but at a
level that would
require additional
writing assistance to

11. meet basic
academic writing
skills.
Does not provides a
developed and
organized document
that is purposeful,
unified, and
coherent-or-there
was no submission.
3. Apply higher-
order writing
Applies higher-
order writing skills
Applies higher-order
writing skills (such as
Applies some
higher-order
Applies limited
higher-order writing
Does not apply any
higher-order writing
skills (such as
organization,
coherence, and
support for

12. arguments) and
lower-order skills
(such as
grammar,
spelling,
punctuation, and
documentation).
17.50%
(such as
organization,
coherence, and
support for
arguments) and
lower-order skills
(such as grammar,
spelling,
punctuation, and
documentation) in
a refined and
scholarly manner.
organization,
coherence, and
support for
arguments) and
lower-order skills
(such as grammar,
spelling, punctuation,
and documentation)
although minor errors
may be present.
writing skills (such
as organization,

13. coherence, and
support for
arguments) and
lower-order skills
(such as grammar,
spelling,
punctuation, and
documentation)
although additional
study and
application is
necessary.
skills (such as
organization,
coherence, and
support for
arguments) and
lower-order skills
(such as grammar,
spelling,
punctuation, and
documentation) but
at a level that would
require additional
writing assistance to
meet basic
academic writing
skills.
skills (such as
organization,
coherence, and
support for
arguments) and
lower-order skills

14. (such as grammar,
spelling,
punctuation, and
documentation)-or-
there was no
submission.
5. Use elements of
argument and
logical reasoning
in writing.
17.50%
Uses elements of
argument and
logical reasoning
in writing that
conveys command
of scholarly
writing.
Uses elements of
argument and logical
reasoning in writing
that conveys
command of scholarly
writing but may
exhibit minor errors.
Uses standard
elements of
argument and
logical reasoning in
writing but may
rely too heavily on

15. personal opinion or
use emotional
appeal.
Uses a limited level
of argument and
logical reasoning in
writing and requires
additional writing
assistance to meet
basic academic
writing skills.
Does not apply
elements of
argument and
logical reasoning in
writing-or-there was
no submission.
Assignment Specific Requirements
Word count
15%
Assignment
contains 700-750
words
Assignment contains
600-699 words
Assignment
contains 500-599
words

16. Assignment contains
less than 500 words
Does not meet the
requirements or
there was no
submission
APA Format
15%
Assignment
contains proper
use of APA
Assignment mostly
uses proper APA
format but may
contain minor errors
Assignment meets
some APA format
requirements but
requires extended
Assignment exhibits
basic APA format
but requires
Does not meet the
requirements or
there was no
submission

17. documentation
style
revision to be in
compliance
extensive revision to
be in compliance