Chapter 57. PROFESSIONAL PROPOSAL Student Samples of a Professional Proposal --- Sample One: Academic Program Proposal   Sample Two: Research Proposal in Letter Form --- Introduction All samples in WritingforCollege.org's chapters are by students, unless otherwise noted.  They are examples of "A" level undergraduate writing or entry-level graduate or professional work.  If more than one sample is provided, be sure to read all samples.  Then compare each to what the "Basics" section says for this type of paper.  If you do not have time to read every sample below, word for word, then use a form of skim reading: read the entire introduction and conclusion paragraph of a sample, and then read just the first and last sentence of all the other paragraphs in the sample.  This method of skimming often provides an understanding of the basic contents and of the paper's form or structure.  Another method of faster reading is to choose just one or two of the samples that are most like the paper you will be required to write; then read, either fully or using skim reading as described here. Unless otherwise noted, sample papers do not necessarily meet all requirements an individual instructor or professional supervisor may have: ask your instructor or supervisor.  In addition, the samples are single spaced to save room.  However, a proper manuscript given to an instructor or supervisor normally should be double spaced with margins set at or close to 1" unless another format has been requested. The authors of all sample student papers in this Web site have given their permission in writing to have their work included in WritingforCollege.org.  All samples remain copyrighted by their original authors.  Other than showing it on this website, none should be used without the explicit permission of the author.    Sample One: Rough Draft of an Academic Program Proposal SPECIAL NOTES: This is a rough draft of a proposal for an academic program. Inver Hills Community College Eng 1108-03, Composition I Rough-Draft Academic Proposal © by Ashley Shankland Academic Proposal for an Independent Research Study of the Dead Sea Scrolls by Ashley Shankland Introduction The purpose of my proposed research is to explore records of the Dead Sea Scrolls and the lack of public interest in them, despite their recent availability to the public, by examining the lack of literature about them that exists for the average person. I will focus my research on the works that have been published between 1990 and the present. In the end, I hope to compile information about the Dead Sea Scrolls into a proposal for a book that will be appealing to the average person. Problem/Need In recent years, literature and essays have been published on the Dead Sea Scrolls because information on this great archeological find now is available. For years the contents of and history surrounding these ancient relics were kept under cover. However, now that the information about the scrolls has been brought to the public life and laypeople can obtain works about them, most people are no longer interested in this information. Interest has been quelled by the long delays in the availability of information and by the lack of works that the average person can enjoy reading.  A need for literature that the average person can read about the Dead Sea Scrolls is in high demand. Solution/Proposal I propose an independent study program that would examine the works written on the subject of the Dead Sea Scrolls written between the years 1990 and 2001. I  will examine these works specifically because of their recent publication dates and the fact, therefore, that they have the probability of being the most accurate. By examining these works, I can compile information on the Dead Sea scrolls into a book that can be read and understood easily by the everyday person, a book which will, hopefully, make the subject of the Dead Sea Scrolls come alive for more people. Plan/Schedule                         I propose that my independent study course run for five semesters: two fall and spring semesters and one summer semester. This is an estimated amount of time for accomplishing a project like this. With three semesters in the first year and two in the second, my time will be divided as follows: Beginning in the fall, in the first two semesters I will research and compile information. The third semester, the summer semester, I will start the beginning of the rough draft of the book.  In the final two semesters, I will revise and edit the final draft of the book. Results/Outcome             The results of this independent study course will be a proposal for a book about the Dead Sea Scrolls that will be appealing to the average layperson.  Such a person would then have a book about the Dead Sea Scrolls that is not garbled with scientific lingo of which most people have no working knowledge. Another outcome would be that once people have read this book, more people would be interested in reading other, more scholarly books that now exist. Conclusion                As a student with an archeology major at Inver Hills Community College, I would find this independent study ideal because it would help me in this field of study. It also would help others who may be thinking about going into the field of archeology. With more people interested in this field, more discoveries can be made and our understanding of our history can be made clearer.  And if our understanding of the past is improved, then we can better prepare for tomorrow.  --- Return to top.              Sample Two: Research Proposal Written as a Professional Letter SPECIAL NOTES: This is a professional proposal with research.  It uses a letter format, rather than a standard essay format.  For citation and documentation, the author uses APA style. University of Minnesota EngC 3015-2, Writing in the Social Sciences Short Research Proposal in Letter Form © by Amy Votruba Anoka-Hennepin Independent School District No. 11 School Board 6050 109th Avenue North Champlin, MN 55316 SUBJECT: Proposal for the Encouragement of Girls in Math and Science Dear members of the Anoka-Hennepin School Board: Introduction         Statistics show that there is still a lack of women in the fields of math, science, and engineering.  For the sake of their financial security and for the advancement of our economy, we need to encourage girls to continue the study of math and science.  This is why I am proposing that members of the scientific community, including men and women in scientific professions and college students seeking degrees in math and science, come to speak on a consistent basis to the girls in your middle schools and high schools. Need         It has been argued by some educators that the number of women entering the fields of math and science is increasing, but studies show that this idea is flawed.  Research shows that women still tend to avoid these fields.  According to Marsha Lake Matyas in the Proceedings of the National Conference on Women in Mathematics and the Sciences [NCWMS] (1989), "The increases in the number and percentage of science and engineering degrees earned by women are due to increases in the number of women GOING to college . . . .They are NOT due to changes in women's choices of college majors" (p. 7).  The number of women in scientific professions remains unimpressive, despite the fact that women make up half of the workforce.  The Committee on Science, Space, and Technology [CSST] (1994) states that "women constitute only 16% of employed scientists and 8% of employed engineers in the U.S." (p. 6).         It is becoming particularly dangerous for women to avoid math and science with all the rage over technology.  Many of the new jobs created in the United States will require technical skills, which will demand a math and science background.  The lack of women obtaining this background poses a threat to the future of technological advancement in our country.  If the United States is to become the world's best innovator of technology, then it first needs to implement changes in its educational system.  As CSST states, "If, as a nation, we choose to pass over reforms which could provide young women opportunities in math and science, we run the risk of losing one‑half of our human potential and jeopardize the future competitiveness of our nation" (p. 8).         Unfortunately, somewhere along their K-12 education many girls lose interest in math and science.  This disinterest leads them to avoid taking advanced high school courses in these subjects.  This is a concern because, as Matyas states, "Differences in high school math courses completed also mean differences in college math the student is prepared to take . . . and that means differences in salaries and job offers" (p. 8).  Women not only give up career opportunities, but they also give up potential financial security.  As Matyas says, with poverty being so prevalent in our society, especially among women, girls cannot afford to sidestep the opportunities provided by a math and science background (10). Proposal         To encourage girls to continue taking courses in math and science in high school, I propose upgrading the amount of exposure girls get to people in the scientific community.  First of all, I recommend that both women and men who have careers in scientific fields speak to middle school and high school girls.  Women role models are important in that they allow girls to see first-hand that women can be successful in math and science.  In addition, women role models can help dispel the myths of who become scientists. They can let girls know that contrary to what the media says, scientists are not gawky males, eccentric and socially inept.  Also, just as important as women role models, if not more so, are male role models.  Men who present themselves as open and accepting of the idea of working with women increase young women's comfort level with the idea of being in male-dominated fields.         Another important group that would be effective in encouraging girls in middle school and high school is college men and women seeking degrees in math and science.  Since these people are relatively close in age to high school students, I think their words of encouragement will make a big impact.  High school students are particularly interested in this group of people because they too will be in college shortly.  College students can help with any questions or concerns students may have about the college experience. Plan SCHEDULE: The proposed plan would go into effect at the start of the 1997-1998 school year.  Up until that time I, with the help of my fellow members of the University of Minnesota Society of Women Engineers (SWE), will put together a fist of possible contacts for your school district.  The list is proposed to include the names, addresses, and phone numbers of people from the local scientific community who believe in the cause of encouraging girls in math and science.         To get the plan started, members of SWE would be the first speakers for the four middle schools and four high schools in your district.  These speakers would be scheduled for the fall of 1997.  The school district would be contacted in August, 1997 by SWE to confirm a convenient date to come to your schools.  Also in August, each school would be presented with a list of those in the scientific community who would be willing to speak at the schools in the Anoka-Hennepin district.         After the first meeting, it would be up to faculty members to make further contacts.  Whether it be teachers, principals, or deans who become the responsible party for this task, hopefully all will find the cause worthwhile enough to make the effort to get in touch with some of the suggested people.  I recommend that speakers are invited to come to each school at least once every fall and once every spring, so that the encouragement is consistent and frequent for girls throughout their schooling. BUDGET AND PERSONNEL: This proposal calls for no extra fees to the school district and only a small time commitment by members of your faculty.  Even though the initial personnel for this proposal are the members of SWE, the most important personnel who will factor so greatly in the survival of this program are the faculty members in your school district who will continue to make the contacts in the future.  If this plan is to be effective, then the faculty members in charge of contacting the speakers should be people who take this proposal seriously.  They should be people who believe in the cause of motivating girls in math and science.  As previously stated, all services provided by SWE and the school faculty will come at no extra charge to the school district.         The other personnel involved in this proposal are men and women in scientific professions and college students studying math or science.  These people will also work on a volunteer basis, and there will be no fee for their time.  I think that members of the scientific community would be happy to support any attempt to encourage girls in math and science, because from their own experiences they know that there is a need for such programs.  As CSST states, "Role models volunteer, and are effective and enthusiastic doing so, as least in part because they wish someone had done it for them when they were younger" (p. 92). Results         There will be many benefits if this proposal goes into action.  First of all, more young women will be motivated to further their study of math and science in high school.  By taking advanced courses such as calculus and physics, they will prepare themselves for college math and science courses.  This is important, because as Matyas states, without high school math, "students eliminate 3/4 of all college majors" (p. 8).         By taking advanced classes in any discipline, whether it be math, science, English, or history, students better prepare themselves for the rigors of college coursework.  Improving study habits in high school will make for a more disciplined and successful college experience.        Even if these girls do not choose to pursue careers in math or science, they will have a more balanced educational background.  Over all they will have more choices, including more options as to which field to pursue in college.  Girls who go beyond the basic math requirements will better their scores on college admittance tests such as the SAT and ACT.  Increasing their scores on such tests will give them a better variety of colleges and universities from which to choose.         Although this proposal is a small step to improving education when considering all the school districts in our nation, Anoka-Hennepin would be able to say that it made the effort to motivate young women to continue the study math and science.  As the National Council of Teachers of Mathematics (1996) states, we can teach girls that "mathematics has become an economic necessity" (p. 5).  We will end up with more self-sufficient women in our community who see the link between education and financial safety.  Also as a society, we can utilize the talent which is so often wasted. Conclusion         I am a junior mathematics major at the University of Minnesota.  I plan to graduate in the fall with a degree in mathematics and a specialization in actuarial science and a minor in statistics.  I am well aware of the lack of women in math and science, as each day I sit in classrooms where as a woman, I am in a minority.  Even though I am in the minority, I feel no discomfort, as the men and professors that I deal with on a daily basis are more than open and accepting of my, and other women's presence.  With a little help from your faculty, members of our scientific community could provide similar words of encouragement to the girls in your school district.  Motivating girls to continue their study of math and science will not only open up career opportunities for them, but it also will limit our community's waste of talent.  By encouraging the diversity of people in math and science, we will get an enriched set of ideas and methods that could be vital to our future. Sincerely, [Signature]  Amy Votruba -----   References Committee on Science, Space, and Technology, U.S. House of Representatives.  (1994).  Women and K-12 science and mathematics education.  Washington, DC: U.S. Government Printing Office. Matyas, M. L. (1989, November 10-11).  Keynote address: Cultivating a new generation of women in science and engineering.  Proceedings of the National Conference on Women in Mathematics and the Sciences, pp. 5-13. National Council of Teachers of Mathematics.  (1996).  A perspective on reform in mathematics and science education.  Columbus, OH: Eisenhower National Clearinghouse. Additional References Chipman, S. F., Brush, L. R., Wilson, D. M. (Eds.).  (1985).  Women and mathematics: Balancing the equation.  Hillsdale, N.J.: Lawrence Erlbaum Associates. Gibbons, A. (1996).  Facing the big chill in science. Science, 271,  pp.1902-1905. --- Return to top.