Proposals: From Gripes to Solutions
Cookie Proposal:
-The argument was made by the cookie monster. His argument being
that even though he was unable to solve what was in the mystery box, he still
deserved the reward of being given a cookie.
-His evidence was that to why he still deserved to be given the
cookie was that he was Kermit’s best friend, and even though he hadn’t wanted
to play the silly guessing game he did it in the off chance that Kermit would
give him the cookie.
-The Cookie Monster was very convincing in the end. He pulled on
the emotions of Kermit and basically guilted him into still giving him the
cookie even though it was undeserved.
Response 2-
Proposal: Bikers should be banned from biking through
campus during the extremely busy times between class intervals because
they cause accidents between themselves and innocent pedestrians.
This would solve a large amount of accidents and injuries that
occur between bikers and pedestrians on campus during the busy hours of the
day. I myself have been witness to many students being hit by careless bikers.
There could be certain times of the day that bikers are
prohibited form biking, just at the very busy times. This would not be that
difficult to promote, and be a simple fix to the problems that bikers cause.
Looking from Multiple Perspectives
STEP ONE: IDENTIFYING STAKEHOLDERS: In order to write a successful
proposal, you need to you need to examine multiple perspectives: you’ll want to
represent as many people’s interests as possible as you describe your problem
and solution, and you’ll want to understand your resisting audience’s
inclinations as you pitch your solution.
For the following arguments, identify different people who are involved
in the issue, people who are directly
impacted by the problem posed, people who officiate the policies involved,
people who have legitimate concerns or investments in the conversation, or
other kinds of stakeholders.
· McKemy Junior High must reconsider its
decision to cut music programs.
a. The
students of the Junior High, especially ones who are more inclined to
participate in the music programs.
b. The
music teachers, they would be out of jobs if the programs were cut.
c. The
principle, he must help make the decision on whether or not to keep the
programs alive.
* ASU’s dry
campus policy is injurious to the students and should be amended.
a. The
students who like to be under the influence.
b. Students
and teachers who like the fact that ASU is a dry campus making it have fewer
ruckuses and is a lot safer.
c. Dr. Crow
and board members of ASU that make the executive decisions regarding the
campus.
* I propose
that the ASU adopts a stricter campus security in order to keep vagrants and
other potentially dangerous individuals off the school grounds.
a. The
students, they are in danger if there are harmful individuals on campus,
especially students who attend night classes.
b. The
teachers, they are also at risk when teaching on campus.
c. The
campus security, they would have to change the system that they have set up and
provide more employees and perhaps better equipment to deal with potentially
hazardous people.
STEP TWO: Develop Context: how do these
stakeholders interact with one another? Do they have the same interests,
attitudes, or ideas? What do they agree on and what do they disagree on? Pick
one of the debates from the first page and develop a profile for each
stakeholder: what are their commonly held values, objectives, or beliefs? What
kinds of information or experiences get factored into their decisions?
#1
The students at the Junior High
who don’t want their music program cut. The students obviously don’t want their
program to be cut, it would limit the amount of experience they would be able
to attain musically while in school, and it is most likely their favorite
classes. They would only think of the enjoyment they get out of the classes,
not about how expensive the programs are or how they impact the school.
#2
The teachers at the Junior High
School would also want to keep the program but for other reasons. Apart from
the possible enjoyment that they would get from teaching the courses, it is
also their career. They would see the monetary issues that would come about if
the programs were cut since they would lose their careers.
#3
The principal on the other hand could go either way. In one aspect, it
is good for a school to have music programs to enrich the students with the art
of music. The other side of the argument is the amount of money it would cost
the school to keep music programs alive when these programs aren’t part of the
testing system of the government for the no child left behind act.
STEP THREE: Research: What would be the best method to represent or
address these perspectives in a proposal essay?
#1
The students could address the school board and principal in a proposal
where they speak about how beneficial the arts are to a students learning
potential. They could present the case of how it will help them as well as all
future students and their learning is more important than the budget.
#2
The professors would again want to address the school board and the
principal of the school. They could present the case that not only would
cutting the programs cause many teachers to lose their careers, but it would
also limit the potential learning curve the students would achieve by
participating in the arts. They could suggest possibly fundraising to help
maintain the programs.
#3
The principal would be addressing the board on the benefits of having
musical programs at the school, and how it gives the students a diverse
learning atmosphere. He/she could present options on how to fit the programs in
the budget.
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