1. Proposal Writing What Are Your Intentions?

2. Proposals should: Address a non-discipline specific audience  Your Reader  Has Not Studied Your Topic  Reads Many Abstracts  Relies Mostly On Organization and Specific Language  Does Not Want to Search For Information or For Key Points  Must See the Logic of Your Research  Should Never Have to Guess Meet the requirements of the Symposium Call for Proposals  350 words  Specify the type of Proposal (individual, panel, narrated gameplay, student game) Be submitted on time!  Jan 31 st to iwriting@nau.edu

3. “It’s Only Obvious...” Nothing is Obvious A Does Not Imply B (Implications Are Disciplinary)

4. Basic Components 1) Motivation/problem statement: Why do we care about the problem? What practical, scientific, theoretical or artistic gap is your research filling? 2) Methods/procedure/approach: What did you actually do to get your results? (e.g. analyzed 3 novels, completed a series of 5 oil paintings, interviewed 17 students) 3) Results/findings/product: As a result of completing the above procedure, what did you learn/invent/create? 4) Conclusion/implications: What are the larger implications of your findings, especially for the problem/gap identified in step 1?

5. Sample Accepted Conference Proposal Peer Editing User-Created Videogame Levels What happens when games design allows players to create their own levels? User created levels are often criticized as user-generated content that allows games a longer shelf-life by putting players to work for the game. However, to be successful levels, player-creators must design a level that allows players time to explore the created level they play when game designers open so many options. Player-creators design arguments through the process of the level to aid a player in understanding the interaction of the level. One of the more famous games for this practice is Little Big Planet, which gives players tools and motivation for collecting design items in the game levels to create their own levels of play. On a site like Little Big Planet Guide (www.littlebigplanetguide.com) players are given the opportunity to share the levels they’ve created with other players. Instead of viewing this user- generated content as simply a way for videogame companies to expand the shelf-life of a videogame, examining the practices of the fan community reveal a community dedicated to helping each other create levels for play. Without using terms like story line, play interaction, and argument design, players engage in practices that allow for discussion about user-created levels, their merits, where they need work. Individual players have the opportunity to create their own stories, and they learn to use, through trial and error and peer review, procedural rhetoric effectively. They’ve created a fan space that employs writing classroom peer review techniques to allow players and designers to discuss the success of a created possibility space, of created characters, of created story, and of created level argument. This paper will explore the peer review practices of Little Big Planet players on Little Big Planet Guide to understand community practices surrounding level sharing.

6. Your Turn, Step 1 1) Motivation/problem statement: Why do we care about the problem? What practical, scientific, theoretical or artistic gap is your research filling?

7. Your Turn, Step 2 2) Methods/procedure/approach: What did you actually do to get your results? (e.g. analyzed 3 novels, completed a series of 5 oil paintings, interviewed 17 students)

8. Your Turn, Step 3 3) Results/findings/product: As a result of completing the above procedure, what did you learn/invent/create?

9. Your Turn, Step 4 4) Conclusion/implications: What are the larger implications of your findings, especially for the problem/gap identified in step 1?

10. Qualities (From UKY.Edu) Well developed paragraphs are unified, coherent, concise, and able to stand alone Uses an introduction/body/conclusion structure which presents the article, paper, or report's purpose, results, conclusions, and recommendations in that order Follows strictly the chronology of the article, paper, or report Provides logical connections (or transitions) between the information included Adds no new information, but simply summarizes the report Is understandable to a wide audience Oftentimes uses passive verbs to downplay the author and emphasize the information

11. Additional Interdisciplinary Samples from Peer-Reviewed Journals

12. Rauh, Richard A. “A Millenium and a Half of Fern Illustrations.” American Fern Journal (Vol. 100, No. 1 - Vol. 102, No. 4) pp. 93-105 The history of fern illustration is part of the history of western botanical illustration. Drawings of ferns intertwine with the art of the 1500 years this story spans. To concentrate primarily on this history as it is revealed in the published works over this time, an important theme becomes evident. As in so much scientific discovery, technological advances pave the way for a growth of knowledge and more accurate perception. The advances in botanical illustration are balanced between the growing knowledge and talent of the scientific artist and the growing skill of his technician allies, the woodblock cutter, the etcher, the engraver, the lithographer, and the photographer, and the growing strengths of the techniques themselves.

13. Puccia, S.l. “Supporting Spanish Language Literacy: Latino Children and Free Reading Resources in Schools.” Bilingual Research Journal: The Journal of the National Association for Bilingual Education. Volume 18, Issue 1-2, 1994, pages 67-82 This study attempts to describe the issues which affect availability of free-reading materials in Spanish in elementary and middle school libraries. Attention was given to documenting the processes and chains of events which result in the actual library collections in selected elementary and middle schools in the Greater Los Angeles area. Nine school libraries were visited to examine current collections and patterns of use as well as implementation of district policies. Secondarily, public libraries closest to each school site were examined in order to determine their role in providing language minority children with free-reading materials. Conclusions were drawn as to the effectiveness of the school library in providing language minority children with access to reading materials in their primary language, and whether the needs of language minority children can be met through use of existing reading resources in the schools and in the community at large. Implications for primary language literacy development are discussed.