How to write a Prospectus for Your Final Class Project,

How to write a Prospectus for Your Final Class Project,

You will write a prospectus in 250 to 350 words, and include at least two references.

What is a prospectus? A prospectus is a statement that one writes in order to describe the various elements of a project they hope to undertake. Education researchers at UNF often write research prospectuses in order to obtain grant funding for their projects. In publishing, faculty, students, and teachers often write prospectuses (or a book proposals) in order to get a publisher to buy their book projects.

.What kind of prospectus will you be writing in this class? You will be writing an academic prospectus, which summarizes the topic, the format, the major heading or sections, audience, plan of attack, its anticipated, contribution to the field of storytelling. .Possible formats of projects include research paper, focus write-literature review, author study, storytelling unit, family workshop, video performance, etc. (See Final Project ideas assignment folder for examples).

Here is the Prospectus Template to guide you:

Topic:

Format:

Audience:

Essential Questions:

Roadmap or Project Headings:

Working Thesis Informed by Two Research References:

Anticipated Contribution to Field of Storytelling:

References:

Here is an actual prospectus I pitched to the Editor of Language Magazine for a potential article I hoped to publish. BREAKING NEWS – The article has been accepted for October issue. This is Dr. Stanley’s 16th article in this journal. I have adapted the pitch to the template format as if I were a student in this class.

Topic: Using virtual paintings to teach language and literacy to K-12 students.

Format: Research informed “how to” paper.

Audience: Practicing and prospective teachers, parents and caregivers interested in learning how to use virtual, museum art for developing language and literacy outcomes such as vocabulary, and comprehension.

Essential Questions: 1. Might mobile-assisted language learning (MALL) with smartphones and personal digital assistants bridge the knowledge gap and expand the boundaries of where and how languages are taught and learned? What are the benefits of mobile-assisted learning in using visual arts to teach language and literacy?

Roadmap or Project Headings: The article includes a review of literature, core beliefs, standards-based learning frameworks, and virtual resources for using visual thinking strategies (VTS) with art to improve language and literacy.

Working Thesis Informed by Two Research References: Mobile assisted language learning (MALL) using visual thinking strategies (VTS) with art can provide teachers, students and their families a promising medium for instruction that is supportive of a range of needs, interests and ages.

Anticipated Contribution to Field of Storytelling: With the threat of COVID-19 internationally, educators and families face a problem needing to keep students separated and need language enrichment programs in the face of shuttered schools and reduced capacities. Paintings tell stories. Museums offer a myriad of virtual learning experiences with art. Talking about art is fun and takes the pressure off the speaker. .Almost everyone has a smartphone.

References

Becker, P. A. (2020). Teaching language and literacy through the visual arts: An interdisciplinary, literature-based approach. Teaching Exceptional Children, 52(3), 166-179.

Bomgars, J., & Bachelor, J. W. (2019). Visual thinking strategies: Exploring artwork to improve output in the L2 classroom. Journal of Foreign Language Education and Technology, 5(1).