The Funnel: An Intro leading to your Question

D&C 123:16-17

• Danger is increased as you veer away in any direction
• Remember where we're trying to go allows you to be happy and cheerfully do all things which lie in your power.
• Quoted in Relief Society Broadcast
• A good question and a good introduction (and a good plan!) guide very much in the storm of the Masters Project/Proposal

Music Game
Hearing a song, at the wrong time, going to hit pause, and we have to sing the next note. (Jazz, art song, vocal jazz, classical piano, symphony)

• In most cases, we stopped the music on a V7: By the time the reader gets to the end of the introduction and they come to the part where your quetsion is, they should be able to put their hand over the question and guess, with 99% accuracy, what the question is. "Of course that's what the question is!"
• Duane C. Roberts, Faculty Use of Digital Technology in Teaching: Some Motivational Influences in the Adoptation Process

Bad MovieHave you ever seen a bad movie? What made it bad?

• Too predictable
• Trite
• Didn't end "Right"
• No climax
• No novelty
• "Yeah, right!" - not believable (an interesting topic, because what we don't believe is often a matter of what fits/what doesn't) - Twelfth Knight, Star Trek
• No delivery (A Walk in the Clouds)
• Too repetitive
• Expectation problem

Good MovieWhat makes a good movie good?

• Well-written dialogue
• Delivery (acting)
• Timing, pacing
• Music
• Classic/Timeless
• Danger/Tension
• Resolution

Good Proposal Introduction
Books tend to have things like pacing, diaglogue, can be too predictable, etc. Which of these should we include in our Introductions?

• Pertinent, relevant, important
• Believable
• Timing, pacing- world events, within the document - connection between the macro and micro; have to have emotional buy-in throughout the work! (Meter!)
• Placement of tension
• Urgency
• Passion

The FUNNEL- making sure that when you draw the line, that the path has enough direction that you can guess the end point before arriving there. (Global, Level 1, Level 2, Level 3- most specific)

1. Teacher Quality - Student Achievement (Whats the implication of teacher quality being poor? Your most needy children don't learn to read. <-- data-blogger-escaped-a="a" data-blogger-escaped-backup="backup" data-blogger-escaped-before="before" data-blogger-escaped-further="further" data-blogger-escaped-going="going" data-blogger-escaped-may="may" data-blogger-escaped-need="need" data-blogger-escaped-span="span" data-blogger-escaped-statement="statement">.)
   
2. Identify factors that influence quality (reading)
3. Without research we don't know
4. What are the beliefs?

• What are you passionate about specifically in this topic? In trying to create urgency, sometimes have to let down formal tone.
• Dreams Come True- singer whose songs begin with the chorus
• Can you begin by establishing mutual purpose and mutual respect, the writer and the reader?
• The TENSION is what carries the reader through the page-turn.
• If you want people to read what you produce, make it so the question is worth finding out! Create tension!
  (I believe students learn best with bias.)

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