Problem StatementsBy Patti Poblete and Tristan Abbott

Rationale: Welcome to Problem Statements. This presentation is designed to introduce your students to constructing problem statements for different audiences. This presentation is ideal for the introduction of argument to a research-oriented course, the beginning of a research unit, or the assignment of a written argument.

This presentation may be supplemented with the following OWL Resource: http://owl.english.purdue.edu/owl/resource/957/01/

Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page.

Writers: Patti Poblete and Tristan AbbottDeveloped with resources courtesy of the Purdue University Writing Lab Copyright Purdue University, 2012

Presentation OverviewTypes of problem statementsFormalInformal

Kinds of knowledgeTerminologyShared beliefs and mindsetsCanonical works

Example problem statements

Rationale: In this presentation we will discuss problem statements. We will examine what problem statements are, the kinds of knowledge that must be considered while drafting problem statements. This presentation will conclude by looking at examples of problem statements.

What is a Problem Statement?A problem statement is a move that a document makes to help the reader realize why that document is important.

Problem statements can be:

formal (e.g., thesis statements)

informal (e.g., a sentence that tells readers how a new development or discovery will effect them)

Activity: The facilitator may prompt participants to answer the slides titular question. After this, provide the definition of a problem statement as a move that a document makes to help the reader realize why a document is important. That is, problem statements show readers why what you have to say matters. Without a strong problem statement, your reader may scratch their head and ask, so what? This can be problematic if youre writing a grant proposal or a research funding request. Problem statements can be both formal, as in the case of thesis statements; or, they can be informal, as in the case of a sentence explaining how something will effect the reader. Examples of each will be provided on the following slides.

Formal Problem StatementsAn example of a formal problem statement would be the thesis statement that should appear in the introduction of your document.

For example: One of the problems faced by college admissions offices is whether to give precedence to applicants with strong test score or to applicants with a variety of extracurricular activities.

Rationale: Lets take a closer look at formal problem statements. One example of formal problem statements are thesis statements. Thesis statements often appear in the introduction of your document. Read the example problem statement aloud. You can see that this thesis statement also performs quite nicely as a problem statement. By highlighting this tension between strong test scores and well-rounded applicants, the relevance for the reader is also highlighted. You can refer back to this during the next slide.

For more information on thesis statements, see the following OWL resource: http://owl.english.purdue.edu/owl/resource/545/01/

Formal Problem StatementsWhen using formal problem statements be sure that they are specific. Be sure to state only what you:

Will discuss in textCan support with evidence

Rationale: Formal problem statements, in this case thesis statements, should be specific. That is, they should cover only what you will actually discuss in the text, and only what you can support with evidence. In the case of the example formal problem statement on the previous slide, the reader would expect the author to discuss only the possible conflict caused for admissions specialists when faces with two students who are different only in their test scores and levels of engagement in extracurricular activities. If one were to stray from there topics, it my create problems for the reader. For example, it could weaken the point that youre trying to make. Or, it could confuse them as to the true core issue.

Helping the Audience Understand Your WorkTo write strong problem statements, you need to know:

What your readers already know about the topic of the document.How you will highlight the significance of your document.

Rationale: This slide identifies the two major areas writers need to consider as they construct their problem statements.For example, if youre writing to a so-called lay audience, they might now very little about your field or the issue that youre writing about. This means that you may need to do more to explain the significance your work. However, if youre writing to others in your discipline, or community of practice, you may not have to provide as much background. Considering what your readers might already know also helps to ensure a strong connection with them. You do not want your readers to feel alienated.

Kinds of KnowledgeYou need to analyze your audience and gauge their knowledge of the following areas:

terminologyshared beliefs/mindsetscanonical works

Rationale: This slide identifies the three areas that identify the audiences concerns about a topic, and that will help the writer better connect with the audience.Well look at teach of these terms a little more closely in the upcoming slides, but here are some basic definitions. Terminology refers to the special terms, or jargon, that are used in a field. Share beliefs/mindsets, refer to a shared set of assumptions about and feelings towards a topic. Canonical works refers to texts or theories that are accepted as significant by the majority of experts within the field in question. In physics, an example of this might be Einsteins theory of relativity. In American literature, canonical works might include Mark Twains Huckleberry Finn or Nathaniel Hawthornes The Scarlet Letter.

TerminologySpecialized terminology refers to words or phrases that might not be easily understood by readers from different backgrounds.

For example: When the applied linguist uses terms L1 and L2 to refer to a persons first or second language.

The next slide provides examples of how specialized terminology can be deployed in problem statements.

Rationale: This slide presents a definition of specialized terminology and an example. Specialized terminology refers to words or phrases that might have discipline specific meanings. For example, when the applied linguist is writing for an audience in their discipline, they may not define terms like L1 and L2. However, for the so-called lay audience, these terms may be problematic.

TerminologyWritten with special terminology only:Schools ESL instructors need to be especially mindful of the overlap between a students L1 and L2.

Written with special terminology defined:Instructors who teach students learning English as a Second Language (ESL) should pay attention to the overlap between a students first language (L1) and English, the target language (L2).

Rationale: The first quote is written only using the special terms that an applied linguist might use when discussing teaching English as a second Language. Viz. it uses the terms ESL, L1, and L2 with no explanation of these terms. The second quote provides the same information, but it is written for an audience that does not have knowledge of that specialized terminology. It is often time important to remind students that they need keep their audience in mind. While certain terms may come as second nature to the student, they may not come as second nature to readers who may not share their educational background

Shared Beliefs and MindsetsThe idea of shared beliefs and mindsets relates to the values an audience holds and how these can change the way that they interpret or understand the statements you make. Shared beliefs and mindsets often appear in the assumptions that underlie a text.

Rationale: This slide provides a definition of shared beliefs and mindsets and how they might impact how ones audience might interpret their text. It is often times helpful to remind students that each field has its own internal controversies and points of disagreement. Use a field specific example to highlight this for students. For instance, if writing for a so-called lay audience, then its possible that the notion of autism may hold different meanings and degrees of relevancy for different readers. While its impossible to write a text that appeals to everyone, one should think of their audience and work to create and to work inside of these shared beliefs and mindsets.

Shared Beliefs and MindsetsThe next slide provides examples of how assumptions about beliefs and mindsets can affect how a person might read a text.

The first quote assumes that the readers understand the terms related to autism and the needs of autistic patients. The second quote conveys the same information, but spells out those assumptions for an audience unfamiliar with discussions about autism.

In the next slide well look at two quotes that provide the same information, but that provides different treatments of the assumptions underlying the statements.

Shared Beliefs and MindsetsUnderlying assumptions about shared beliefs:We believe this research could lead to a development of more specialized techniques for treating the autism spectrum.

States the underlying assumptions in specific terms:and such techniques are important because the autism spectrum encompasses a number of disorders, and right now there is not enough specialized treatment for each specific disorder.

Rationale: The first quote demonstrates a statement that includes the underlying assumption that the audience will know what the autism spectrum means, and also that specialized treatments are necessary. What if a person doesnt know what the autism spectrum is? Or, they know about the autism spectrum, but they dont know about the specialized treatments that you will be talking about. The second quote conveys the same information, but spells out those specific assumptions for an unfamiliar audience. Notice that, here, the autism spectrum has been defined as something that is comprised of a number of disorders. It also spells out that there is not enough treatments targeted as specific autism spectrum disorders, for instance Aspergers.

Canonical ResearchCanonical research refers to texts or theories that the majority of experts in a field accept as significant.

For example: Einstein's theory of general relativity in physicsFerris and Trustcotts competing views on error correction in second language writingThe Pythagorean Theorem in geometry.

Canonical research are those texts, theories, and discussions which are significant in a field, and that may be considered required reading. That is, they are something of a gatekeeper in the field. In order to talk like an physicist, an applied linguist, or a mathematician, one must know these works. While this slide presents some examples, it may be helpful if you select some that are specific to your students. It is also helpful to remind them, just because they know a work, and most of the people that they talk to (many of whom are in their field) know of a particular work, one should avoid assuming that their audience will know a given work as well. If you have an audience that is comprised of individuals from a number of disciplinary backgrounds, it might help concretize the point, if you have the blurt out a canonical work from their field, and see if the others know it. You might be surprised when people think that they know a canonical work, but really theyre referencing a different work, by a person with the same last name. For example, Paiget may call-up different works and different theories for psychologist and for entomologists. The next slide presents some examples of this.

Canonical ResearchAssumes knowledge of a discipline specific canonical work:"Apply the Pythagorean theorem in order to calculate the distance between home plate and second base."

Does not assume knowledge of a discipline specific canonical work:"Use the Pythagorean theorem (A2 + B2 = C2, with C equaling the triangle's longest side and A and B equaling the other sides) to calculate the distance between home plate and second base. Remember, there are 90 feet between each base."

Rationale: The first statement assumes that the audience understands what the Pythagorean theorem is. The second quote provides the information, because the audience might not know what the theorem is. (Note, however, that the statement still assumes the audience will recognize the references to a baseball diamond.) It may be helpful to reiterate why its important to lay assumptions bare for the reader. For example, what if a reader doesnt know what that the bases on a baseball field create a diamond shape? Would they still be able to parse the second statement? Ask audience members to think of this.

Examples of Problem Statements for a Variety of AudienceThe following slides provide two example problem statements. The first example, by Bao and Li, appeared in a materials sciences professional journal. The second example, by Danigelis, appeared through a popular media outlet (MSNBC).

These examples will be used to show how problem statements differ depending on the context that they appear in.

Toward Textile Energy Storage from Cotton T-ShirtsWritten by Bao and Li (2012)Published in a professional journal, Advanced Materials.The journal is a peer-reviewed journal aimed at an audience familiar with current developments in materials science, which includes the chemistry and physics of functional materials.Their problem statement is found in the first paragraph of the article.

Rationale: This slide uses a specific article with a particular audience in order to demonstrate the previously explained concepts. Be sure to stress the context here for the students. How is this different than if an article on the same topic might appear in a popular news magazine?Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.http://onlinelibrary.wiley.com/doi/10.1002/adma.201200246/full

Toward Textile Energy Storage from Cotton T-Shirts: Problem StatementThe three-dimensional (3D) high-surface-area characteristic of such textiles facilitates the access of electrolytes, enabling high electrochemical performance of textile super-capacitors.However, the employment of organic surfactant for preparing CNT ink is not environmentally benign. The other drawback is that the use of CNTs increases the cost of the device, which more or less deters their technological applications (Bao & Li, 2012).

Activity: The presenter can give the audience time to read through the quote, or the presenter can read the quote aloud.Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.

Toward Textile Energy Storage from Cotton T-Shirts: Field Specific TerminologyThe three-dimensional (3D) high-surface-area characteristic of such textiles facilitates the access of electrolytes, enabling high electrochemical performance of textile super-capacitors.However, the employment of organic surfactant for preparing CNT ink is not environmentally benign. The other drawback is that the use of CNTs increases the cost of the device, which more or less deters their technological applications (Bao & Li, 2012).

Activity: Highlighted in red are field-specific terminology. The presenter can further explain how the highlighted phrases/words are terminology specific to the field of material sciences. Or, the presenter can open this up to discussion, focusing on how these terms might not fit in for all audiences. It may be a good time to have audience members think of ways to handle the possible issues caused by the highlighted terms.Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.

Toward Textile Energy Storage from Cotton T-Shirts: Assuming Shared Beliefs/MindsetsThe three-dimensional (3D) high-surface-area characteristic of such textiles facilitates the access of electrolytes, enabling high electrochemical performance of textile super-capacitors.However, the employment of organic surfactant for preparing CNT ink is not environmentally benign. The other drawback is that the use of CNTs increases the cost of the device, which more or less deters their technological applications (Bao & Li, 2012).

Activity: Marked in blue are statements that assume shared beliefs/mindsetsthat environmentally-sound technology is important, and that discoveries should be translated into practical applications. The presenter can further explain the assumptions of the highlighted phrases/words, or the presenter can open this to audience discussion.Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.

Toward Textile Energy Storage from Cotton T-Shirts: References to Canonical ResearchThe three-dimensional (3D) high-surface-area characteristic of such textiles facilitates the access of electrolytes, enabling high electrochemical performance of textile super-capacitors.However, the employment of organic surfactant for preparing CNT ink is not environmentally benign. The other drawback is that the use of CNTs increases the cost of the device, which more or less deters their technological applications (Bao & Li, 2012).

Activity: Highlighted in green are references to canonical researchwhere the authors assume the audience will be familiar with recent and accepted work or experiements. The presenter can further explain how the highlighted phrases/words refer to canonical research, or the presenter can open this to audience discussion.Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.

Your cotton T-shirt could soon charge your phoneWritten by Danigelis (2012)Published on a commercial tech blog, MSNBCs Future of TechThis blog is maintained by MSNBC Tech contributors and commercial partners.Her problem statement is implicit and distributed across the first and fourth paragraphs of the blog entry.

Rationale: This slide introduces a specific article on the same topic, but one that is geared towards a more lay audience. If you audience is at a particularly early stage in the academic careers, it may be helpful to them, to just introduce the information here, and then to ask them, What makes this article different from the one we just looked at? And, Do you think that these are geared towards the same type of Audience? What are some things that might be done differently?Reference: Danigelis, A. (2012, May 26). Your cotton T-shirt could soon charge your phone. [Future of Tech Blog Post]. Retrieved from: http://www.futureoftech.msnbc.msn.com/technology/futureoftech/your-cotton-t-shirt-could-soon-charge-your-phone-795391.

Your cotton T-shirt could soon charge your phoneIn the Danigelis article, the problem statement is implicit rather than explicit, like in Bao & Li (2012):One day, donning a T-shirt could mean youre also sporting a smart device charger. (Danigelis, 2012).

The engineers had to make the cotton highly conductive so they tried several recipes, Li said. (Danigelis, 2012).

Rationale: The first statement assumes that the audience will accept the need for constantly charging devices. The second statement assumes that the audience will have a basic understanding of electrical conduction, and how that relates to charging devices.Activity: The presenter can further unpack how these two sentences represent implied problem statements, or the presenter can open this to audience discussion.Reference: Danigelis, A. (2012, May 26). Your cotton T-shirt could soon charge your phone. [Future of Tech Blog Post]. Retrieved from: http://www.futureoftech.msnbc.msn.com/technology/futureoftech/your-cotton-t-shirt-could-soon-charge-your-phone-795391.

Recap: Problem StatementsProblem statements can be either: formal, like a thesis statementInformal, like a explanatory sentence

Their primary functions are to help the reader:see why your document is importanthelp create raise awareness of an issue

To write strong problem statements you should keep in mind: terminologyshared beliefs and mindsetscanonical works

Rationale: These slide reemphasizes the main points covered in this presentation. For this slide, it may be helpful to stress why its vital to highlight the importance of your work for your audience. For example, it could determine funding, public opinion, policy decisions, etc. Walk students through these again, pausing after each major break to field questions.Activity: The facilitator may at this time choose to field questions about problem statements.

Where to Go for More HelpVisit the Purdue University Writing Lab in Heavilon Hall 226.

Check out the Purdue Online Writing Lab: http://owl.english.purdue.edu

Email brief questions to our OWL Mail tutors:owlmail@purdue.edu

Rationale: As the presentation concludes, the facilitator can remind students that they can come to the Writing Lab for extra help with their projects and problem statements.

ReferencesBao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.Danigelis, A. (2012, May 26). Your cotton T-shirt could soon charge your phone. [Future of Tech Blog Post]. Retrieved from: http://www.futureoftech.msnbc.msn.com/technology/futureoftech/your-cotton-t-shirt-could-soon-charge-your-phone-795391.

The End

This presentation has been brought to you by Patti Poblete and Tristan Abbott in conjunction with the Purdue Writing Lab, the Purdue SURF Program, and the Purdue Online Writing Lab

Rationale: Welcome to Problem Statements. This presentation is designed to introduce your students to constructing problem statements for different audiences. This presentation is ideal for the introduction of argument to a research-oriented course, the beginning of a research unit, or the assignment of a written argument.

This presentation may be supplemented with the following OWL Resource: http://owl.english.purdue.edu/owl/resource/957/01/

Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page.

Writers: Patti Poblete and Tristan AbbottDeveloped with resources courtesy of the Purdue University Writing Lab Copyright Purdue University, 2012Rationale: In this presentation we will discuss problem statements. We will examine what problem statements are, the kinds of knowledge that must be considered while drafting problem statements. This presentation will conclude by looking at examples of problem statements. Activity: The facilitator may prompt participants to answer the slides titular question. After this, provide the definition of a problem statement as a move that a document makes to help the reader realize why a document is important. That is, problem statements show readers why what you have to say matters. Without a strong problem statement, your reader may scratch their head and ask, so what? This can be problematic if youre writing a grant proposal or a research funding request. Problem statements can be both formal, as in the case of thesis statements; or, they can be informal, as in the case of a sentence explaining how something will effect the reader. Examples of each will be provided on the following slides. Rationale: Lets take a closer look at formal problem statements. One example of formal problem statements are thesis statements. Thesis statements often appear in the introduction of your document. Read the example problem statement aloud. You can see that this thesis statement also performs quite nicely as a problem statement. By highlighting this tension between strong test scores and well-rounded applicants, the relevance for the reader is also highlighted. You can refer back to this during the next slide.

For more information on thesis statements, see the following OWL resource: http://owl.english.purdue.edu/owl/resource/545/01/Rationale: Formal problem statements, in this case thesis statements, should be specific. That is, they should cover only what you will actually discuss in the text, and only what you can support with evidence. In the case of the example formal problem statement on the previous slide, the reader would expect the author to discuss only the possible conflict caused for admissions specialists when faces with two students who are different only in their test scores and levels of engagement in extracurricular activities. If one were to stray from there topics, it my create problems for the reader. For example, it could weaken the point that youre trying to make. Or, it could confuse them as to the true core issue.Rationale: This slide identifies the two major areas writers need to consider as they construct their problem statements.For example, if youre writing to a so-called lay audience, they might now very little about your field or the issue that youre writing about. This means that you may need to do more to explain the significance your work. However, if youre writing to others in your discipline, or community of practice, you may not have to provide as much background. Considering what your readers might already know also helps to ensure a strong connection with them. You do not want your readers to feel alienated. Rationale: This slide identifies the three areas that identify the audiences concerns about a topic, and that will help the writer better connect with the audience.Well look at teach of these terms a little more closely in the upcoming slides, but here are some basic definitions. Terminology refers to the special terms, or jargon, that are used in a field. Share beliefs/mindsets, refer to a shared set of assumptions about and feelings towards a topic. Canonical works refers to texts or theories that are accepted as significant by the majority of experts within the field in question. In physics, an example of this might be Einsteins theory of relativity. In American literature, canonical works might include Mark Twains Huckleberry Finn or Nathaniel Hawthornes The Scarlet Letter.Rationale: This slide presents a definition of specialized terminology and an example. Specialized terminology refers to words or phrases that might have discipline specific meanings. For example, when the applied linguist is writing for an audience in their discipline, they may not define terms like L1 and L2. However, for the so-called lay audience, these terms may be problematic. Rationale: The first quote is written only using the special terms that an applied linguist might use when discussing teaching English as a second Language. Viz. it uses the terms ESL, L1, and L2 with no explanation of these terms. The second quote provides the same information, but it is written for an audience that does not have knowledge of that specialized terminology. It is often time important to remind students that they need keep their audience in mind. While certain terms may come as second nature to the student, they may not come as second nature to readers who may not share their educational backgroundRationale: This slide provides a definition of shared beliefs and mindsets and how they might impact how ones audience might interpret their text. It is often times helpful to remind students that each field has its own internal controversies and points of disagreement. Use a field specific example to highlight this for students. For instance, if writing for a so-called lay audience, then its possible that the notion of autism may hold different meanings and degrees of relevancy for different readers. While its impossible to write a text that appeals to everyone, one should think of their audience and work to create and to work inside of these shared beliefs and mindsets. In the next slide well look at two quotes that provide the same information, but that provides different treatments of the assumptions underlying the statements. Rationale: The first quote demonstrates a statement that includes the underlying assumption that the audience will know what the autism spectrum means, and also that specialized treatments are necessary. What if a person doesnt know what the autism spectrum is? Or, they know about the autism spectrum, but they dont know about the specialized treatments that you will be talking about. The second quote conveys the same information, but spells out those specific assumptions for an unfamiliar audience. Notice that, here, the autism spectrum has been defined as something that is comprised of a number of disorders. It also spells out that there is not enough treatments targeted as specific autism spectrum disorders, for instance Aspergers. Canonical research are those texts, theories, and discussions which are significant in a field, and that may be considered required reading. That is, they are something of a gatekeeper in the field. In order to talk like an physicist, an applied linguist, or a mathematician, one must know these works. While this slide presents some examples, it may be helpful if you select some that are specific to your students. It is also helpful to remind them, just because they know a work, and most of the people that they talk to (many of whom are in their field) know of a particular work, one should avoid assuming that their audience will know a given work as well. If you have an audience that is comprised of individuals from a number of disciplinary backgrounds, it might help concretize the point, if you have the blurt out a canonical work from their field, and see if the others know it. You might be surprised when people think that they know a canonical work, but really theyre referencing a different work, by a person with the same last name. For example, Paiget may call-up different works and different theories for psychologist and for entomologists. The next slide presents some examples of this.Rationale: The first statement assumes that the audience understands what the Pythagorean theorem is. The second quote provides the information, because the audience might not know what the theorem is. (Note, however, that the statement still assumes the audience will recognize the references to a baseball diamond.) It may be helpful to reiterate why its important to lay assumptions bare for the reader. For example, what if a reader doesnt know what that the bases on a baseball field create a diamond shape? Would they still be able to parse the second statement? Ask audience members to think of this.

Rationale: This slide uses a specific article with a particular audience in order to demonstrate the previously explained concepts. Be sure to stress the context here for the students. How is this different than if an article on the same topic might appear in a popular news magazine?Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.http://onlinelibrary.wiley.com/doi/10.1002/adma.201200246/fullActivity: The presenter can give the audience time to read through the quote, or the presenter can read the quote aloud.Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.Activity: Highlighted in red are field-specific terminology. The presenter can further explain how the highlighted phrases/words are terminology specific to the field of material sciences. Or, the presenter can open this up to discussion, focusing on how these terms might not fit in for all audiences. It may be a good time to have audience members think of ways to handle the possible issues caused by the highlighted terms.Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.Activity: Marked in blue are statements that assume shared beliefs/mindsetsthat environmentally-sound technology is important, and that discoveries should be translated into practical applications. The presenter can further explain the assumptions of the highlighted phrases/words, or the presenter can open this to audience discussion.Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.Activity: Highlighted in green are references to canonical researchwhere the authors assume the audience will be familiar with recent and accepted work or experiements. The presenter can further explain how the highlighted phrases/words refer to canonical research, or the presenter can open this to audience discussion.Reference: Bao, L. & Li X. (2012). Toward textile energy storage from cotton T-shirts. Advanced Materials 24(24), 3246-3252. doi: 10.1002/adma.201200246.Rationale: This slide introduces a specific article on the same topic, but one that is geared towards a more lay audience. If you audience is at a particularly early stage in the academic careers, it may be helpful to them, to just introduce the information here, and then to ask them, What makes this article different from the one we just looked at? And, Do you think that these are geared towards the same type of Audience? What are some things that might be done differently?Reference: Danigelis, A. (2012, May 26). Your cotton T-shirt could soon charge your phone. [Future of Tech Blog Post]. Retrieved from: http://www.futureoftech.msnbc.msn.com/technology/futureoftech/your-cotton-t-shirt-could-soon-charge-your-phone-795391.Rationale: The first statement assumes that the audience will accept the need for constantly charging devices. The second statement assumes that the audience will have a basic understanding of electrical conduction, and how that relates to charging devices.Activity: The presenter can further unpack how these two sentences represent implied problem statements, or the presenter can open this to audience discussion.Reference: Danigelis, A. (2012, May 26). Your cotton T-shirt could soon charge your phone. [Future of Tech Blog Post]. Retrieved from: http://www.futureoftech.msnbc.msn.com/technology/futureoftech/your-cotton-t-shirt-could-soon-charge-your-phone-795391.Rationale: These slide reemphasizes the main points covered in this presentation. For this slide, it may be helpful to stress why its vital to highlight the importance of your work for your audience. For example, it could determine funding, public opinion, policy decisions, etc. Walk students through these again, pausing after each major break to field questions.Activity: The facilitator may at this time choose to field questions about problem statements.Rationale: As the presentation concludes, the facilitator can remind students that they can come to the Writing Lab for extra help with their projects and problem statements.This presentation has been brought to you by Patti Poblete and Tristan Abbott in conjunction with the Purdue Writing Lab, the Purdue SURF Program, and the Purdue Online Writing Lab