Writing Module Two Problem Statements, Introductions, and Issues of Audience

1. Writing Module TwoProblem Statements, Introductions, and Issues of Audience An Introduction to The Craft of Argument, by Joseph M. Williams and Gregory Colomb The Cain Project in Engineering and Professional Communication SPRING 2008 WORKSHOP SERIES

2. Module Two Objectives • Introduce Problem Statements • Learn the Five Parts of the Problem Statement • Apply tips to Introductions, Issues, and Audience

3. What Is A Problem Statement? Problem Statements lead the reader from a SHARED CONTEXT • to the perception of a PROBLEM • to a proposed SOLUTION

4. A Quick Example The following are NOT PROBLEM STATEMENTS: “The confinement of water molecules in sub-nanometre channels” “Insufficient evidence” “Difficulty in explaining”

5. Problem Statement This next example IS: “The properties of water at the nanoscale are crucial in many areas of biology,but the confinement of water molecules in sub-nanometre channels in biological systems has received relatively little attention. Advances in nanotechnology make it possible to explore the role played by water molecules in living systems, potentially leading to the development of ultrasensitive biosensors.” (Mertens, J., et al. )

6. Recognizing Many Parts “The properties of water at the nanoscale are crucial in many areas of biology [Status Quo] butthe confinement of water molecules in sub-nanometre channels in biological systems has received relatively little attention… [Destabilizing Moment] Advances in nanotechnology make it possible to explore the role played by water molecules in living systems, potentially leading to the development of ultrasensitive biosensors.” [Solution]

7. Problem Statements Are Not: • A topic or “subject,” i.e. “DNA” or “Clean Energy” • A summary of what is already known • A statement of fact or opinion • An explanation, definition, invention, or solution alone

8. Problem Statements Frame Solutions • Don’t forget, if you are introducing an ARGUMENT, you are MAKING A CASE for something • We make arguments to solve problems • Problems can be either conceptual or pragmatic, but always ask us to THINK or ACT DIFFERENTLY • A concise problem statement motivates the reader and sets the stakes for the argument to follow

9. Argument And Problem Statements As Williams and Colomb explain, problems have a familiar structure: Problem = Destabilizing Condition + Cost [Negative Effect] or Consequence

10. In Other Words… • Before we can understand a solution, we need to accept and understand a problem • The Destabilizing Moment or Destabilizing Condition is the place where you show the difference between • What IS -- and -- what should or can be

11. Destabilizing Conditions In short: A good Problem Statement introduces a QUESTION and makes us aware of the COSTS that might result from it. PROBLEM = Question + Costs or Benefits

12. Recognizing Costs • Costs are negative effects that impact or influence your intended audience. • Costs can be monetary, but they can also be abstract, emotional, social or logistical. • We call it a cost when bad things happen as a result of a certain course of action. • Arguments should also consider as potential costs those missed opportunities that can result when decision makers fail to pursue new options and ideas.

13. Acknowledging A Problem • Requires that we understand costs and benefits • Requires that we are motivated and influenced by those costs-we accept the problem as something relevant to our lives and concerns • Requires that we want, need, and are able to imagine a solution

14. So What? Problem Statements should ALWAYS give us an easy answer to the question So what? Because without an explicit statement of why we should care, we cannot move on to the issue of what we should DO.

15. PRAGMATIC PROBLEMS Often topics of professional proposals, business dealings, or engineering and design solutions CONCEPTUAL PROBLEMS Often topics of academic research, theoretical discussion, philosophical analysis Two Types Of Problems

16. Recommends a course of action or change in behavior Gives evidence to support a certain view of the problem Defines shared priorities and common ground between writer and audience Provides calculations, and examples Asks: What should we do? Defines a problem Shows what the problem is, does, or means Emphasizes the costs or benefits of action Proposes a solution What Is A Pragmatic Argument?

17. Shows: Costs or benefits of changing our point of view Evidence often demonstrates how a different point of view changes our perception of the problem “We think that climate change is bad, but global warming could lower heating costs.” Asks: What should we think? Needs to demonstrate that something is missing from our understanding Needs to show that there are negative effects if we fail to change --or benefits to changing-- our ideas What Is A Conceptual Argument?

18. Revealing Costs (Pragmatic) • The cost answers the question So What? The answer always points to some form of unhappiness, pain, negative effect, missed opportunity, loss or imperfection. • Readers are motivated by costs when the benefits of change/action outweigh the problems or difficulties of the status quo.

19. Example: Pragmatic Costs • An economic cost • An intellectual, moral or spiritual cost • A cost of time or resources • A loss of power, prestige, or potency • A disadvantage (real or perceived) that affects an individual, group, corporation, or population

20. Revealing Costs (Conceptual) • The consequence for a Conceptual Problem also answers the question So What? • In contrast to a pragmatic solution, however, the answer might simply be that not knowing, understanding, etc., is unacceptable

21. Example: Conceptual Costs • “We will fall behind in the space race.” • “We will never know what happened to the dinosaurs.” • Notice that in each of these cases, a conceptual problem could easily become a pragmatic problem if: • We link a lack of knowledge (of the universe, of the dinosaurs) to a practical consequence (compromised missile defense, gaps in understanding of prehistoric times, etc.).

22. Structuring Your Problem • You know what you want to write about: DNA, Clean Energy, Climate Change… • Now you need to transform your topic into a PROBLEM STATEMENT. • Focus the problem by asking yourself the questions to which your audience needs answers. • The following slides walk through Williams’ and Colomb’s formula for developing a good problem statement.

23. Begin With A Pragmatic Topic 1. I am working on the issue of _______. • DNA • Clean Energy • Climate Change

24. Why This Topic? 2. In order to find out how to change ______. • The diagnosis and treatment of disease • High levels of damaging emissions • The rate at which average temperatures are rising But we still need to know, SO WHAT?

25. Make The Cost/Benefit Clear 3. So that you/they/someone can avoid the cost/gain the benefit of _________. • a disease-free life • environmental deterioration • dwindling natural habitats

26. Begin With A Conceptual Topic 1. I am working on the issue of _______. • Nanoparticles • The jet stream • Primate Behavior

27. Why This (Conceptual) Topic? 2. in order to find out about (why/how/when/what) ______. • The basic structure and properties of materials • Determining factors in weather • The social patterns of apes Here too, we still need to know, SO WHAT? i.e. WHY PURSUE THESE PROBLEMS?

28. Conceptual Cost/Benefit Is Abstract Vs. Concrete • Pragmatic Problems have tangible, “real” costs that we can see and touch • Conceptual Problems require another step in motivating audiences. • We need to answer the question “So what?” with an appeal to the reader’s knowledge or understanding.

29. Sample Pragmatic Problem • I am working on the issue of global climate change. • in order to find out whether the earth is getting warmer (So What?) • So that I/you/someone can avoid the costs of rapidly rising temperatures and the potential threat they pose to agriculture, wildlife habitats, and human communities.

30. Sample Conceptual Problem 1. I am working on the issue of • Primate behavior 2. in order to find out more about • the social patterns of apes… (So What?) 3. So that I/we can betterunderstand • family resemblances between humans and our evolutionary predecessors.

31. Costs Of Conceptual Problems • Notice that the “So What?” still requires that you find an audience that cares about: • Knowing more • Understanding better • Thinking more deeply about a problem, etc. • Depending on your audience, further support/persuasion may be necessary. • This is why we turn to the FIVE PARTS OF THE PROBLEM STATEMENT

32. More On Method LRS encourages thinking about the parts of argument in order to produce logic that is: • easy to understand, and • easy to acknowledge or accept

33. What Two Types Of Academic Argument DO • Pragmatic Argument • Outlines and encourages ACTION • Conceptual Argument • Introduces or interprets an ISSUE or IDEA

34. Your Turn Take a moment to construct a problem statement using the Craft of Argument formula.

35. Simple Problem Statement • I am working on the issue of: • in order to find out: (So What?) • So that you/they/someone can avoid the cost/gain the benefit of…

36. Module Two Objectives • Introduce Problem Statements • Learn the Five Parts of the Problem Statement • Apply tips to Introductions, Issues, and Audience

37. Problem Statements: Structure • The parts of a good problem statement are linked by logical connections • Williams and Colomb break these down into Status Quo, Destabilizing moment, Question, Consequences, and Solution or Claim • Each part of the Problem Statement fulfills expectations of the audience you hope to persuade

38. The Five Parts of a Problem Statement

39. Changing The Status Quo • To persuade people to change their minds or their actions, you must first convince them to reexamine the Status Quo • Status Quo refers in general to THINGS AS THEY ARE

40. Stating The Status Quo • Creates common ground between the writer and the reader • Assures that readers share certain information, experiences or assumptions • Places your argument in context

41. For… Tangible Problems And for… Conceptual Problems Expresses a Predicament Expresses a Question The Destabilizing Moment

42. Destabilizing Moment Motivates Action • By outlining costs • By demonstrating a need • By revealing inadequacies • By assessing difficulties • By projecting benefits

43. For A Pragmatic Problem • The destabilizing condition introduces acost. • Examples include unforeseen events, changing conditions, or new situations • You can often find the destabilizing condition introduced by words like “but,” “however,” “actually,” “in fact,” “alternatively,” etc…

44. For A Conceptual Problem • The destabilizing condition is something you don’t know or would like to understand better • For readers to care about a conceptual problem, they have to perceive some cost for not thinking/understanding differently • Because conceptual costs are abstract as opposed to tangible, Williams and Colomb call them “consequences”

45. Relevant Problem Statements Imagine facing a TOPIC or ISSUE like the one below: “Light absorbers available at present provide far from optimal black-body performance.”(Teperik, T.V. et al.) You might respond: • So what? I’m not particularly concerned with “optimal black-body performance.” • Why is that my problem?

46. Guided By Questions… The writer responds: “The need for more efficient absorbers is particularly acute on the microscale, where they can play a significant role in preventing crosstalk between optical interconnects, and also as thermal light-emitting sources.” (Teperik, T.V. et al.) To which you reply: • So what? I’m not motivated by those needs, and the problem of “crosstalk” doesn’t affect me personally. I’m still not convinced this is important.

47. Leading To More Questions… The writer responds: “Several efforts have been made in this context to achieve near-total but directionally dependent absorption using periodic grating … However, the ability to absorb light completely for any incident direction of light remains a challenge.”(Teperik, T.V. et al.) To which you reply: • So what?And so on, ad infinitum… UNLESS YOU COME TO A SET OF STAKES THAT SATISFY THE READER REGARDING THE IMPORTANCE OF YOUR PROBLEM.

48. Until Appropriate Costs And Benefits Are Established “Here we show that total omnidirectional absorption of light can be achieved in nanostructured metal surfaces that sustain localized optical excitations. . . . We suggest that surfaces displaying omnidirectional absorption will play a key role in devising efficient photovoltaic cells in which the absorbed light leads to electron–hole pair production.” (Teperik, T.V. et al.) We have given a convincing answer to the question, “So what?” when we identify the kinds of costs and consequences that will convince our readers.

49. Costs And Benefits • We evaluate the potential costs and benefits of our choices and actions every day. • For an argument to sway audiences with costs and benefits, readers need to recognize their own priorities and concerns in the costs and consequences (or the benefits) you present to them. • Readers recognize as persuasive consequences those effects that would cause them either to benefit or to suffer in some way.

50. What Is The Solution? • A Response to the problem. It can be a resolution or a proposed resolution of the issues introduced by the problem statement. • Especially in business, professional, and technical situations, if you have stated the consequences in terms of costs, the solution should present the benefits of your proposed course of action. You need to answer the question, “How does this solution eliminate the perceived problem?” or “How will I benefit from this course of action or change in thinking?”