Uzbek children who cannot spell any three-letter English word can use an Uzbek-English poster for 10 minutes a day to spell 25 three-letter English words within three months. The poster shows pictures with three-letter words and is designed based on theories of language acquisition to address the urgent need of Uzbek children to improve their English spelling skills. Further details about implementation and evaluation of the poster method will be developed in a 4-step research plan.

1. SHORT
CUTS
FROM ASSUMPTION TO
TOPIC SENTENCE TO
THESIS STATEMENT

2. Before You Begin
• The topic sentence can be called
assumption because it expresses
an idea that is assumed (not
100% established or certain).

3. Before You Begin
• The topic sentence uses the
conditional “can” at the start of
the beneficiary’s action, which is
a condition for the solution.

4. Before You Begin
• The topic sentence uses the word
“to” at the start of the urgent
need and proposed solution.

5. Before You Begin
• The topic sentence begins with a
description of the target
beneficiaries.

6. One More Time...
• The topic sentence can be called assumption
because it expresses an idea that is assumed
(not 100% established or certain).
• The topic sentence uses the conditional “can”
at the start of the beneficiary’s action, which
is a condition for the solution.
• The topic sentence uses the word “to” at the
start of the urgent need and proposed
solution.
• The topic sentence begins with a description
of the target beneficiaries.

7. Sample Student Proposal
In three weeks, I will create an English-Uzbek
poster with 6 pictures that shows 6 steps for
children 4 to 6 years old to follow and learn
how to spell 25 simple English words in 3
months.

8. Sample Student Assumption
Children 4 to 6 years old can use an EnglishUzbek poster that shows pictures of 6 steps to
spell 25 simple English words in 3 months.

9. PART 1 OF THE ASSUMPTION
TARGET BENEFICIARY
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10. Target Beneficiary: SUMMARY
1. The target beneficiary is a noun.
2. The description of the target beneficiary
begins the sentence, before the word “can”.
3. The description indicates the urgent need or
critical problem.
4. DESCRIPTION: The description is not an
adjective; verbs/nouns are used.
5. Quantify the need or problem by using
numbers.

11. Target Beneficiary (1)
The target beneficiary is a noun.
Children 4 to 6 years old can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 simple
English words in 3 months.

12. Target Beneficiary (2)
The description of the target
beneficiary begins the
sentence, before the word “can”.
Children 4 to 6 years old can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 simple
English words in 3 months.

13. Target Beneficiary (3a)
The description indicates the
urgent need or critical problem.
THIS IS NOT A PROBLEM
Children 4 to 6 years old can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 simple
English words in 3 months.

14. Target Beneficiary (3b)
The description indicates the
urgent need or critical problem.
THIS IS NOT A PROBLEM
Children 4 to 6 years old can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 simple
English words in 3 months.

15. Target Beneficiary (3c)
The description indicates the
urgent need or critical problem.
THIS IS A PROBLEM
Children who cannot spell simple
English words can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.

16. Target Beneficiary (3d)
The description indicates the
urgent need or critical problem.
Children who cannot spell simple
English words can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.

17. Target Beneficiary (4a)
The description is not an adjective;
verbs/nouns are used.
Children who cannot spell simple
English words can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.

18. Target Beneficiary (4b)
The description is not an adjective;
verbs/nouns are used.
THIS IS AN ADJECTIVE
Children who cannot spell simple
English words can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.

19. Target Beneficiary (4c)
The description is not an adjective;
verbs/nouns are used.
THIS IS A VERB/NOUN
Children who cannot spell threeletter English words can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 simple
English words in 3 months.

20. Target Beneficiary (5)
Quantify the need or problem by
using numbers.
Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.

21. One More Time....
1. The target beneficiary is a noun.
2. The description of the target beneficiary
begins the sentence, before the word
“can”.
3. The description indicates the urgent need
or critical problem.
4. The description is not an adjective;
verbs/nouns are used.
5. Quantify the need or problem by using
numbers.

22. PART 2 OF THE ASSUMPTION
REQUIRED ACTION
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23. Required Action: SUMMARY
1. The beneficiary must do this action to answer
the need or solve the problem.
2. This part begins after the word “can”.
3. The actions are verbs about using your poster.
Quantify the action and time required.
4. Quantify the parts of the poster to be used by
the beneficiary: number of
images, languages, contents (e. g.
steps, techniques, methods, recipe, instructions)
5. The poster description should correspond to the
beneficiary description or need.

24. Target Beneficiary (1)
The beneficiary must do this
action to answer the need or
solve the problem.
Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.

25. Target Beneficiary (2)
This part begins after the word
can.
Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.

26. Target Beneficiary (3)
The actions are verbs about using
your poster.
Children who cannot spell any threeletter English word can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 simple
English words in 3 months.

27. Target Beneficiary (3a)
Quantify the action and time
required
THIS IS ACTION ONLY
THERE IS NO QUANTITY
Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.

28. Target Beneficiary (3b)
Quantify the action and time
required
USE FOR TEN MINUTES A DAY
Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.

29. Target Beneficiary (3c)
Quantify the action and time
required
THIS IS ACTION & TIME
THERE IS A QUANTITY (NUMBER)
Children who cannot spell any threeletter English word can use for 10
minutes a day an English-Uzbek
poster that shows pictures of 6 steps
to spell 25 simple English words in 3
months.

30. Target Beneficiary (4)
Quantify the parts of the poster to be used by
the beneficiary: number of
images, languages, contents (e. g.
steps, techniques, methods, recipe, instructio
ns)
Children who cannot spell any threeletter English word can use for 10
minutes a day an English-Uzbek
poster that shows pictures of 6 steps
to spell 25 simple English words in 3
months.

31. Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
CORRESPONDENCE
Children who cannot spell any threeletter English word can use for 10
minutes a day an English-Uzbek poster
that shows pictures of 6 steps to spell
25 simple English words in 3 months.

32. Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
NO CORRESPONDENCE
Children who cannot spell any threeletter English word can use for 10
minutes a day an English-Uzbek
poster that shows pictures of 6 steps
to spell 25 simple English words in 3
months.

33. Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
NO CORRESPONDENCE
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an English-Uzbek
poster that shows pictures of 6 steps
to spell 25 simple English words in 3
months.

34. Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
 CORRESPONDENCE
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures of 6 steps
to spell 25 simple English words in 3
months.

35. Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
NO CORRESPONDENCE
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an English-Uzbek
poster that shows pictures of 6 steps
to spell 25 simple English words in 3
months.

36. Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
 CORRESPONDENCE
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeletter words to spell 25 simple English
words in 3 months.

37. One More Time....
1. The beneficiary must do this action to answer
the need or solve the problem.
2. This part begins after the word “can”.
3. The actions are verbs about using your poster.
Quantify the action and time required.
4. Quantify the parts of the poster to be used by
the beneficiary: number of images, languages,
contents (e. g. steps, techniques, methods,
recipe, instructions)
5. The poster description should correspond to the
beneficiary description or need.

38. PART 3 OF THE ASSUMPTION
PROPOSED SOLUTION
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39. Proposed Solution: SUMMARY
1. This part begins after the word “to”.
2. This is a situation that meets the need or
solves the problem.
3. The solution is the opposite of the
problem.
4. Quantify the solution with numbers or
measures.
5. Quantify the required time with numbers
or measures.
6. Don’t use adjectives; use verbs/nouns

40. Proposed Solution (1)
This part begins after the word to.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeletter words to spell 25 simple English
words in 3 months.

41. Proposed Solution (2)
This is a situation that meets the
need or solves the problem.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeletter words to spell 25 simple English
words in 3 months.

42. Proposed Solution (3)
The solution is the opposite of the
problem.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeletter words to spell 25 simple English
words in 3 months.

43. Proposed Solution (4)
Quantify the solution with
numbers or measures.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeletter words to spell 25 simple English
words within three months.

44. Proposed Solution (5)
Quantify the required time with
numbers or measures.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeletter words to spell 25 simple English
words within three months.

45. Proposed Solution (6a)
Don’t use adjectives; use
verbs/nouns.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
THIS IS AN ADJECTIVE
poster that shows pictures with threeletter words to spell 25 simple English
words within three months.

46. Proposed Solution (6b)
Don’t use adjectives; use
verbs/nouns.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeVERB/NOUN
letter words to spell 25 three-letter
VERB/NOUN
English words within three months.

47. One More Time....
1. This part begins after the word “to”.
2. This is a situation that meets the need or
solves the problem.
3. The solution is the opposite of the
problem.
4. Quantify the solution with numbers or
measures.
5. Quantify the required time with numbers
or measures.
6. Don’t use adjectives; use verbs/nouns

48. RESULTS
FROM PROPOSAL
TO ASSUMPTION
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49. 1. Sample Student Proposal
In three weeks, I will create an
English-Uzbek poster with 6 pictures
that shows 6 steps for children 4 to 6
years old to follow and learn how to
spell 25 simple English words in 3
months.

50. 2. Sample Student Assumption (Original)
Children 4 to 6 years old can use
an English-Uzbek poster that
shows pictures of 6 steps to spell
25 simple English words in 3
months.

51. 3. Assumption (Improved)
Uzbek children who cannot spell
any three-letter English word can
use for 10 minutes a day an UzbekEnglish poster that shows pictures
with three-letter words to spell 25
three-letter English words within
three months.

52. FROM ASSUMPTION TO THESIS STATEMENT
1X1X3
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53. 1 x 1 x 3 Thesis Statement (1)
Uzbek children who cannot spell
any three-letter English word can
use for 10 minutes a day an UzbekEnglish poster that shows pictures
with three-letter words to spell 25
one-, two-, and three-letter
English words within three
months.

54. 1 x 1 x 3 Thesis Statement (b)
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeletter words to spell 25 English words
of one letter in month 1, of two
letters in month 2, and of three
letters in month 3.

55. FROM ASSUMPTION TO THESIS STATEMENT
1X3X1
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56. 1 x 3 x 1 Thesis Statement (a)
Uzbek children who cannot spell
any three-letter English word can
color, cut and paste for 10 minutes
a day an Uzbek-English poster that
shows pictures with three-letter
words to spell 25 three-letter
English words within three months.

57. 1 x 3 x 1 Thesis Statement (b)
Uzbek children who cannot spell
any three-letter English word can
use for 10 minutes a day an UzbekEnglish poster that shows
shapes, colors and words with
three letters or less to spell 25
three-letter English words within
three months.

58. 1 x 3 x 1 Thesis Statement (c)
Uzbek children who cannot spell
any three-letter English word can
use for 10 minutes a day an UzbekEnglish poster that shows pictures
with one-, two-, and three-letter
words to spell 25 three-letter
English words within three months.

59. FROM ASSUMPTION TO THESIS STATEMENT
3X1X1
Image courtesy of FreeGreatPicture.com

60. 3 x 1 x 1 Thesis Statement (a)
Uzbek children who cannot
read, spell or write any threeletter English word can use for 10
minutes a day an Uzbek-English
poster that shows pictures with
three-letter words to spell 25
three-letter English words within
three months.

61. 3 x 1 x 1 Thesis Statement (b)
Uzbek children who cannot spell
any three-letter English noun, verb
or adjective can use for 10 minutes
a day an Uzbek-English poster that
shows pictures with three-letter
words to spell 25 three-letter
English words within three months.

62. 3 x 1 x 1 Thesis Statement (c)
Uzbek children who cannot spell
any one-, two- or three-letter
English word can use for 10
minutes a day an Uzbek-English
poster that shows pictures with
three-letter words to spell 25
three-letter English words within
three months.

63. URGENCY, THEORY & DETAILS
4-STEP RESEARCH PLAN
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64. Research Plan: SUMMARY
1. Choose the best of the three-part
theories (the most sensible or logical).
2. Add (URGENCY) where the idea can be
about urgency.
3. Add (THEORY) where the idea can be
connected to a theory.
4. Add (DETAILS) where the idea can be
connected to details.

65. 1. Choose the best of the 3-part theories
Uzbek children who cannot spell
any three-letter English word can
color, cut and paste, for 10 minutes
a day, an Uzbek-English poster that
shows pictures with three-letter
words, and learn to spell 25 threeletter English words within three
months.

66. 2. Add (URGENCY) where the idea
can be about urgency.
Uzbek children who cannot spell
(Urgency) any three-letter English
word can color, cut and paste, for
10 minutes a day, an Uzbek-English
poster that shows pictures with
three-letter words, and learn to
spell 25 three-letter English words
within three months.

67. 3. Add (THEORY) where the idea
can be connected to a theory.
Uzbek children who cannot spell
(Urgency) any three-letter English
word can color, cut and paste
(Theory), for 10 minutes a day, an
Uzbek-English poster that shows
pictures with three-letter
words, and learn to spell 25 threeletter English words within three

68. 3. Add (THEORY) where the idea
can be connected to a theory.
Uzbek children who cannot spell
(Urgency) any three-letter English
word can color, cut and paste
(Theory), for 10 minutes a day, an
Uzbek-English poster (Theory) that
shows pictures with three-letter
words, and learn to spell 25 threeletter English words within three
months.

69. 4. Add (DETAILS) where the idea
can be connected to details.
Uzbek children who cannot spell
(Urgency) any three-letter English
word can color, cut and paste
(Theory), for 10 minutes a day, an
Uzbek-English poster (Theory) that
shows pictures with three-letter
words (Details), and learn to spell
25 three-letter English words within
three months.

70. One More Time...
1. Choose the best of the three-part
theories (the most sensible or logical)
2. Add (URGENCY) where the idea can be
about urgency.
3. Add (THEORY) where the idea can be
connected to a theory.
4. Add (DETAILS) where the idea can be
connected to details.

71. URGENCY, THEORY & DETAILS
USING SOURCES
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72. 7 Tips When Using Sources: 1
Choose events, facts, and scientific
reports. Avoid
opinions, fiction, and biased
statements.

73. 7 Tips When Using Sources: 2
If the article is long, add a
paragraph number to the in-text
citation, not to the reference.

74. 7 Tips When Using Sources: 3
If there is a DOI, add this to the
reference list, not to the citation.

75. 7 Tips When Using Sources: 4
Hyperlink the citation to the
corresponding entry in the
reference list.

76. 7 Tips When Using Sources: 5
In the reference, use the short
website address but hyperlink it
so that the actual reference
opens, not the website home
page.

77. 7 Tips When Using Sources: 6
Always cite any borrowed idea. Use
APA-format for citations and
references.

78. 7 Tips When Using Sources: 7
Paraphrasing is better to shorten
an idea.
Quoting is better when the idea is
expressed so well that you can’t
improve it by rephrasing.

79. One More Time...
1. Choose events, facts, and scientific reports. Avoid
opinions, fiction, and biased statements.
2. If the article is long, add a paragraph number to the in-text
citation, not to the reference.
3. If there is a DOI, add this to the reference list, not to the
citation.
4. Hyperlink the citation to the corresponding entry in the
reference list.
5. In the reference, use the short website address but
hyperlink it so that the actual reference opens, not the
website home page.
6. Always cite any borrowed idea. Use APA-format for
citations and references.
7. Paraphrasing is better to shorten an idea. Quoting is better
when the idea is expressed exceedingly well.

80. SHORT
CUTS
FROM ASSUMPTION TO
TOPIC SENTENCE TO
THESIS STATEMENT
END OF PRESENTATION
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