Framed so the term can pursue it, the CM220 Unit 2 research question proposal modeled here asks whether corequisite support should replace non-credit math sequences. Searches like "cm 220 unit 2 assignment example", "cm220 unit 2 sample" and "cm220 unit 2 example" land here.
What a finished CM220 Unit 2 research question proposal looks like
Roughly two pages under six headings. The working question sits alone at the top: should the Tamarack Community College System, a composite, place students who test below college-level math directly into credit-bearing courses with a corequisite support class? A background section explains both models in plain terms. A significance paragraph notes that math placement decides how long and how costly the start of a degree will be for [a large share] of entering students. A preliminary search section reports what [six] early sources suggest, without deciding anything. The search plan names the library's academic databases, the ERIC education database, state system reports and news coverage, with keywords such as corequisite remediation and developmental mathematics. A short section admits the writer's starting bias, and a timeline lists the remaining stages.
How a CM220 Unit 2 example is structured
Most CM220 proposal prompts ask for a question, a rationale and a plan, and the example adds two sections that many graders reward. The question is stated as a question, with its population, practice and outcome visible. Only what a reader needs to follow the question goes into the background, two paragraphs defining terms. Significance names who is affected and how, in a paragraph. The preliminary search reports early findings tentatively, each attributed, and flags that two sources disagree. The search plan is concrete, listing databases, search terms and source types sought, including at least one source expected to oppose the writer's inclination. The bias statement names that inclination directly. The timeline maps the remaining assignments, bibliography through final essay, against the units in which they often fall, hedged as provisional because sections set their own schedules.
The question stated as a question
Population, practice and outcome are all visible in one sentence: students testing below college level, corequisite placement, and completion of credit math. Nothing in the wording assumes which model wins.
Early findings reported as early
Six sources are summarized in a sentence each. Two disagree about students placing furthest below the cutoff, and the proposal marks that disagreement as the place the research will need to go deepest.
Databases and terms named
The plan lists the library's academic database, ERIC, the composite system's own reports and a news archive, with specific search strings. A grader can see where the evidence will come from before any of it arrives.
A bias declared
The writer admits expecting the sequence to look wasteful, given personal history. Stating that inclination in the proposal commits the project to seeking sources that might prove it wrong.
A timeline across the term
Bibliography, evaluation, outline, counterargument, draft and final essay are mapped in order. The timeline is labeled provisional, since sections set their own schedules and some combine stages.
Where marks go in CM220 Unit 2
The question that is secretly a thesis sinks more proposals than anything else. Asking why non-credit math should be abolished assumes the answer, and graders read it as an argument looking for support. A vague plan comes second: a search section saying the writer will look online and in the library, with no databases, terms or source types named. Significance asserted rather than shown, calling the question important without saying for whom, costs points. Preliminary findings stated as settled conclusions at this stage draw comment, since the research has barely started. A proposal that ignores opposing views, or that plans only for sources likely to agree, suggests the essay will pile evidence on one side. Formatting is usually light here, though citations for preliminary sources are expected in APA 7 or the section's style.
Get a CM220 Unit 2 example written to your instructions
Share the question you are considering, or the topic it grows from, what you have found so far and the CM220 Unit 2 proposal instructions and rubric. The proposal takes shape around that question, with background, a concrete search plan and a timeline, in 24-48h. There is no fee for a first custom sample.
CM220 Unit 2 questions, answered
Can I change my research question after the proposal?
Usually, within limits. Many CM220 instructors expect refinement as research proceeds, such as narrowing a population or adjusting an outcome. A complete change of topic late in the term is harder, since later assignments build on the sources gathered. If your question shifts, a short note to your instructor or a line in the next assignment explaining why is common practice.
How many sources does a proposal already need?
Your prompt may name a number; where it does not, a handful of preliminary sources is typical, enough to show that others have researched the question and that material exists on more than one side. The proposal is graded less on source count than on whether the plan to find more is specific and realistic.
Is it acceptable to admit a bias in an academic proposal?
In most composition courses, yes, and it often strengthens the proposal. Naming an expectation shows awareness of how it could shape the search, and it justifies seeking out opposing sources deliberately. The essay itself will still argue from evidence, so the bias statement stays in planning documents rather than in the final paper unless a reflection asks for it.