 My experience is that novice grant writers, who improve their grant writing skills the most, move from “story telling in their own words” to technical writing in the words of the RFP.”
Below are two examples of the “technical expression” of important sections of most grant narratives. These grants were funded. In the first example, notice how often the boldfaced “will” is used. Will is a very positive word choice. This paragraph does not sound like a story, it sounds like action. This writer used the language of the prompt to answer the questions. Note the underlined similarity between the vocabulary of the RFP prompt and the text.
Example One --
Narrative Section: Program Evaluation
Grant Writing Guide Prompt:
Detail how and at what intervals you will evaluate your progress in achieving your program goals and objectives. Who will be responsible for completion and interpretation of evaluative data and how will data be used to strategize next steps? Please detail the indicators that you will use to evaluate the success of program activities. Indicators should be specific, measurable, time defined and significant.
Grant Text:
Read to Achieve student progress will be interval evaluated using short-cycle assessments and standardized formal testing. Indicators will be specific, measurable and time defined. Students selected to participate in the Read to Achieve program will be at-risk readers who do not receive any special education services. Target students will be identified using the Voyager Diebels Test, which assesses reading fluency and comprehension. The Scholastic Reading Inventory will be administered to determine the students’ current reading levels. The target students will take the Voyager Diebels Test in May 2004-2005 to assess the number of words read per minute. The retelling fluency component will assess student reading comprehension. The classroom teacher will conduct pre and post-testing using the Ohio Test Practice Book after an indicator has been taught. Terra Nova testing will be administered at the beginning and ending of 2005-2006 to determine student progress in reading. The Read to Achieve Literacy Team will be responsible for completion and interpretation of evaluative data from formal and informal classroom and standardized assessments. Data will be analyzed for skill development and progress achieved in accordance with identified indicators.
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Novice grant writers always have trouble with the narrative section that requires reporting research that supports an innovation. Vendors often provide research evidence that they have created or collected, but it still needs to be described in the grant application. Notice how I have organized the sentences below. I cite the author. I bracket the date of the research and use the word “report.” This structure is easier to write and gives the evaluator the information in exactly the sequence it should be read: WHO/WHEN/WHAT.
The repetition of the word “report” is technical writing, not story telling. Notice how I have used “numbered lists” and “indents” to highlight research results. This makes it easier for the evaluator to read and understand. We want a happy evaluator!
Example Two --
Narrative Section: Scientifically-Based Research
Grant Writing Guide Prompt:
Describe the scientific research-based reading model to be implemented in your proposed grant program and how it will be used to improve student performance. Be sure to reference reliable, replicable research regarding the proposed model.
Grant Text:
Invernizzi, Rosemary, Juel & Richards (1997) and Wasik, (1998) report that one-to-one tutoring is recognized as an effective school-based strategy for preventing reading failure in the primary grade. During the session, as outlined by the Howard Street Tutoring Model, the tutor: 1) supports the student in reading and comprehending stories at the child’s instructional level; 2) participates in word study activities and games to help the child internalize basic spelling patterns and sight words; 3) listens to the student read at the child’s independent level in order to increase fluency and strengthen the child’s confidence as a reader; 4) reads a selection aloud to the child to model appropriate reading expression and intonation.
Pearson and Stephens (1994) report that reading and writing support each other. Writing is incorporated in Read to Achieve when students respond to the stories and participate in word play. These reading and writing strategies will enhance cross-curricular literacy skills, including comprehension of text, increasing content area vocabulary and the writing process.
Wasik (1998) reports that successful tutoring programs have eight common components. The Howard Street Tutoring Program shares these eight elements that include:
1. A certified reading specialist is required to supervise tutors.
2. Tutors need ongoing training and feedback.
3. Tutoring sessions need to be structured and contain basic elements, particularly rereading a familiar story or text, work analysis, writing, and introducing new stories.
4. Tutoring needs to be intensive and consistent.
5. Quality materials are needed to facilitate the tutoring model.
6. Assessment of students needs to be ongoing.
7. Schools need to find ways to ensure that tutors will attend regularly.
8. Tutoring needs to be coordinated with classroom instruction.
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Moral of the story? Don’t use your own words. Structure your sentences to be convincing. Repetition is not bad, in the right places. Write like a grant writer.
Dr. Douglas Brooks is a Professor in the School of Education, Health and Society at Miami University. He teaches graduate and online courses in grant writing and consults with school districts to build grant writing capacity.
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