Tag Archives: How to Write

Seven Deadly Sins of Grant-Writing: Sins of Omission

3WiseMonkeysA couple of weeks ago I described deadly sins that grant-writers commit deliberately. This week I am dealing with sins that are just as deadly but much harder to avoid. The sins of omission just creep into your writing without you noticing and  you have to make special efforts to remove them.

The sins I want to deal with are Complex Sentences, Long Paragraphs, Poor Flow and failing to match the background to the project. They all meet  the definition of sin that I coined last week: “Anything that makes it hard for a committee member to pick up a clear understanding of the rationale of your research project, what it will discover and why that is important,  is a sin. So is anything that makes it hard for a referee to get a clear picture of the detailed reasoning in your argument and the detailed description of your intended research activities. Referees and committee both work under time pressure, so anything that slows them down is also a sin.”

Complex sentences are really difficult to avoid. They appear spontaneously in your draft. Most people can’t avoid writing them whenever they are trying to write something difficult – like a grant application.

That’s OK. Writing complex sentences isn’t the end of the world. Not unless your first draft is the end of your writing process. You must expect your first draft to be full of sins and you need to cast them out. You need to hunt through your draft and convert all the long, complex sentences into short, clear simple sentences. As a rule of thumb, you should redraft any sentence longer than 30 words or containing more than 1 verb or beginning with a digression – a phrase that is introduced by a word like “although”. And if it’s the first sentence of a paragraph you also need to make sure that the main message of the sentence fits on the first line.

It’s OK for complex sentences to appear in your first draft because that is usually the easiest way for you to write it.  But it’s not OK to leave them there. You have to replace them with simple sentences. This may involve breaking them up, or turning them round and it will take time, but you will get quicker with practice. Your final draft must be easy to read, and to speed read. Most of the people voting on your grant application will speed-read, or skim it. So if what you send them is full of complex sentences that have to be decoded carefully then they will not get your message, and you will have less chance of getting funded.

Long paragraphs are bad for two reasons.

  • I pointed out in my last post that most of the people scoring your grant will speed-read your case for support. Speed-readers read the first line of every paragraph provided there is white space between them. The longer your paragraphs, the less you communicate with speed readers.
  • Long paragraphs are usually very hard to digest. They are usually a sign that what you are writing is either very complex, or just a bit disorganised. The few readers who really want to read the detail in your case for support will find it hard.

If your paragraphs are longer than about 5 lines, try to break them up. If they are not too disorganised it will be fairly straightforward but if they are disorganised it may be easier to attend to the flow first.

Flow refers to the sequence of ideas that you present, sentence by sentence and paragraph by paragraph. Within paragraphs, good flow occurs when each sentence connects naturally to its successor. There are several ways of achieving this. If you have never thought hard about it (and I hadn’t until a few months ago), Google will find you countless sources of advice. I recommend that you read the Using English for Academic Purposes Blog, which has a section on paragraphs and flow.  The basic approach is that  you should always start the paragraph with the topic sentence, the one sentence that sums up the paragraph. Then, to  get good flow within the paragraph you make sure that the first sentence leads naturally to the start of the second sentence, which leads naturally to the subject of the third sentence and so on. This makes it easy for the reader to read through the paragraph without having to pause and analyse the wording to work out what you mean, or having to keep several ideas in mind in order to follow what you are saying.

Flow between paragraphs is also important and again Google throws up hundreds of ways to help you make it smoother. I think that the best approach here is to reverse outline, as suggested on the Explorations of Style blog, which is full of good advice on how to make your writing more readable.

Failing to match the background to the project is a sin against Derrington’s first commandment. You won’t go to hell for the sin but you may enter the purgatory of grant rejection. The commandment requires that before you describe your project and the outcomes it will produce, you use the background section to make the case that we need exactly those outcomes. It’s a pretty basic selling technique. It persuades the customer that they want what you are selling before you describe what you are selling. I have explained before how you use key sentences to create a structure that implements the technique by creating a background section that deals with the outcomes in the same order as the description of the project, and that explains, outcome by outcome, why we need them.

The key sentences also give you the best way to fix a mismatch between background and project. Basically you create the key sentences and then you use them to re-organise your text. And then you use them to write an introduction.

If you read a few successful grant applications you will realise that the sins are not fatal: most successful grant-writers commit them. However, the sins all make it less likely that you will get funded because they make it harder for time-pressed committee members and referees to do their job. Of course you may be lucky enough that the committee sees the merit in your application despite you making it difficult. But why take the chance?

Seven Deadly Sins of Grant-Writing: the sins of Commission

By Pieter Brueghel (http://gnozis.info/?q=node/2792) [Public domain], via Wikimedia Commons

The_Seven_Deadly_Sins_-_Pieter_Brueghel

The first rule of writing is that you must think about the effect you want to have on your intended reader.  From this perspective,  a research grant is one of the easiest writing tasks imaginable: the effect you want to have is very simple and the readership is well-defined. This makes it very easy to work out that there are some things you should never ever do. Almost all grant-writers do them. These are the deadly sins of grant-writing.

To help you understand how bad these sins are, I will describe the effect you want to have and the readership before I list the sins.

The effect you want to have and the readership.

Obviously the effect you want to have is to get funded. For this to happen, your  main readership, the grants committee, must understand your aims and believe that they are important and that your project will fulfill them. Then they must rank your application high enough to fund it. Typically the committee will read your application in parallel with about 80 others and to get funded you need them to rank it the top  15 or so.

Few if any of the committee will be familiar with your research area. Mostly they will be struggling to understand what you are going to do and why it might be important to do it. They won’t spend long reading your application. A couple of them may spend as much as an hour on it because they will be tasked with explaining your application to the rest of the committee. Most of the others will probably just read the summary and ‘speed read’ (glance through) the case for support during the discussion. At the end of the discussion they will all vote on your score.

Your application will also be read by referees, who tend to be more knowledgeable about your research area and who will probably spend a couple of hours on it but they will not contribute directly to the decision. They will read your application in detail and write an evaluation of its strengths and weaknesses for the committee to consider. They probably will not read any of the applications you are competing against.

Anything that makes it hard for a committee member to pick up a clear understanding of the rationale of your research project, what it will discover and why that is important,  is a sin. So is anything that makes it hard for a referee to get a clear picture of the detailed reasoning in your argument and the detailed description of your intended research activities. Referees and committee both work under time pressure, so anything that slows them down is also a sin.

It may be helpful to distinguish sins of commission, things that you do deliberately, from sins of omission, things that you do because you just can’t help it. All seven sins make a long post, so  I’ll  leave the sins of omission to next week.

Sins of commission

  1. Elegant variation, using synonyms to avoid repeating yourself, is my top sin. It’s not the worst, but  it is the easiest to avoid. I have heard many reasons why you should say things in different ways when you repeat them. None of them applies to grant-writing.  Elegant variation is bad for two reasons.
    • First, it cuts down on repetition. Repetition is good in a grant application because it helps the reader to remember what you are writing about long enough to join in the discussion. It also helps them become familiar enough with  your technical terms to feel comfortable using them.
    • Second, synonyms are dangerous because members of the committee may not realise that they are synonyms. They will get hopelessly confused.
      People justify elegant variation in a variety of ways. Most of them are wrong and none of them applies to a grant application. Trust me.
  2. Aggressive space-saving is bad in all its forms, shrinking margins, shrinking font size, removing white space between paragraphs, and coining new abbreviations. They all make the reader’s real problem, reading and understanding your text, harder. And the reader will not love you for that. It is better to cut text than to cram it in and make it unreadable. Removing white space and coining abbreviations are particularly bad.
    • Removing white space makes speed-readers (most of the committee) lose the plot. Completely. Normally a speed reader will read the first line of every paragraph: their eyes automatically land on the edges of the white space at the top of the paragraph.  That means that the speed reader understands your proposal and thinks it is very clear because they pick up all the essential messages – you do start every paragraph with the topic sentence don’t you? Without the white space the speed-reader’s eye movements will go all over the place and they will pick up four or five random phrases from each page.
    • Coining abbreviations can’t do any harm can it? Surely it’s ok if you spell out each abbreviation the first time you use it? Well, no. I mean NO. Imagine reading 80 grant applications, all of them with half a dozen sets of abbreviations. Then imagine trying to re-read the difficult parts to try and understand them. What happens with the abbreviation when you start reading half-way through the grant? I can tell you: searching backwards through the text for the point where the abbreviation is spelled out makes a reader grouchy. Grouchy readers give grants low scores. So my advice is that if you have  to spell out an abbreviation you can’t use it.
  3. Over use of the passive voice – or of any convention that breaks up the natural flow just makes it hard to decipher your meaning. Of course sometimes your meaning is made clearer by using the passive. If you would like some helpful ideas about how and when to use the passive have a look at  this excellent post, which gives very clear advice on when it’s bad and when it’s good, including a brilliant sentence made shorter and sharper by using the passive voice 5 times.

It should be easy to avoid all these sins of commission because they are things you decide to do. Next week I will deal with the sins of omission, which are much harder to avoid.

The Importance Proposition

ImportanceIn the Research Funding Toolkit we explain that funding decisions depend on whether the case for support makes four propositions. It has to convince the reader that it is important, that it will be a success, that the team are compentent and that the grant will be value for money. We refer to the four propositions as importance,  success, competence, and value for money. In the next few posts I want to deal with the four propositions in turn.

I begin with the importance proposition because it is where funding agencies begin. If a grant application doesn’t make the importance proposition, nothing else matters. It doesn’t get funded. Period. The other propositions will not even be considered.

As with so many writing problems, addressing the propositions is easier if you consider the reader’s perspective. There are three aspects to this.

  1. You can think of the reader as having questions in their head as they read your grant application. In the case of the importance proposition, the main question is “How important is this?” 
  2. The reader’s definition of terms like “important” is not necessarily the same as your definition.
  3. The reader will want to formulate their own answer to their questions, rather than to accept your answers. They will not be impressed by an assertion that your proposed research is important, rather they will be looking for evidence.

So let’s consider how the readers of your grant application might define importance and how you answer the questions in their heads.

It’s a question of priorities.

Every funding agency has a distinctive mission, from which they derive a set of priorities. Large agencies often have such a complex mission that they will have a range of different schemes, each with a different set of priorities. The priorites are quite carefully defined and usually very well publicised. It’s helpful to separate those related to direct research outcomes from those related to indirect research outcomes.

Direct Research Outcomes

Most agencies set the highest priority on the kind of knowledge the research will produce. Academics tend to emphasise outcomes that contribute to knowledge and understanding. Most research funding agencies also set a high priority on outcomes that advance our understanding of the world from a particular set of subject perspectives. However, this is rarely the only, or even the highest, priority.

Agencies that get their funding from national governments often set a higher priority on outcomes that contribute to health, the economy and society. All the UK Research Councils now require you to list the non-academic beneficiaries of your research. When Amanda served on the BBSRC Animal Sciences Committee the Chair would often ask “How is this going to contribute to UK plc?”

Research charities can be very narrow in their focus. Many medical charities limit their interest to a single disease. This kind of focus can help charities to raise funds from public donations. Clarity about their priorities makes it easy for them to ask for money, as well as dispense it.

Endowed charities often have a very broad mission that reflects the intentions of their original benefactors, see for example the Leverhulme Trust, which supports research across all academic subjects.

As a rule of thumb, evidence about the importance of direct outcomes goes in the background to the case for support. This is the main purpose of the literature review and you should use it as a criterion for whether or not you cite a piece of literature there. You should cite the literature that makes it clear that the outcomes of your proposed project meet the priorities of the funder. When you do this it always helps if you can refer to the priorities in the funder’s own words by quoting from the guidelines for the scheme that you are targeting.

Indirect Research Outcomes

Many agencies have priorities that relate to consequences of doing research, rather than direct research outcomes. Training and career development are common priorities, which sometimes have their own schemes. See for example my post about the NIH K99/R00 scheme. Fellowship schemes  and career development schemes, such as Marie Sklodowska-Curie, often prioritise the career development of individuals above direct research outcomes.

As a general rule, evidence about indirect outcomes is requested explicitly as part of the application. Most fellowship schemes will require statements from the host organisation to reassure them that the prospective Fellow will be supported, mentored and provided with appropriate facilities. The complex application forms for schemes like  Horizon 2020 reflect the fact that European research funding has priorities connected with the development of a European research community that brings together international teams that span industry and academia.

In conclusion, if you want to make the importance proposition you should do two things.

  • First, for every research outcome, ask yourself “Where in the background do I make it clear that this is important and what evidence do I cite?”
  • Second, no matter how bizarre and irrelevant the requirements of the application form might seem to you, follow them to the letter.

Ten questions to Get Feedback on a Grant Application

FeedbackThis post was triggered by an  article in Harvard Business Review about how to get feedback on your performance at work. Getting feedback that you can trust is a universal problem and it affects grant-writers more than most. The key to getting good feedback  on a grant application is to think carefully about whom you should ask and how you should ask them.

Whom should you ask for feedback on your grant application?

The best option is to ask the right kind of expert, if you can. Expertise on grants is much more important than expertise in your subject. The ideal person would be someone who has served several years on the grants committee that will consider your proposal. Failing that, you could ask someone who has wide experience of similar grants committees and a good understanding of the scheme for which you are applying.  Unfortunately these people tend to be busy and you may be in a hurry. You can ask Parker Derrington Ltd to read your grant application and give you face-to-face feedback by Zoom, but you would have to pay. What can you do if you don’t have an expert on call and can’t afford to pay one?

If you can’t get an expert, you should choose an ignoramus, or someone who can act the part as far as your project is concerned. You need someone who does not share your views about what is important in your subject but who is open-minded. This mimics the kind of expertise that a grants committee member will have. The ideal person would be someone at your level, in a different but related field. It can be a good idea to exchange feedback with a colleague in a different subject area who is also preparing a grant application. It is a mistake to use someone who knows as much or more than you do about the area of your project, unless they are sufficiently experienced in the way grants committees work that they will be able to discount their knowledge of your subject.

How should you ask for feedback on your grant application?

If you ask a real expert for feedback, it doesn’t matter how you ask, they will give you useful feedback. Otherwise, you need to design your questions carefully if the answers are to be useful. Here are some suggestions.

  1. Write down the main outcome of the project. Mark where it describes it in the text with a (1)
  2. Mark with (2) in the text the section that gives evidence that the main outcome is important. Can you think of anything else that could be said to support the claim that the outcome is important?
  3. Is the importance of the outcome specific to this funder? Mark any references to the funder’s goals with (3).
  4. How many separate components does the research project have?
  5. Mark with (5-1), (5-2) etc, the sections of text that state the outcome of each component of the research project.
  6. Mark with (6-1), (6-2) etc, each section of text that explains how important the outcome is of a component of the research project.
  7. Mark with (7-1), (7-2) etc, the sections of text that give citations that support the explanations in (6-1), (6-2) and so on.
  8. Mark with (8-1), (8-2) etc, the sections of text that describe the research processes that will produce the outcomes (5-1), (5-2) etc.
  9. For each of these sections, can you mark with (?) any processes that are not clear, and can you suggest any extra processes that might be needed in order to produce the research outcome.
  10. Mark in the text with (1) where it states what will be done to make sure that the overall outcome of the project has maximum value to the funder. Can you think of any way that this could be made more valuable to the funder.

You should ask the reader to spend no more than half an hour answering these questions. If they are unable to answer them in that time then you need to do some serious rewriting.

Finally, you should know that the correct answer to question 4 is three.

We thank the referees for their helpful suggestions…….

PeerReviewCartoonIt may not be easy to keep your temper when responding to referees’ comments but you must make it seem like the easiest thing in the world. Whether the comments are on a grant application or a paper, you should compose your response with regard to the effect you want it to have on the reader. If you want your response to influence a grants committee to award your grant or a journal editor to publish your paper, anger is unlikely to help.

There are some differences between responding to grant-application referees and paper referees but most of the following recommendations apply to both.

Assume that the referee is trying to be helpful. You will do a better job if you can make the assumption of reasonableness. If you can convince yourself that the referees are doing their best to help you  and their comments are genuinely trying to help you improve your research project or your paper, it will be easier to follow most of the recommendations below. It doesn’t matter if the assumption is wrong and the referees are actually trying to sink your grant or turn your paper into tedious gibberish. The important point is that you will do a better job of responding to them if you assume that they are trying to help.

Take responsibility for the reader’s failure to understand. Some writers take pride in the knowledge that very few people understand their work. I have seen responses from grant applicants that berated referees for their stupidity. That is a risky attitude to take in any type of writing and is almost certain to lead to the failure of a grant application.

Express gratitude for referees’ suggestions. Derrington’s first law of responding to referees states “The less you feel gratitude, the more fulsomely you should express it”. This is probably more important in the case of a paper than a grant application because in the case of a paper the referee will usually be consulted about whether your response is satisfactory whereas in the case of a grant application your response will be usually assessed by the grants committee.  Of course it may help you to express gratitude if you can explain how the referees insightful suggestions have enabled you to transform the research project or paper.

Make it clear that the responding to the referees’ suggestions has enabled you to improve the research project (or paper). There are two reasons for this.

  • First, you want to give the impression that the final version of your paper (or grant application) is much better than the version that the referee evaluated and deserves a higher score than the referees gave it.
  • Second, you may want to distract the referee (or the grants committee) from the fact that you may not have made any changes at all. In this case, Derrington’s second law of responding to referees applies “The less you change, the more emphatically you state how much you have changed and how much this has transformed the paper.”

Derrington’s second law is more important for papers than for grants, because journal editors often regard referees’ recommendations as binding and authors often find them unacceptable. A grants’ committee is much more likely to recognise when a referee’s recommendation is ridiculous and accept a response that politely declines to implement it.

State clearly what you are responding to and how. This is particularly important when referees’ comments and suggestions are vague or ambiguous. It is often helpful to paraphrase the referees’ suggestions and to state what changes you have made in response to each one. This is a good way of dealing with the case when two or more referees suggest almost exactly the same thing. A list of your paraphrasings of the referees’ suggestions and a short statement about how you have responded to each one can make a very helpful executive summary that will reassure the reader that you have responded satisfactorily.

Some journals require you to do this but few funding agencies do. Even so, you should do it because it is likely to increase your chance of getting funded because it reassures the committee that you have responded satisfactorily to the referees’ criticisms.

Keep your overall response as short and simple as possible. This is more important with grant applications than with papers because the committee works under immense time pressure.

Know when to give up. If the referees’ reports on a grant are uniformly lukewarm it is unlikely to get funded whatever you say. Paradoxically, faint praise is more damning than strong condemnation because condemnation can give the impression that the referee is biased.

Of course, if you are overwhelmed by the desire to let the referees know how stupid their comments are, you probably won’t be able to follow any of the advice I have given so far. In that case I suggest that you wait until you can. Responding to referees is like inviting an  elderly relative to dinner, better not to do it than to do it with bad grace.

Recipe for a NIH Grant

ManhattanI’ve just spent a very pleasant few days in New York City teaching post-docs at  Mount Sinai my recipe for a NIH grant. We focused on the K99/R00 scheme, which is for applicants less than 4 years from their PhD. K99/R00 applications must  include career-development as well as  research, which makes them more complex than a pure research grant, but the recipe I developed can easily accommodate other grant schemes by adjusting  the formula for their assessment criteria. Before I describe the recipe – how you get the grant written – I need to say something about the formula – what the finished grant consists of.

The Formula

The formula is based on the principle that you should make it as easy as possible for those who carry out the peer review of your grant to do their job. NIH makes it very easy to apply this principle because they take great trouble both to explain their peer review process and to list the review criteria for every kind of grant they offer.

The peer review process is carried out by a study section, a group of about 15 scientists whose expertise covers the area of the grant. Three of them, the reviewers, have to produce a written assessment of the grant and score it against the review criteria before the study section meets. At the study section the reviewers present the grant orally, then it is discussed openly and then scored by secret ballot. All members of the study section join in the discussion and vote on the score even though they may not have read the grant, although they will probably have read the 1 page Specific Aims, or the 30 line Summary. So the formula has two requirements.

  • It must be very easy for the reviewers to understand the grant quickly and to find the detail that shows whether or not it meets the assessment criteria.
  • It must be easy for the other members of the study section to speed read it and understand it.

To make it easy for reviewers, the three versions of the grant – the 12-page Research Strategy, the 1 page Specific Aims and the 30 line Summary should be recognisably the same, so that someone who has read the Summary or the Specific Aims should find the Research Strategy looks familiar. I recommend that you define the grant with a set of about 10 key statements that address the review criteria. The key statements begin major sections of the Research Strategy and are followed by text that justifies them and convinces the reviewer that they are true. The reviewer will be familiar with the key statements because they appear in the same order in the Specific Aims and the Summary, but with less text to justify them.

The repetition of the key statements between the Summary, the Specific Aims and the Research Strategy helps the other members of the study section to feel that they understand the Research Strategy as soon as they glance at it. To make it possible for them to speed-read it, the top line of every paragraph should contain the main message of the paragraph and there should be white space between the paragraphs.

The Recipe

To cook up a grant with this formula you need to start by deciding what key statements you need. NIH assessment criteria are very helpful here.

  • All grants are required to have a number of specific aims – goals that the research hopes to achieve. Three is the ideal number of specific aims – just as it is the ideal number of points to make in an emphatic statement.
  • The Research Strategy document must be divided into three sections, each of which is assessed. They are Significance, how important the research is; Innovation, what is new about the research, and Approach, how you are going to do the research.

Each specific aim needs one key statement to state its significance and one to state the approach to achieving it. Innovation can be stated separately for each aim or in a single staement that covers all three aime. Thus you need between 7 and 9 key statements to cover the basic criteria.

In addition you should have a couple of key statements to introduce the Research Strategy. These make the ‘elevator pitch’. The first needs to say what overall outcome is hoped for, something about how it will be achieved and something about your credentials for carrying out the project. The second needs to say something about the project’s overall importance. You can think of these statements as the opening remarks of the reviewer addressing the study section. They correspond to key sentences 1 and 2.

Finally you probably need an ‘onwards and upwards’ statement to finish off the Research Strategy, something that says how you will take the research forwards at the end of the project.

The K99/R00 grant has a training requirement. The research project must contain a mentored (K99) component and an independent (R00) component. The candidate is also required to submit a training and career development plan. The criteria make it clear that the K99 project must develop the candidate’s skills to prepare them for the independent phase. One or two extra key statements are needed to address this aspect of the project.

Once you have drawn up your list of key statements you draft them. They are the introductory sentences of the main subections of the Research Strategy. Don’t spend too much time perfecting these sentences. Get on with writing the sections that they introduce. As you draft those sections you will naturally polish the key statements until they are as good as you can make them.

Once you have a complete draft of the Research Strategy you can copy the key statements from it into the one-page Specific Aims document. Make that document up to a page by cutting and pasting more text from the Research Strategy or by drafting new text. You should cut and paste wherever possible to maximise the overlap between the two documents.

There are a number of sources that help you with content.

These can help you to modify the formula by choosing different sets of key statements and by varying which key statements appear in the different components of the application. But the best way to minimise the pain of writing is to follow the recipe.

Say it again Sam. And use the same words.

groundhogRepetition of key sentences and key phrases is extremely important in a grant application. The key sentences that introduce each subsection of the background and the description of the project in the case for support should be repeated in the introduction and also in the summary.  So each key sentence should appear at least three times.

Some key phrases should be repeated more than three times because they occur in more than one key sentence. For example, imagine you are writing a grant in which one of the sub-projects will characterise the relationship between motherhood and apple pie.  The phrase ‘the relationship between motherhood and apple pie’ will be in two of your key sentences.  One will explain why we need to characterise ‘the relationship between motherhood and apple pie’.  The other will introduce  the description of the sub-project that characterises the relationship between motherhood and apple pie.

Most academics accept that it is helpful to repeat key sentences. But most of them reject the idea that the repetition should use  the same words in the same order.  So I want to explain now why it is more effective to use the same words in the same order whenever you repeat a phrase or sentence.

Effectiveness is much more important here than correctness.  Few would disagree with the assertion that exact repetition is a more correct use of English than paraphrasing but it is much more important to think about how you can increase the effectiveness of a grant application by using repetition in the way that I recommend and how you will fail to increase effectiveness in the same way if you change the words you use or their order.

In thinking about the effectiveness of a grant application, we should consider who will read it and how.  Committee members and referees have different needs and derive different benefits  from repetition.

The most important readers are the committee members that make the decision.  All of them will have a vote in deciding whether or not the grant application gets funded. Few, if any,  will understand the details of the research topic. All of them will read the summary and most of them will stop there. Some will try to read the application and understand it. Usually two  members of the committee, the designated members, are tasked with reading the application and leading the committee discussion. They will try hard to understand the application, but they will find it very difficult and they won’t have much time – maybe an hour. Any help you give them will be gratefully received.  Although most of the rest of the committee will not read the application they will probably glance through it during the discussion.

There are three ways that repetition is particularly helpful to committee members:-

  • Repeating the key sentences means that all the committee members will be likely to remember them. Even those who just glance through the application once will read the key sentences three times. This means that there is a very good chance that they will remember them and understand the logic of your case for support – what outcome your project will achieve, why it is important, what things you need to know in order to achieve the outcome and how you will achieve them. If you repeat the key sentences but substantially change the wording then people will be less likely to remember them. Every change in wording is likely to be interpreted as a change in meaning, leading to potential confusion.
  • Repeating key phrases in the sentences that state what we need to know and what the sub-projects will discover makes it very clear that the project will discover exactly what we need to know. In this way the key phrases act like labels for the different parts of the project.
  • Repeating the key phrases enables committee members to learn them and to have a sense of what they mean. Humans learn the meaning of new phrases by encountering them repeated in different contexts. Committee members who read your grant application carefully will get the sense that they know what it means , even if they don’t. If you vary the wording of the key phrases it becomes harder to learn them and  less clear to the reader that you mean the same thing.

The referees are, notionally at least,  experts in the research topic. They will read the application, write an analysis of its strengths and weaknesses and give it a score, which the committee will consider, but not necessarily follow.  The referees are likely to read your application more carefully than the committee members and to have a deeper understanding of the topic. However, they will want to assess whether the detailed content of your case for support actually supports the assertions made in the key sentences. Repetition helps them do this in two stages.

  • Reading the key sentences in the summary and in the introduction allows them to create a mental list of questions to which they want to find answers in the case for support.
  • Repeating the key sentences at the head of each subsection of the case for support guides the referees to the answers. Again, the key phrases act like labels. For example, a referee that has some doubts about whether your research approach really will characterise the relationship between motherhood and apple pie will be guided straight to the place where you describe the relevant part of your research approach by the phrase the relationship between motherhood and apple pie. If you decide to change any of the words in the key phrase, not only does it become less effective as a label, it also introduces the possibility that you are seeking to do a piece of research without having told the reader why it is important to do it.

In sum, repetition of key sentences and key phrases makes a grant application more effective in four different ways, provided that you use the same words in the same order.

 

 

We had the workshop: where are the grants?

16630702_sAt Parker Derrington Ltd we often encounter rather fixed ideas about how to improve grant-writing outcomes. ” A workshop is what we need….. Can you manage 100 participants? Can you tell them how to get bigger grants? Can you do it any cheaper? What can you do in half a day?”  Obviously, to survive in business we have to allow the customer to be right, so we find ourselves giving rather a lot of grant-writing workshops.

Of course we think our workshops are the best in the business and we get excellent feedback.  However, a workshop can only do so much. Even academics who have good ideas, a good track record of publications and who can design a fundable research project need more than a workshop can provide. Let me explain. There are three problems that tend to prevent such academics from writing good research-grant applications:-

  • They don’t appreciate the unwritten constraints on the case for support.
  • They don’t have an efficient way of writing a grant-application.
  • They don’t usually get high quality help and encouragement from other academics.

The first two are covered in the workshops, but the third is not. Let’s look at the details.

The unwritten constraints on the case for support

There are two constraints that push people in opposite directions.

  • The Case for Support must be speed-readable. Research councils don’t tell you that most of the committee members who take the decision on your research-grant application probably  haven’t read the case for support properly. Worse,  even if committee members did read the case for support properly, most of them wouldn’t understand it.  Obviously your case for support must enable speed-readers to understand and remember what you expect to discover, why it is important, how you will do it, and what you will do with the results.
  • It must be easy to find the detail in the Case for Support. It will also be read by expert referees who will want to assess the detail of what you will do and why it is worth doing. However, few people appreciate that referees will do a much better job and will feel happier about doing it if you make the job easy. So your case for support should  guide referees to the specific content that supports each element of the case. And your summary should make it absolutely clear what arguments the case is making, so that referees know before they begin reading the case for support, what arguments they want to test.

In our workshops we explain how these constraints arise and how to design a case for support that meets them.

An efficient grant-writing process

It should be possible to write a research-grant-application in a week. Most people take months. Some take years.

We find two common factors that make writing inefficient. Probably the commonest is starting to write the grant proposal before designing the research project. Remember, the grant application is a marketing document that is trying to secure investment in the project. It can take a very long time to write it if  you start before you define the project because you don’t know what you are marketing.  Moreover, applications that are not based on a defined project usually fail to convince the reader that they are marketing anything at all: we call them zombie grants. A second factor that makes writing inefficient is not having a guide that tells you what to write in each part of the case for support.

We teach a 2-stage approach to writing in which the first stage is to write a summary that consists of 10 key sentences. That summary is enough to check whether the writer has a viable project. In the second stage, the summary is a guide that tells you what to write in each part of the case for support. Each of the key sentences  forms the first sentence of a major sub-section of the case for support and defines what the rest of the sub-section must convince the reader to be true, either with evidence or with detail about proposed research activities.

How to help a grant-writer.

It’s harder to help a grant-writer than you might think. It should be easy to give clear feedback that will tell them exactly what they have done wrong. Actually, it’s quite hard to do that unless your heart is made of stone, because accurate feedback is crushingly demotivating. Telling a colleague what is wrong with a grant-application that has taken them six months to write can completely destroy their motivation.

To write a grant quickly and well, a writer needs encouragement and feedback, delivered as directly and as quickly as possible.  Our 2-stage approach to writing makes it easier to give constructive feedback, partly because it breaks the writing task down into smaller chunks but also because it makes it easier to define what is expected at each stage, so it combines feedforward with feedback. We offer workshops for coaches to help academics coach their colleagues it but we also offer coaching directly to writers, either as a stand-alone service or as a follow-up to a workshop.  If you are interested, get in touch.

First you tell them; then you convince them.

Quotative Like; xkcd.com

Some  common writing styles are very bad for grant applications and this post aims to help you to avoid one of the worst.  It is a style of writing that we refer to in the Research Funding Toolkit as “Argue – conclude”.

Argue-conclude writing sets out the argument for a statement before it makes the statement.  Done well, argue-conclude writing can be very convincing for a dedicated reader,  who will follow every twist and turn of  your argument. By the time they get to read a statement that ordinarily they might be inclined to reject, they already know the arguments that support it. Unfortunately, most of the readers who will decide whether your grant application gets funded are less dedicated. They will give up reading before they get to the crucial statement.

To communicate with these readers, you begin each paragraph with its main message. Then use the rest of the paragraph to convince them that the message is true. In the Research Funding Toolkit we refer to this style as “assert-justify“. An easy way to describe about assert-justify style is “Tell them; then convince them”.

As I was writing this I thought of nine reasons you should adopt “Assert-justify” style in research grant applications.  The first four are concerned with meeting the needs of the reader – one of the guiding principles for writing with style. The remaining five are concerned with making the task of writing easier. Naturally I shall assert each reason and then justify it.

  1. Assert-justify style communicates more effectively with speed-readers, tired readers, and lazy readers.
    These readers will skim through your document. The neurology of eye-movements dictates that, provided you put blank lines between the paragraphs, their eyes will skip from paragraph to paragraph. They will read the first line of each paragraph. Thus they will read the assertions and get the headline messages. If they are inclined to disagree with the headline messages, they will dig down into the arguments that justify them.
  2. Assert-justify style makes it easier for diligent readers, such as referees, to examine your arguments in detail.
    Each paragraph starts by stating what the paragraph is about. This makes it very easy for the reader to find the arguments they want to examine. They never face the problem of wading through an argument wondering where it is leading.
  3. Assert-justify style makes it easier for the committee-member who has to present your grant to the rest of the committee.
    They can see at a glance what points you are trying to make. This makes it very easy for them to select the points that are most important and relevant for the committee, even if they don’t entirely understand them.
  4. Assert-justify style is more likely to engage readers who are bored.
    The conclusion is always the most interesting part of the argument. By putting the conclusion first you are more likely to entice them to read.
  5. Assert-justify style makes it easier to write an accurate summary.
    The assertions from each paragraph comprise a draft summary. If you want a shorter summary you may be able to leave some of them out.
  6. Assert-justify style makes it easier to write a good introduction.
    The assertions from each paragraph comprise the core of the introduction. You may need to add some linking text and some signposts.
  7. Assert-justify style makes it easier to write short sentences.
    You can write in simple, clear statements. You don’t need to frame them and qualify them.
  8. Assert-justify style makes it easier to write short paragraphs.
    In argue-conclude writing you have to spend a lot of words preparing the ground for the argument. If you start by asserting the point you want to make, you leap straight into the argument without spending any words.
  9. Assert-justify style makes it easier to write.
    I used to spend a lot of time staring at my screen wondering how to get started on each section. In assert-justify writing you can write the ten key sentences that start each sub-section of a grant proposal in an hour.

There are probably more and better reasons to write in assert-justify style.  When I started writing this post, I only had three!  If you have any doubts about whether assert-justify style is correct, it may help you to know that some time after writing this post I discovered a tenth reason: courses on English for academic purposes advise that every paragraph should contain a sentence that states the message of the paragraph, the topic sentence, and that it should usually be the first sentence.

Let me finish with an example of what I think you should avoid. This abstract of a funded grant application is short and clearly written but it is in argue-conclude style; consequently the piece of information that the reader most wants to know – what will the research project do – is buried away in the second half of a sentence in the last paragraph. A speed-reader would not see it.

Committees and Referees

Committees Like a Simple Story: thanks to Science and Ink http://www.lab-initio.com

Committees prefer a clear story: http://labinitio.com

The Journal Nature reported yesterday that scientists have complained that there is a mismatch between expert referees’ evaluation scores of research grant applications and funding decisions.  Different interviewees claimed that this mismatch either does or does not indicate either a flaw in the system or mistakes by referees or by committees.

There may be flaws in the system and mistakes probably happen, but there is a more obvious reason that referees’ scores should not be expected to predict funding decisions. Referees and committees do different jobs which impose different constraints on the way a grant application is written. Very few proposals are written in a way that satisfies both sets of constraints, and so, for the majority of proposals, there is no reason to expect a close match between the referees’ score and the committee’s score. Before I explain the constraints and how to meet them, I’ll clarify the story and explain its relevance.

The story was based on 302 grant applications to the Medical Research Council. It states that some applications that received high scores from the referees were triaged (rejected without being discussed by the committee). Of the proposals discussed by the committee, the story states that the group of applications that were successful and the group that were rejected had ‘a nearly identical spread of scores’. It’s worth noting that the story focuses on a statistic of the scores that is not particularly informative (spread) and does not mention any other statistics. It is relatively common that the referees include both friends and foes of the applicant, which can cause the spread of scores on a single application to range from the lowest to the highest possible. Consequently, nothing that the story says about this rather small data sample indicates a general failure of referees’ scores to predict committee decisions.

However, whatever we may try to conclude from this small dataset, most funding agencies (the EPSRC is an exception in the UK) ask referees and committees to do very different jobs. These jobs depend on different aspects of the way the proposal is written.

Referees work alone and each one works on a single application. The referees are expected to be experts in the same research field as the applicant and their evaluations are typically seen as coming from within that field. Their main task is to test the detailed rationale of the proposal. Are the research questions important? Is the research approach feasible? Does the research team have the ability to carry out the project? What is their standing in the field? Has their previous work made a significant contribution? Is the approach novel? Are other teams likely to get the answers first?

To get a good score from a referee, a grant application must contain relevant detail. Evidence that the questions are important and relevant must be cited. Any evidence to the contrary must be dealt with effectively. The research approach must be described clearly and in sufficient detail to convince a knowledgeable sceptic that the project is feasible, can be carried out with the resources requested, and will lead to the promised outcomes.

The committee works as a collective and takes a view across all the applications before them, typically about 100 for a single meeting. They must also take a view across all the different research fields that the committee supports. They need it to be clear that the project will deliver an  outcome that will have importance beyond the immediate research area and that the applicant has identified an approach that is likely to be productive and that the research team has the skills to deliver it. They need to know what the research aims are and how they relate to the overall outcome. They need it to be clear that the research objectives will satisfy the research aims and deliver the overall outcome and that the results will have appropriate impact

More importantly, the committee also works very quickly. They have to reach an agreed view about grant applications which most or all of them may not understand completely. For the committee to score an application highly they need it to be possible to understand it on the basis of a single hasty reading – or even a quick skim. The case for support should have a very clear structure that states clearly what will be the research outcome, why it is important, what are the research aims, what are the objectives and what will be done with the results.

Of course the best possible case for support has a clear structure that enables the committee to understand it and appreciate its strong points. It also uses the structure to guide the referees to the relevant detail. In my experience cases of support written in this way get very high scores both from referees and from committees. Unfortunately they are very rare but this blog explains in several different ways how to write them.