Tag Archives: Key sentences

Best book this decade on how to write a research grant application.

The Speed-readable Grant Application by David Karlin is the best book this decade on how to write a research grant application. It is available from the author’s website either as an ebook or as a paperback. You can read it in a couple of hours. And when you have read it, you will refer to it for the rest of your research career.

Grants committee members are swamped with reading and will want to be able to understand your grant application in a few minutes even if they are not familiar with your topic.

Since before Jacqueline Aldridge and I published The Research Funding Toolkit nearly 13 years ago I have read every book, blog, or website I could find on how to write research-grant applications. At the beginning I did this because I was looking for a book that would help colleagues to write. After I had failed to find anything suitable and we had put my ideas into our book, I was interested in the competition. Until now the reading has been dull work, tempered only by the grim satisfaction that there is no competition. Karlin’s book changes that. It deals only with writing, so it is narrower in scope and shorter than the Research Funding Toolkit, but its advice on writing is more comprehensive, just as clear, and absolutely right. In sum: on the topic it deals with, it is the better book.

Like me, Karlin has seen both sides of the research-grant decision process and has spent 10 years coaching researchers, so it is no surprise that following his advice would lead you to write an application with exactly the kind of style and structure that I recommend. He also starts from the same premise as I do: the composition of grants committees makes it necessary to write grant applications in such a way that an outsider can ‘get’ the main points in a few minutes even though it contains a lot of technical detail. However, Karlin’s approach to this problem is different from mine. I tell you about the structure of a grant application; he tells you about writing style.

Karlin devotes the whole of chapter 2 to his first style point, the need to harmonise terminology: if you repeat anything, you must always use exactly the same word or phrase. This is sensible because this style point is the most important, the simplest to explain, the hardest for academics to accept and the most difficult for them to adopt. It requires a combination of persuasive argument and helpful advice to get academics to accept the point, and a lifetime of vigilance for them to adopt it in their writing.

Chapter 3 discusses headings and their relationship with the text they head, which gives Karlin the opportunity to introduce structure. Like me, Karlin advocates that text should be structured as pyramids. Every paragraph, every section, and the whole grant application should begin with a one-line take-away conclusion. However, he avoids the pyramid metaphor. Instead he uses the much catchier acronym BLUF, which stands for “Bottom Line Up Front”.

Karlin recommends that a grant application be structured as a tree (he calls this arboreal structure). The tree’s trunk describes the main point of the research and the main branches describe the background to the research, and the research itself.

  • The background main branch divides into sub-branches that state the importance of the problems that the research will solve.
    • These sub-branches divide into twigs that deal with points of evidence.
  • The research main branch divides into sub-branches that state what kind of research will solve each problem.
    • These sub-branches divide into twigs that deal with research details.

I’m not going to try and summarise the whole book here, but the details of the arboreal structure make it very similar to the PIPPIN framework. And the advice in the book is backed up by helpful examples, so I will have no hesitation recommending it to participants in my workshops.

I think the book will be useful for anybody who is trying to write a grant application, whether it is their first application, or the latest in a long series, and whether or not they have been to one of my workshops. I also think the book could be a game-changer for people who start to write a grant application without having worked out the details of their project. I will have more advice for these people in a future post.

PIPPIN and the Pyramids

It’s very rare to find people who recommend the same approach to writing research grants as I do, so I was delighted when an academic I met on a cycling holiday recommended I read The Pyramid Principle, by Barbara Minto. The book uses the pyramid as a metaphor for a way of presenting complex information. Minto’s pyramid approach is designed for writing consultancy reports but the recommendations are so similar to those in my magic formula that I have adopted the pyramid metaphor in my writing workshops.

The pyramid principle is based on the idea that a complex report is easier to read and assimilate if it is presented as a pyramid. The pyramid begins with the most important part of the report, the conclusion, which should be expressed in a single sentence. It is the point of the pyramid. The principal arguments that support the conclusion come next; they are like the bricks that support the top of the pyramid. Finally the data and subsidiary arguments that support each of the principal arguments follow; they are the base of the pyramid.

Minto’s justification for this ordering of information is that the arguments that support a point are easier to assimilate if the reader knows what point they support. Similarly, the data that support an argument are easier to assimilate when the reader knows the argument. Minto recommends that complex information should always be presented as pyramids.

I suspect that the writers of consultancy reports have a similar readership problem to that faced by the writers of grant applications. The report has to be accessible enough to appeal to generalist senior managers and have enough technical detail to survive nit-picking by experts. The pyramid structure allows the generalists to get what they need from the tops of the pyramids while the experts dive into the technical detail lower down the pyramids. So a pyramid structure would also work for grant applications.

Unsurprisingly, my magic formula for a case for support is a pyramid. The first sentence is a simplified case for support. The first paragraph or two expand this into a ten-sentence statement of the case in the form of the PIPPIN sentences. Then the PIPPIN sentences become the framework for the argument and detail that makes the case.

The sections of the case for support are hierarchies of pyramids. Each PIPPIN sentence opens a section of the case for support, followed by a paragraph composed of sentences stating the points that support it. Each of following paragraphs opens with one of these points, which is followed by the arguments or information that support the point. In this way each paragraph is also a miniature pyramid.

When I teach people to write a case for support I tell them to start by drafting the PIPPIN sentences and then to use each sentence as the starting point for a section, adding the supporting arguments and the paragraphs that make them, like the branches and twigs of a tree.

The difficulty with my approach, and I am sure it also applies to Minto’s, is that not everybody can do it. Some people find it impossible to draft the framework of their case for support before they start writing. Next week I will write about another book that takes a different approach and one which many people will find easier to follow, to produce a very similar result.

Example PIPPIN Sentences that describe my Workshop

One reason that so many of the posts in this blog are about key sentences is that participants in my grant-writing workshops find it very difficult to write a set of key sentences. The structure of the key sentences and the relationships between the sentences are critical for my approach to writing a case for support, so I am always on the look-out for ways to help people write sets of PIPPIN sentences. As an exercise, I have written a set of PIPPIN sentences that summarise the grant-writing workshops. Here it is.

The workshop teaches a systematic approach to research grant-writing that  won the presenter continuous funding throughout his research career and that is informed by his participation in committee decisions on thousands of grant applications. A systematic approach to grant writing makes research grant applications easier to write and more likely to be successful; there are  three elements it must include.

  1. It must include an effective strategy to maximise success and reduce wasted effort, so that it is clear when to write grant  applications and  how to prepare.
  2. It must include a specification for an effective grant application, so that it is clear what to write.
  3. It must include a step by step recipe for producing effective grant applications, so that it becomes easy to  write.

The workshop consists of lectures and exercises to teach participants the three elements of a systematic approach to grant writing.

  1. The presenter will explain how the uncertainty of funding decisions can be ameliorated by an effective strategy to maximise success and reduce wasted effort.
  2. The presenter will analyse how funding decisions are made and derive a specification for an effective grant application.
  3. The workshop will include writing exercises to help participants follow the presenter’s step by step recipe for producing effective grant applications.

The presenter explains how the approach is based on real-world experience of applying for and awarding research grants, so that participants can use the workshop to develop a funding strategy tailored to their own experience and ambitions.

There are exactly ten key sentences in the set and they conform to the pippin specification –

  • Promise sentence, a single sentence description of the workshop
  • Importance sentence, stating the value of the workshop
  • 3 Problem sentences, each stating and justifying a problem.
  • Project sentence (in this case a summary of the workshop activities)
  • 3 implementation sentences, each of which describes a part of the workshop and then uses exactly the same words as the corresponding problem sentence to describe the outcome of that part of the workshop.
  • A sentence that wraps up the description of the workshop and says what happens next.

Eagle-eyed readers will have noticed that these sentences were originally published at the end of my PIPPIN post. I decided to pull them out and make them a stand-alone post because of the need for examples of pippin sentences. Expect more short posts with examples.

Key Sentences are a PIPPIN for Communicators

Pippin: “An excellent person or thing”, Oxford English Dictionary

A few years ago I found that writing a summary in the form of a set of key sentences is a good way to start writing a complex document with a specific set of requirements, like the case for support in a grant application. Since then I always start a case for support by writing a set of key sentences and I teach workshop participants to do the same, with mixed results. Most workshop participants find it very hard to produce key sentences that work well, and sometimes I wonder whether a different approach might be better. Recently I have come to realise that the most important advantage of the key sentences is the help that they give the reader.

Key sentences create a framework for the case for support that makes your main points accessible to every reader and places the detail that supports your arguments where readers will find it. Consequently, even if key sentences don’t help you to write a case for support, you should use them to structure the case for support when you have written it.

The key sentence framework gives a document a hierarchical structure, so that it starts with the most important point of the document, states the main points, and then fills in the details. Each key sentence states one of these points, starting with the most important, and continuing with those that support it. The key sentences comprise the introduction to the document; they state every point you want to make, beginning with the most important.

The rest of the case for support consists of a series of sections, each of which begins with one of the key sentences, and continues with the detail that supports it. The key sentences reappear in the same order as they appear in the introduction, starting with the second. This means that the introduction states every major point you make in the document, in the order in which you make them. Each of the other sections repeats one of the points, helping the reader to remember it, before supporting it with the detail that will convince critical readers to accept the point. The first key sentence doesn’t reappear after the introduction because its job is to start the first section, the introduction.

It makes sense to give each section a hierarchical structure too. The first paragraph of the section summarises the section by stating the points you want to make in the section, the section continues with paragraphs that make those points in order. The paragraphs are also hierarchical: each one begins with its topic sentence, which states the point of the paragraph, and continues with the sentences that support or develop it.

For a research project grant application there are ten key sentences. I have named them so the initial letters spell the word PIPPIN, which the Oxford English Dictionary defines as “An excellent person or thing”. Other kinds of grant application, such as fellowships, need a slightly different set of key sentences because they need to make a different set of points. The PIPPIN sentences are:-

  • Promise – a one-sentence overview of the whole case for support. It should say what the research project will achieve, in a way that is both accessible and convincing.
  • Importance – this sentence tells the reader what is it that makes the project important to the funding body you are applying to. This sentence should give evidence that the project will help achieve one or more of the funder’s strategic aims.
  • Problem There will be three sentences that state the main problems that your project will solve and explain their importance. These sentences are part of a device to convince the funder that the project will be a success. The ‘Implementation’ sentences (see below) complete the device.
  • Project There will be a one-sentence summary of the project to say whatever you need the reader to know if they only read one sentence about the project.
  • Implementation There will be three sentences that describe the main work-packages in a way that makes it self-evident that each work-package solves one of the three problems. This convinces the funder that your project ill make significant progress and therefore will be a success.
  • Next This sentence says what will happen when the research is done. It could be about ensuring impact or exploiting other opportunities created by the project.

I designed the PIPPIN key sentences to meet the needs both of the grants committee, who decide on the ranking of the grant, and of the referees, who write an expert report for the committee. The differences between their roles mean these two groups read the grant in different ways.

The grants committee don’t have time to read the case for support carefully, and most of them will find the specialist jargon of your field impenetrable. So the PIPPIN key sentences state the things committee members want to know as clearly as possible. The sentences are repeated more than once so that the jargon they contain becomes more familiar. The introduction tells exactly the same story as the full case for support, and uses the same words.

The key sentences also form the core of any summaries that are attached to the application form, including the lay summary, the technical summary and the aims and objectives. Some members of the committee may read these summaries instead of the case for support, so using the key sentences ensures that these people read the same story, in the same words, as those who read the case for support. Even those who read the case for support will probably read one of the summaries first. Using the key sentences in the summaries makes these readers more likely to understand the case for support when they read it.

The key sentence structure also makes the referees’ job as easy as possible. Referees read the case for support actively, looking for detailed evidence to support the main points that they noted on reading the summary. When the key-sentences reappear in the introduction, they reassure the referee that the case for support will deal with all the points listed in the summary. When they reappear again in the case for support, the key sentences guide the referee to the evidence they are looking for.

The pippin key sentences work to ‘sell’ any kind of project. They can also be adapted to sell similar activities, like my grant-writing workshops. I am also working on a set that sell my formula for a case for support.

If you have a different kind of grant application you may need a different set of key sentences. For example, in a fellowship application you would need a key sentence about what makes you a suitable candidate, and one about what makes your institution a good place to hold the fellowship. In grant applications where you have to write about your track record, you should create a key sentence for each point you want to make. In fact, key sentences are a good way of giving structure to any document that you want the reader to be able to read quickly and summarise easily. You create the summary as a set of key sentences and then you use the summary as a framework to organise the document. It’s unlikely that your set of key sentences will be the same as PIPPIN, but you will definitely find them to be an excellent thing.

Given all the benefits of the key sentence structure, you might question why anybody should structure a case for support in any other way. I don’t know the answer, but if you want to make your case for support easy to read you should create a set of key sentences and use them as a framework to organise the text.

Writing a research grant application: the quick way and the easy way.

There are two ways of writing a grant application, the quick way and the easy way.

The Quick Way

The quick way is to start by writing a set of key sentences. Each key sentence states one of the points that you will need to make in the case for support. These points include the main research goal, what makes the goal important, the sub-goals, the lines of research that will deliver the sub-goals, and so on. 

Writing the key sentences is hard work, but it only takes a couple of hours. If you can’t draft a set of key sentences in a couple of hours then you know you are not ready to write a grant application. On the other hand, when you write a set of key sentences you get more than the knowledge that you are ready to write. You get a short-cut to the finished case for support.  The key sentences enable you to write the full case for support in a couple of weeks.

The key sentences give you a short cut because the full case for support is simply an expanded version of the key sentences. It consists of a series of sections, each of which begins with a key sentence. Each of the sections should also have a heading that uses phrases from the key sentence. The remainder of each section consists of a few paragraphs that expand and justify the point made by the key sentence. 

Not only is it easy to write the case for support with the key sentences, it is easy to keep it short. And if it gets too long it is easy to shorten it. Every section starts by saying what is most important. If you write too much in any section you can trim the unimportant stuff from the end.

The Easy Way

It’s only a grant application. Why make it difficult?

Despite these advantages of the key sentence approach, most writers prefer to write a grant the easy way. They just start writing. If you write the easy way you won’t have the key sentences to guide your writing but you will have saved yourself two hours of dull work, so as long as you can work out what to write you will  surely finish sooner if you start the easy way.

It’s obviously best to discuss the most important issues first. Describe your research question and what makes it important to your chosen funder. Pretty soon you will have several pages of text. There’s lots of helpful advice on the web about what you should include. A google search  on writing a good research grant application give 37.6 million hits. Some of the top hits in the google search are written by the funders themselves.  The funders tell you exactly what to do, in detail. This page on ESRC’s website lists 37 points you should include and 5 questions you should answer. Following this advice will make it very easy to write a lot of text very quickly.

Unfortunately, there is no advice about how to write clearly. The most likely outcome is that the document you write will be a misshapen monster, far too long and completely unreadable. Editing a badly structured document of any kind is futile and utterly miserable. The excellent @thesiswhisperer blog likens the process to fighting a jungle war. If you are unlucky, you will have supportive colleagues who will encourage you to persevere in this miserable task. In fact you should quit and start again.

You should quit because because line-by-line edits do not fix the real problem, the poor structure. The more you edit, the worse it gets. You will work for months and when you finish you will know in your heart of hearts that your case for support is a mess.

Foolishly, you will nurture a vain hope that maybe you are being overly critical because you have been working so hard. You will reach out to your supportive colleagues for reassurance. They will know how hard you have worked and will want to support your morale, rather than help you write a good case for support. When you ask them for comments, they will lie, to protect your morale. They will see that the case for support is a mess, but they want to be supportive, so they will tell you to dot a couple of i’s and cross a couple of t’s and you will breathe a sigh of relief and submit your grant application.

The point at which you discover the truth about your grant application is when you get the results of peer review, nine months after submitting. At this point you will probably no longer be pleased that you saved the two hours it would have taken to write the key sentences.

If you are lucky, when you find yourself with a misshapen monster grant application, you will engage a consultant like me who will tell you some really good news. Your misshapen monster of a grant application can be salvaged. There is an easy way to restructure the case for support that only takes a day or so. You start by writing a set of key sentences……..

What’s the Point?

I want to explain why I think it’s better to produce a well-written grant application than a poorly written one. Obviously, given the nature of my business, I have to make this case, but it is not as simple as you might think, not least because most successful grant applications are very poorly written. In fact, if you think carefully about the quality of grant applications, it becomes clear that, in this particular domain, quality is completely subjective. So I will start by saying what I think makes a good grant application.

The quality of a grant application is not the same as the quality of the research project it describes. A grant application is essentially a marketing document for a research project and you can have a first-rate application that markets a tenth-rate project. And vice versa. Indeed  poorly-written grant applications are very often successful precisely because grants committees are trying to judge the quality of the project, not the quality of the application. Judging the quality of a project can be very difficult if the application is poorly written. So what makes a good grant application?

The essence of a good grant application is that it makes it easy to judge the project. The application contains all the detail that an expert will look for. The detail should be set out so that it can be read at very high speed and understood by a non-expert. As a rule of thumb, it should take less than two minutes to understand the main points of what you will do and why it is worth doing.

Those main points should be expressed and justified in such a way that a non-expert ‘gets’ what you are going to do and why. An expert should also be able to drill down and find the detail that they need in order to judge whether your project is likely to succeed and achieve those main points. I have already explained how the ‘key sentence’ structure enables a grant application to fulfil these requirements.

Despite the fact that most successful grant applications are poorly written, there are three reasons that it is worth taking trouble to produce a well-written grant application:-

  1. If your project is good, a well-written application will improve your chance of success.
  2. If your project is bad, a well-written application will help you to see that it needs to be improved.
  3. A well-written application can be easier and quicker to write than a badly-written application.

I’ll deal with the first two reasons in this post and I will deal with the third in another post.

Well written applications are more likely to be successful.

Well-written applications generate an enthusiasm among committee members that makes them give higher scores. For reasons I’ll explain in a future post, the person leading the discussion is likely to recommend a relatively conservative score, no matter how much they like the application. But if the committee are enthusiastic, they are quite likely to argue that the recommendation should be raised, and to exceed the recommendation when they score.

Poorly written applications can also get high scores, particularly if the referees have given very strong recommendations, but when committee members don’t understand an application they will not argue for a higher score and they may even score slightly below the recommendation. The consequence is that the scores of poorly written applications tend to drift downwards. The effect is small, but if the score is close to the borderline, which is likely to be the case, given the tendency for conservative recommendations, a tiny drift can make the difference between success and failure.

A well written application helps you see that you need to improve your project.

A well-written application explains your project very clearly at two levels.

  • First it explains what makes the project important to the funder.
  • Then it explains what the project consists of, and why each part of the project is important.

If your project needs to be improved, you are likely to find one or both of these explanations unconvincing as you write them. If you do find yourself writing arguments that you find unconvincing, then you need to reexamine your project and work out how to make it more convincing. If your application does not convince you, it is unlikely to convince a committee.

How Key Sentences Work

Key sentences define the structure of a case for support and ensure that every reader gets the same picture.

A crucial challenge in writing the case for support in a grant application is that the finished document will be discussed by a group of people who have read it at different levels. For example:-

  • The referees will have read and analysed every last detail, in order to write a report for the grants committee.
  • The presenters will have read it very carefully and will have created their own summary of it, which they will present orally to the committee.
  • Most of the committee will only have read the summary but many of them will glance through the case for support when the committee are discussing it.
  • Members of the committee who find the case for support interesting will also read it in detail.

If the discussion is to be fruitful, all these people should get exactly the same picture. Detailed reading of the case for support should produce exactly the same picture as riffling through it at high speed, which should produce the same picture as reading the first page and stopping when it gets boring, which should produce the same picture as reading the summary and ignoring the case for support completely. All these different ways of reading should produce the same picture. The only difference should be in the level of detail.

To solve this problem, you build the case for support from a skeleton of key sentences. In the full case for support, you flesh out each key statement with a few paragraphs of text to create a subsection. The key statement summarises the subsection that fleshes it out. In this way the case for support consists of a number of subsections, each of which begins with a key statement. If you string the key statements together on their own, without the subsections that flesh them out, you get the same story as the full case for support, but with less detail.

The full case for support fleshes out the key sentences with supporting detail, whereas the summary consists of the key sentences on their own. This ensures that people who read the full case for support  get the same story as those who only read the summary. It also means that a reader who attempts to create their own summary from careful reading of the case for support is likely to create a very similar summary to the one you supply.

You can use the first sentences of paragraphs in the same way, to create a summary of a piece of text. This blog post has been written using the key sentence approach at the paragraph level. Each key statement is fleshed out with a few sentences to create a paragraph. You can see how the approach works by taking the first sentence from each paragraph in this section and stringing them together. It should make a good summary. Check the key sentence summary below to see how this works.

A second benefit of this assert-justify approach is that the key sentences act like signposts to tell the referees where to find the information they want. The referees will read the summary before they read the case for support and, as they read the summary, a series of questions and doubts will arise in their minds about whether the summary is backed up by detail. The key sentences in the body of the case for support will show them where to look for the detail.

In sum, the key sentence approach gives a summary that tells the same story as the extended version and makes it very easy for referees to find the information that they want. In the bullet points that follow you can see the summary of this blog post created simply by cutting and pasting the first sentence of every paragraph.

KEY SENTENCE SUMMARY

  • A crucial challenge in writing the case for support is that the finished document will be discussed by a group of people who have read it at different levels.
  • If the discussion is to be fruitful, all these people should get exactly the same picture.
  • To solve this problem, the case for support is built from a skeleton of key sentences.
  • The full case for support fleshes out the key sentences with supporting detail, whereas the summary  consists of the key sentences on their own.
  • You can use the first sentences of paragraphs in the same way, to create a summary of a piece of text.
  • A second benefit of this assert-justify approach is that the key sentences act like signposts to tell the referees where to find the information they want.
  • In sum, the key sentence approach gives a summary that tells the same story as the extended version and makes it very easy for referees to find the information they want.

The Case for Support: Structure Solves its Problem.

Birdy folding bicycle front fork.

The front fork of a Birdy folding bicycle has a distinctive structure that smooths out bumps in the road and solves the bicycle’s main problem, how to fold quickly into a compact space.

This post explains how you can structure the case for support in a research grant application in a way that solves its main problem and enables it to do its tasks efficiently.

A case for support has two main tasks. It has to convince the committee that your research project is important. And it has to convince referees that your project will be successful. However, these tasks are not the case for support’s main problem.

The case for support also has to do several minor tasks. It has to make the grants committee think that they understand your project. It has to convince referees that you are competent to carry out the project. And it has to convince them that the resources you will buy with the grant are necessary and sufficient to carry out the project. These tasks are not the case for support’s main problem either.

The case for support’s main problem is this: most members of the grants committee will not read it, and those who do read it will probably not understand it.  Despite this, the case for support has to convince them that your research project is important. It has to convince them that your project will be successful. And it has to tell them what your project aims to achieve, and how the project will achieve it and how competent you are.

The committee members will not read the case for support but it still has to convince them that your project is important and will be successful. That is its main problem.

My recommended structure for the case for support solves this problem.  All the committee will skim the case for support while your grant application is being discussed, but they will all have read the summary beforehand. So if you give the case for support a structure that gives the right information to someone who skims it, and if you create a perfectly matched summary that ‘primes’ them by giving them the same information in the same words, that solves the problem.

So what kind of structure allows someone who only skims the case for support to pick up all the right information?

A three-layered structure.

As I said, the case for support has two main tasks. First it has to convince the reader that your project is important. Then it has to convince them it will be successful. The ideal structure has three layers, a main structure, a local structure and a fine structure.

Main Structure: Introduction, Background and Methodology.

The most efficient way to convince the reader your project is important and will be successful is to divide the case for support into three main sections.

  • Two of the sections do the main tasks:
    • the background section convinces readers that the intended outcomes of the project are important, and
    • the methodology section describes the project and convinces the reader that it will achieve its intended outcomes.
  • The third section, the introduction, increases the effectiveness of the background and methodology sections by telling the reader the points that will be made in those sections. You write the introduction last but the reader reads it first.

The names that I have given to the three main sections are not fixed. They will vary, depending on the funders’ instructions for the case for support. Whatever those instructions, it is always possible to write the case for support so that it has a background section that describes the state of the art in such a way that it is completely clear that the intended outcomes of your project will be important to the funder, a methodology section that makes it clear that your project will succeed in delivering its intended outcomes, and an introduction. The local structure of these sections, which we discuss next, gives the reader the bigger picture of what makes your project important.

Local Structure: three aims in background delivered by three objectives in methodology.

A good way to help the reader to assess the value of your project is to describe it as consisting of three components, each of which will deliver a clear outcome. If it suits you, or if the funder asks you to state aims and objectives, you can call these three outcomes the aims, and the sub-projects that will deliver them, the objectives.

Breaking the overall research outcome into components like this makes it much easier for the committee to discuss it and analyse it, and it also makes it much easier for you to write the background in a way that makes it clear that your project is really important. If the background convinces the reader that the aims are really important then the project will automatically become important if your description of it convinces them that it will achieve the aims.

Three aims and three objectives is the perfect number. If you have too few aims or objectives it becomes hard to describe them concisely. If you have too many, it becomes hard to remember them. And if you have different numbers of aims and objectives then the aims and objectives will not give the reader a clear picture of what the project will achieve and why it is important.

Because each objective delivers exactly one aim it is easy to write the background so that it convinces the reader that each aim is really important. It also makes it easy for the reader to remember the list of aims and to see that by carrying out the objectives you will achieve the aims.

The background and methodology sections have five subsections each. Three of each set of five are used to link the two sections together, so that the background convinces the reader that every component of the project is important. The remaining subsections have different jobs, enticing the reader to read the case for support, explaining the overall importance of the project, introducing the project and describing what will happen after the project is done.

The three pairs of subsections that link the background to the methodology section work very simply.

  • The background has three subsections, each of which explains the importance of one of the aims. Usually this is where literature is cited to support the case that the project will achieve important aims.
  • Each of the subsections in the background is paired with one in the methodology section, which describes the sub-project (the part of the project) that delivers the corresponding aim.

The background starts with two subsections that entice the reader to read the case for support, and explain the overall importance of the project.

  • The first subsection states the overall project outcome and explains it. If not much explanation is needed, this subsection can be expanded into an introduction for the whole project (see below). For that reason I would always write this subsection last.
  • The second subsection gives the evidence that the project outcome is important. These two subsections are essential preparation for the core subsections that explain how important the aims are. The aims are usually important mainly because they deliver the overall project outcome.

The methodology section starts with a subsection that introduces the project. It also leads into the three subsections that describe the objectives. The methodology section finishes with a fifth subsection that describes what will happen after the project is done. This could be be dissemination, impact, or even a new project.

Fine Structure: Key sentence followed by justification.

Each of the ten subsections described above has the same structure. It begins with a single sentence that summarises the subsection. These are the ‘key sentences’ that are the skeleton of the case for support. The rest of the subsection fleshes out the key sentence, supporting it and increasing its impact. For key sentences in the background, the ‘flesh’ will consist mainly of evidence from the literature. For key sentences in the methodology section the ‘flesh’ consists mainly of details about what will be done in the project.

Within each of these sections, the punch-line of each paragraph is on the first line, and the remainder of the paragraph explains or justifies the punchline. This post explains the advantages of this assert-justify structure. The most important advantage is that if you leave space between your paragraphs, someone who skims your text will read the first line of every paragraph.

You can read more about the key sentences in these three blog posts.

The Introduction

The first draft of the introduction can be done by copying and pasting the key sentences. You may find it necessary to add some linking and signposting, so that they form a coherent narrative. When you write the main sections of the case for support you will edit the key sentences so that they link smoothly with the sections they introduce, so it will be better to leave the introduction until after you have written the background and methodology sections. This post describes the introduction.

The perfectly matched summary

The summary should be perfectly matched to the case for support. This will cause anyone who reads the summary and then skims the case for support (most of the committee) to feel that they understand the case for support completely. If you use the key sentences as a skeleton for the case for support in the way that I recommend, they will make a perfectly matched summary. This post discusses the summary.

I hope this post convinces you that my recommended structure equips the case for support to solve its main problem. In a future post I will discuss my recipe for producing a case for support that has this structure.

Catalogue

The posts discuss 8 themes:-

  1. How to write a Grant Application
  2. Strategy for writing grant applications
  3. Writing Style for Grant Applications
  4. Giving and Receiving Feedback on Grant Applications
  5. Dealing with referees reports and with rejection
  6. Interviews and Talks
  7. Software
  8. Academic Life and Afterlife

How to Write a Grant Application

Strategy for Grant Applications

Writing Style for Grant Applications

Friendly fire: Giving and receiving feedback

Dealing with referees reports and with rejection

Interviews and talks

Software for Writing Grant Applications

Academic life & Afterlife