Programme
Do you have a fundable project?
- How many aims or research questions do you have? (The correct answer is 3).
- For each aim or question:-
- State the aim or question
- Describe how the research will answer this question or meet this aim.
- Say what makes it important to answer this question or meet this aim in the context of your project.
- Say what your project aims to achieve in terms intelligible outside your research field.
- How will your project achieve its overall aim?
- Give an example of your success with this research approach.
- What makes the project for the funder (and scheme) you are targeting?
- Impact
- Who will benefit most from this research?
- How will they benefit?
- What will you do to ensure that they benefit?
If you start writing a grant application without answering these questions, you might never finish.
What a Grant Application has to Achieve
Why you need a magic Formula
Andrew Derrington
A good case for support is designed for the decision process
Grant Funders Focus on the Project
IS THE PROJECT IMPORTANT (to Them)?
- Direct Outcomes (discoveries)
- Indirect Outcomes (training, career development, mobility...)
WILL THE PROJECT BE SUCCESSFUL?
- Will it produce the direct outcomes?
- Will they be put to use?
- Will it produce the indirect outcomes?
- Will it produce the direct outcomes?
ARE THE APPLICANTS COMPETENT?
- Can they carry out the project?
- Can their institution support it?
WOULD A GRANT BE VALUE for MONEY?
- Are the resources requested Necessary, Sufficient, and Proportionate (for the project)
Answers to Funders' Questions
IMPORTANCE (evidence)
- Evidence about direct outcomes in literature review
- Evidence about indirect outcomes in details of project, institutions, & investigators
SUCCESS (project details)
- Research activities in relation to outcomes?
- Impact and dissemination plans..
COMPETENCE (evidence)
- Evidence that the team has the necessary skills in publications (quality and authorship).
- Evidence that PI and institution can deliver the project in track record & facilites.
VALUE for MONEY (project details)
- Mention how grant resources will be used in the project.
- Mention institutional resources needed for the project.
The Decision
- Who decides?
Committee of successful researchers
Very busy people
Very successful
- Have their own grants
- And research groups
- And jobs
Not knowledgeable about your particular research area.
May have ’user’ representation
Supported by secretariat
The Decision: what information do they have?
Applications
- Usually a set of 50-100 per meeting.
- Arrive 3-6 weeks before meeting.
- Everybody delays reading them as long as possible.
Expert referees’ reports
- Written reports with evaluation and score.
- Usually 2-5 per application
- Usually arrive before the meeting but often after the applications
- Often conflicting
Designated members’ reports
- Oral report by 2 or 3 members who have read the application.
- Usually lasts < 5 minutes
The Decision: what is the process?
Designated members report on the proposal
- Usually less than 5 minutes
- Who, what, why, how, outcomes, strengths, weaknesses, summary of referees, how important and exciting, suggested score
- One person may have to do this for 10 or more grants in a day.
- Probably based on 30-60 minutes preparation.
Discussion by all members of the committee.
- Even though some of them may be reading it for the first time during the discussion.
- They will probably have read the summary beforehand.
- Even though some of them may be reading it for the first time during the discussion.
All members in the discussion can influence the score.
- No matter how little they know.
- And how little time they have spent reading your proposal.
Implications of the decision process?
Referees will analyse your grant in detail but:-
- Most of the committee won’t read it.
- The ones who do read it won’t know the field.
- There will be about 100 other applications.
- This imposes requirements on the case for support.
It must be a very good sales pitch
- Easy to analyse at a deep level (Referee).
- Know what’s in it by skimming it (Committee Member).
- Learn the subject by reading it (Committee Member).
- Memorable and Distinctive (Designated Member).
- These properties need a magic formula
Case for Support as Sales Pitch
- Introduction
- Global Sales Pitch:-
- Tell them the overall aim & convince them you can deliver it.
- Tell them what makes the aim important
- Tell them everything that is to come
- Global Sales Pitch:-
- Background/Literature review
- Explains how 3 research outcomes are really important.
- You can call these the "AIMS"
- You can also call them "RESEARCH QUESTIONS"
- And describe them in KS 3-5
- Explains how 3 research outcomes are really important.
- Description of Project/Methods/Research Plan
- Describes the research activities in each of 3 sub-projects and makes it clear that they will produce the 3 important outcomes.
- You can call these the "OBJECTIVES"
- And describe them in KS 7-10
- Describes the research activities in each of 3 sub-projects and makes it clear that they will produce the 3 important outcomes.
- Matching the background to the description of the project creates a detailed sales pitch
- Form-Only schemes (NIHR)
- Case for support consists of answers to questions.
- Make sure Background/Motivation answer maps onto Research Plan answer.
Works best with a magic formula
The Magic Formula
The Skeleton
10 statements define a (grant application) case for support
- KS1 States the overall aim, the specific approach & an example of success with that approach
- KS2 Says what makes the overall aim important
- KS3,4&5 Say that we need the sub-project outcomes (AIMS) & why.
- KS6 Introduces the project
- KS7,8&9 Summarise the research activities in the sub-projects (OBJECTIVES) and their outcomes.
- KS10 Says what will happen when research is done (Impact?)
- Use the key statements as the summary.
- Re-use the key statements to introduce the case for support
- Use a key statement to begin each subsection
- Then follow it with the detail
- that convinces the referee
Use Layout to Communicate with Skimmers and Speed-Readers
- Message on first line of paragraph (ASSERT then JUSTIFY)
- First sentence of para ASSERTS (topic sentence)
- Remainder of para JUSTIFIES
- This is where you cite literature
- This is how you avoid citing too much literature.
- White space above each paragraph
- Readers’ eye movements land on blank lines.
- Speed-readers will read first line of every paragraph.
- Browsers will only read first lines.
- Detail readers will know what to expect in each para
Teach Terminology with Tag Phrases
KeySentences 3,4 & 5
’We need to know’ + tag phrase because....
We need to know the relationship between the performance of single neurons and the performance of the whole visual system in order to establish the likely contribution of single neurons to perception. . . .
KeySentences 7,8 & 9
’We will do this sub-project in order to discover’ + tag phrase
We will record single neurons during perceptual tasks and calculate sensitivity functions for neural responses and for task performance in order to characterise the relationship between the performance of single neurons and the performance of the whole visual system.
- Tag phrases provide meaning - link between aims and objectives
- Use them in headings (make them short enough)
Tag Phrases in Use
The perceptual capabilities of single neurons
We need to know the perceptual capabilities of single neurons in cortical area V1 in order to establish the potential contribution of V1 to perception. The potential contribution can be assessed using a range of perceptual tasks, such as visual pattern discrimination, object discrimination, and motion-detection. For any such task, we can infer the contribution of cortical area V1 to that task from the relationship between the perceptual capabilities of single neurons and the perceptual capabilities of the individual.
This is the start of a sub-section of the background. There will be a couple of pages of text (at least 3 subsections, each with its own heading) between it and the start of the corresponding sub-section of the description of the project, which follows here.
Measuring the perceptual capabilities of single neurons
We will record in cortical area V1 during perceptual tasks and analyse how neural response varies with stimulus strength in order to measure the perceptual capabilities of single neurons. Stimuli from a set that covers a range of strengths will be presented repeatedly in random sequences under computer control. The computer will record responses during the presentations, and during equivalent periods when no stimulus is presented, for off-line spike sorting and analysis.......
Re-cycle Text From Case for Support
- Repeat key sentences and tag phrases
- to provide common structure, and
- to link
- Maintain structure and order
Key Statements
Fellowship Key Statements Cover Different topics depending on the fellowship
- Outcome
- Institution’s Strengths
- Fellow’s Strengths
- Importance of Project
- 3 Research Aims and why we need them 'We need to know"
- Project summary
- 3 Research Objectives to deliver Aims "This will tell us"
- Dissemination / Impact
- Developmental Programme (How many parts?)
- Developmental value of Project
- Start every section with a key statement that summarises it
- They introduce the detail
- that convinces the referee /detail reader
- Re-use them in the summary
Resources
What's been funded?
Advice on writing:- www.parkerderrington.com/blog
The Recipe
The Key Statements
Sentences 7, 8 & 9 and 3, 4 & 5
The Sales pitch:- We need to know” & “This will tell us”
- Sentences 7, 8 & 9: "This will tell us" (One per Subproject)
- Summarise the research activities and state the outcome of a sub-project.
- "We will do X and this will tell us Y"
- Structures the Research Plan/Methodology. Introduces a subsection.
- States an OBJECTIVE (and the aim it will deliver).
- Sentences 3, 4 & 5: ’We need to know’ (One per subproject)
- Say why we need the outcome of the sub-project.
- "We need to know Y because Z"
- Structures the Background: Introduces a subsection
- States an AIM
- Can be paraphrased as a Research Question
- Rookie mistakes
- Failing to mention research activities in 7, 8 & 9
- Describing the research activities instead of outcomes in 3, 4 & 5
Sentences 6 & 10
Sentence 6 (Project Intro)
Sentence 6 introduces the introductory part of the description of the project.
- Summarise the distinctive aspects of the project in fewer than 40 words.
Sentence 10 (Project Outtro)
Sentence 10 introduces your discussion of what will happen after the research is complete
It will depend to a certain extent on whether the importance is academic or practical or both.
- State in about 40 words what you will do to maximise the benefit from the project.
Sentence 1 & 2
The Elevator Pitch
Sentence 1 should have 3 parts:-
- What the project will achieve, in 'big picture' terms.
- How it will achieve it (your research approach).
- An example of your achievements using that approach, to show you are competent.
Sentence 2 says what it is that makes the outcome important. For example....
- Quantify the real-world problem it will help to solve.
- Say what it will allow us to do that we can't do now.
- Prepare to say which named priorities of your funder it contributes to, and how?
Build the Structure with Key Sentences
Standard Structure: Key sentences as Introduction and Skeleton
Standard Structure
Key Sentences form the Intro and the Skeleton
- Introduction - Key Sentences 1-10
- May structure KS 3-5 as research questions or aims
- May structure KS 7-9 (6 and 10 optional) as Objectives.
- Background - 4 subsections - sells the project outcomes.
- KS2 Say what makes the overall outcome important.
- Then justify in detail
- KS3,4,5 Say why we need each research outcome (AIMS) & add detail after each
- KS2 Say what makes the overall outcome important.
- Methods. Describes the Project
- KS6 Summarise the project. Then add detail.
- KS7,8,9 Summarise each sub-project (OBJECTIVE) & the AIM it achieves. Add detail after each.
- KS10 Say what happens after the project (impact?). Then add detail.
Alternative Structure
Aim and Objectives introduce the Programme (BBSRC requirement)
- Background - 5 subsections - sells the project outcomes.
- Introduction to Background
- Key Sentences 1-5
- KS2 Say what makes the outcome important. Then justify in detail.
- KS3,4,5 Say why we need each research outcome (AIMS) & add detail after each
- Introduction to Background
- Programme and Methodology - 5 Subsections - Describes the Project.
- Introduction to Project
- KS1 & 6-10; then link to project.
- KS7,8,9 Summarise each sub-project (OBJECTIVE) & the AIM it achieves. Add detail after each.
- KS10 Say what happens after the project (impact?). Then add detail.
- Introduction to Project
Subprojects
What is a sub-project?
- You break your project into components (subprojects) to make it easier to explain.
- The sub-projects can be sequential
- Or parallel
- Or even different analyses of the same data
- The only requirement is they produce different, important outcomes.
- Each sub-project produces an important outcome
- The outcomes map onto the aims or research questions.
- Which you use to structure the background section of the case for support.
- That way the explainer will give your sales pitch.
- Because they will have read the background before the description of the project.
- The outcomes map onto the aims or research questions.
- The perfect number of sub-projects is 3, but 4 is OK.
- Don't create dependencies on uncertain outcomes (hostages)
Aims & Objectives
- Nobody is sure what Aims & Objectives mean, so you can hijack them to reiterate the sales pitch.
Background/Literature review
- Explains how 3 research outcomes are really important.
- Make achieving the outcomes the AIMS
Description of Project/Methods/Research Plan
- Describes the research activities in each of 3 sub-projects and makes it clear that they will produce the 3 important outcomes.
- Make the subprojects the OBJECTIVES.
The AIMS and OBJECTIVES deliver the sales pitch.
- Use Tag Phrases so Aims match Objectives
- Order them so they match the structure and the wording of the case for support.
- Always try and give both, even if you are only asked for one.
Strategy
Your strategy must accommodate the likelihood of rejection
- Most well-written grant applications get rejected.
- Rejection can be a devastating experience
- If you need a grant, you should plan to write 5 or 6 based on the same set of ideas
- Never get down to your last rejection.
- If you get 6 rejections, it's time to develop a new set of ideas.
- You need to be able to multiplex grant applications
- Different Outcomes?
- Different Datasets?
- Different Objectives, Same Aims?
- You need to be able to write well and quickly.
Should I use a successful application as an example to copy?
About 75% of funded applications are very badly written
Apply the following test
- Can you find single-sentence answers to the following questions in 10 minutes:-
- What is the overall aim of the project?
- What makes the aim important?
- What are the overall research methods?
- For each aim or research question (there should be 3 or 4):-
- What is the aim or question?
- How will the research will answer this question or meet this aim.
- What makes it important to answer this question or meet this aim in the context of your project.
- If you can't, it's a bad example to follow.
Writing Guidelines
- Should repetitions use the same words or different words?
- Same words: NO SYNONYMS
- Key statement at the start of every section
- Re-use tag phrases across key statements & in headlines
- Punchline at top of para (~6 paras per page)
- Strong Verbs (no adverbs, no nominalisations)
- Short sentences
- Avoid value claims (state evidence instead)
- Bullet lists good, lists in sentences bad.
- NIUTEIISPOU
- No initialisations unless the expansion is in the same paragraph (or unnecessary)