Grant Writing Basics

1
Grant Writing Basics

• Part 1 Getting Started

Pam Selby, MA, MS Editor University of Florida,
College of Nursing Office for Research Support
2
Writing Strategy 1the Outline
Reproduction rights available through
Cartoonstock.com
3
Outlines are not carved in stone.
I am a dynamic creation!
4
Why An Outline?Writing a grant is one of the
most complex tasks youll doan outline can help!

• Living Document
• Reflects and preserves the written evolution of
  your writing process and content.
• Organizing Tool
• Cohesivenessshows whether each section includes
  the appropriate information.
• Guidehelps you stay on track with content by
  exposing gaps or problems with logic,
  development, and flow.

5
Problems with Logic

• inconsistencies
• faulty sequencing or chronology
• argument based on faulty premise
• clear relevance of ideas to each other and to
  aims/purpose
•       

6
Problems with Development

• rationale
• definitions
• examples
• specific detail
• integration of aims/goals throughout
• visual support
• methodology
• references

Well, it would be innovative if a guy named
Pavlov hadnt already beaten you to it.
Cartoon revised, October 14, 2005, by P.S.
7
Problems with Flow

• Readability
• Lack of or misleading transitions between (and
  within) sections that provide readers with visual
  cues for understanding relationships of ideas
• Punctuation errors
• Abrupt endings
• Wordiness/repetition
• Unclear language

Does she mean because?
Due to the fact that"
8
NIH Narrative Core Sections

• Specific Aims
• Background and Significance
• Preliminary Studies
• Research Design and Methods

9
Section A Specific Aims

• Outline should reflect
• Compelling evidence that quickly leads reviewers
  to an understanding of why your research is
  important, necessary, and/or innovative.
• Purpose Statement (what problem your study will
  address).
• Highlight how purpose relates to funding agencys
  mission/goals.
• Aims and hypotheses--clear, simplified, brief and
  specificeach aim should consist of only one
  sentence. Use a brief paragraph under each aim if
  detail is needed.
• Aims should fit on the first page of your
  narrative.

• Specific Aims
• Why study should be funded
• a. compelling evidence of need
• b. study purpose
• c. preliminary findings (brief)
• d. long-range research program
• 2. Relate purpose to agency goals
• a. (i.e., reducing health disparities among
  racial/ethnic minority women)
• 3. Aims
• a. Aim One ________________
• 1. Hypothesis
• 2. Specific Details
• b. Aim Two _____________
• 1. Hypothesis
• 2. Specific Details

10
Section B Background Significance

• Brief, focused history of what has been done
  about the problem.
• What is currently in place now?
• What are major gaps in the research? (A table can
  be very effective here.)
• How will your study address these gaps?
• What theory/concepts will guide your methods and
  evaluation?
• Dont dodge controversiesmake certain you are
  diplomatic and non-dogmatic in your evaluation of
  opposing hypotheses/points of view.
• SIGNIFICANCE Here author provides a more
  in-depth rationale for why the study is
  critically important and needs to be funded.

11
Section C Preliminary Studies

• What you (PI) have done/found and how it serves
  as a foundation. (Show data that demonstrates
  your ability to conduct the most difficult
  aspects of the proposed study.)
• Show only relevant data and explicitly highlight
  the relevance.
• What those contributing to study have done/found
  and how it relates to study.
• Briefly, roles contributors will play.
• Summary of what you have done/found and remind
  readers of your extended program of research. (A
  table can be very effective here.)

12
Section D Research Design Methods

• Design
• Precedes Methods and shows readers the ways in
  which you conceptualize your methodology
  (provides a clear rationale for study design).
• 1) summarizes overall approach (experimental,
• quasi-experimental, correlative,
  descriptive),
• 2) explains why you chose this particular
• design/approach over others, and
• 3) reminds readers of your theoretical
  orientation.
• (Creating a figure to show the
  relationships between elements
• of your design and your conceptual
  framework can be highly
• effective here.)

13

• Section D Research Design and Methods
  (continued)
• Methods
• Describe what methods you will use to address
  each aim
• Specific Aim 1 with hypothesis
• (1) Outcome variable(s) measured by XXX and
• justify choice of methodology.
• (2) Independent variable(s) measured by XXX and
  
• justify choice of methodology.
• (3) Data collection procedures and justify.
• (4) Data analysis performed by XXX and justify
  
• (5) What will be significant in terms of
  findings?
• How will the findings be used?
• Specific Aim 2 with hypothesis
• Specific Aim 3 with hypothesis

14
Summary

• Preliminary Studies
• 1. What you have done and relevance
• 2. What contributors have
• done/relevance
• 3. Extended research program

I. NARRATIVE CORE A. Specific Aims 1.
Compelling need for your study
(purpose) 2. Fit with agency goals a.
______________ b. ______________ 3. Aims
Hypotheses a. ______________ 1.
____________________ b. ______________
1. ____________________ 2.
____________________

• Research Design Methods
• 1. Design (Approach)
• a. summarize overall approach
• b. justify why this approach
• c. integration of design/conceptual
  framework and aims (model)
• 2. Methods (by Aim)
• a. recruitment, sample, setting,
  criteria
• b. dep/independent variables justify
• c. data collection/analysis justify
• d. significance of findings
• 1. _____________________________
• 2. _____________________________
• e. how findings will be used
• 1. _____________________________
• 2. _____________________________
• f. protocol and timetable

B. Background Sig 1. Problem 2.
Focused History a. _____________
b. _____________ etc. 3. How
currently dealt with 4. Gaps in research
(Table?) 5. How your study will
address gaps/problem
15
Review
Why An Outline?

• Living Document
• Reflects and preserves the written evolution of
  your writing process and content.
• Organizing Tool
• Cohesivenessshows whether each section includes
  the appropriate information.
• Guidehelps you stay on track with content by
  exposing gaps or problems with logic,
  development, and flow.

16
I. Web Resources

• A. Writing Tips for Core Narrative Sections
• 1. http//www.wm.edu/grants/PROP/Ellens_how_to.ht
  ml
• 2. http//www.whitaker.org/sanders.htmldesign)
• 3. http www.niaid.nih.gov/ncn/grants/write_l1.h
  tm
• 4. http//wsare.usu.edu/grants/docs/WritingTips.p
  df
• B. Evaluation Criteria
• 1. http//www.charityadvantage.com/iaswr/images/g
  rantproposals.pdf
• 2. http//grants.nih.gov/grants/guide/notice-file
  s/NOT-OD-05-002.html
• C. Clear Language, Active Voice, and Flow
• 1. http//execsec.od.nih.gov/plainlang/guidelines
  /what.html
• 2. http//owl.english.purdue.edu/handouts/grammar
  /g_actpass.html
• 3. http//www.writinghelp-central.com/article-tra
  nsition-words.html)
• 4. http//www.bedfordstmartins.com/technotes/work
  shops/readforflow.htm

17

• II. Research _at_ UF info for new investigators
• A. Getting Started in Research at UF A Guide for
  New Faculty http//rgp.ufl.edu/research/handbook/n
  ew_faculty_handbook/
• B. You may want to request a personalized funding
  search from RGP http//apps.rgp.ufl.edu/research/f
  undingsearch.cfm20
• C. Subscribe to Research and Graduate Programs
  (RGP) FYI http//apps.rgp.ufl.edu/research/fyi/
• D. Subscribe to IRB InvestiGATOR
  http//irb.ufl.edu/education/InvestiGATORS.htm
• E. Be aware of IRB's new "web functions"
  http//irb.ufl.edu/irb01/webfunctions.htm
• F. Complete Computer Based Training for
  Investigators (required by DHHS)
  http//irb.ufl.edu/education/dhhstrain.htm
•  

18
?
Questions
19
Grant Writing Basics

• Part 2
• Top 10 Lessons Learned

Barbara Lutz, PhD, RN Assistant Professor Health
Care Environments Systems University of
Florida, college of Nursing
20
Lesson 1

• A 45/night hotel in Tallahassee isnt the best
  choice

21
Lesson 2

• Get started early
• At least 6 months prior to submission
• Planning meeting
• Outline
• Draft of specific aims

22
Lesson 3

• Framing Exercise
• What do I want to do?
• What do I want to know?
• Is it novel innovative?
• Can I make it novel innovative?
• Who will fund it?

23
Lesson 4

• SMART Goals (or Aims)
• S specific
• M measurable
• A attainable
• R realistic
• T timely

24
Lesson 5

• Elements of a winning proposal
• Clearly defined need
• Appropriate research design
• Well-written background statement
• Novel idea innovation is key!
• Detailed research plan
• PI qualifications
• Not too complex, but appropriately ambitious

25
Lesson 6

• Carve out dedicated time to write
• Shut your door
• Clear your desk
• Dont check your email
• Dont answer your phone
• Work at home

26
Lesson 7

• Writing is a dynamic process
• Linear vs. non-linear
• Ongoing revisions
• outline
• specific aims
• lit review
• design

27
Lesson 8

• Readability is KEY!
• Too many proposals too little time!!
• Make yours
• Use tables, models, Gantt chart
• Highlight important text

stand out

• You had me at Hello!

28
Lesson 8 (example)
29
Lesson 9

• EDIT,
• EDIT,
• EDIT
• JUSTIFY, JUSTIFY, JUSTIFY
• REVISE, REVISE, REVISE

30
Lesson 10

• MOST IMPORTANT LESSON!!!
• Work closely with ORS grants support staff
• Beverly Coleman
• Pam Selby
• They are invaluable to the process!

31
Any Questions?
32
Working With An Editor

• Strategies
• for
• Effective Collaboration

YOU HAVE A VERY LONG GENIUS GRANT LINE.
Pam Selby, MA, MS UF, College of Nursing Office
for Research Support
Reformatted on October 13,
2005 Reproductive rights through Cartoonstock.com
33
Establish Editorial Parameters

• Specify Level of
• Editing Desired
• 1) Substantive
• 2) Copyediting
• 3) Proofreading

Reproductive rights through
Cartoonstock.com
34
Substantive Editing

• Write/revise segments to improve overall
  readability, flow and presentation.
• Address reviewers suggestions (if resubmitting).

• Identify and solve problems of clarity and logic.
• Reorganize paragraphs and sections to improve
  reader understanding.

35
Copyediting

• Correct spelling, grammar, syntax, punctuation,
  and usage errors while preserving original text.
• Revise for consistent style and format.
• Read for overall clarity and readability.

For snoring? Hell, I once shot a man just for
ending a sentence in a preposition!
36
Proofreading

• Checking for final mechanical errors (spelling,
  punctuation, grammar) and typos.

37
Review Establish Editorial Parameters

• Specify Level of
• Editing Desired
• Substantive (substantial revisions)
• Copyediting (mostly mechanics)
• Proofreading (final mechanics)

38
Supply Other Important Information

• Proposal Type (R-01, R-21) Program Announcement
  (PA) or Request for Applications (RFA)
  reviewers comments (if resubmission).
• How you prefer to work (email, hard copy,
  collaborate in person, Track Changes, etc.).
• What style of references/citations you will be
  using (APA, AMA, etc.).
• Deadlines/timelines or other expectations of the
  editor.

39
Allow for Wait Time

• Once relinquished to the editor, PLEASE do not
  continue to work on that section or version. WAIT
  until you get it back.
• It may prove valuable to have the final version
  carefully proofread by someone who has never seen
  the narrative.

40
Avoid Confusing Versions

• Allow Wait Time to get draft back. Editor will
  include current date and her initials as part of
  file name when done (e.g., Aims 9-27-05ps).
• After revising an already edited section,
  re-title the file with current date and your
  initials (e.g., Aims
• 9-29-05ck).

41
The Collaborative Editing Process Review
You have all the ingredients you need to write a
competitive NIH grant proposal.
Cartoon retrieved and revised October 13, 2005,
from gaspirtz. com
42
Suggested Collaborative Editing Process

• Draft a strong outline.
• After Planning Meeting--contact editor, turn in
  sections for first edit, specify level of
  editing desired.
• Allow for WAIT time.
• Review/revise edited sections. Check outline.
• Send out new sections for editing.

• 6) Allow for WAIT time.
• Put all sections (A-E) together, review, check
  outline.
• Get feedback on narrative from Scientific Review
  team.
• Work with editor to make final revisions and
  carefully proofread entire narrative.

43
Turn In FINAL Narrative To ORS Grants Assistant
44
Questions?