How to Write a Grant Proposal phần 10 ppsx

297
Chapter
Appendix
17
Funders no longer award grants based
on poundage of proposals.
Cheryl Carter New
At a Glance
What Else Is It Called?
• Supplementary material
When Is It Used?
Often, especially with federal grant proposals. Almost always, with com-
plex projects and larger funding requests.
Why Is It Used?
The appendix exists so there is no confusion between the body of the
proposal, and material that can be presented at the end of the document.
The appendix is the right place for letters of support and key personnel
biographies, as well as other materials that provide further illustration of
important parts of the proposal. If a funder specifies what is to be in the
appendix, do not add information they do not request. Keep appendix
materials to a minimum. Include only information that is critical to the
understanding of the proposal. Always refer to the appendix section in the
body of your proposal. Don’t assume that the reader will read the appendix
sections.
Key Concepts
• When in doubt, leave it out.
• Include information the funder requests.
• Include only essential material.
Formatting Issues
Use standard margins and 12-point type, with clearly labeled sections.

Place a clearly labeled cover page before each appendix section. Normally
appendices are labeled Appendix A: Key Personnel Biographies, Appendix B:
Letters of Support, and so forth.
Items to Include
The appendix is one of the most misused sections of a proposal. Pro-
posal writers seem to think that the thicker the proposal the better, when
the opposite is true. The name of the game is to be concise and clear. In
fact, readers have very little time with each proposal, and you risk irri-
tating them with extraneous and superfluous material. It is important to
think and rethink your inclusions in the appendix. As we said, when in
doubt—leave it out.
Some items that belong in an appendix are as follows.
Biographical Sketches of Key Personnel
Unless the funder tells you to put biographical sketches in the body of
the proposal, put them in the appendix. Clearly label a cover page for the
biographical sketches and refer to the section in the body of the docu-
ment several times, so the reader does not think you have not included the
information.
Organization Chart
If there is not room in the body of the proposal to put your project organ-
ization chart, then you can put it in the appendix. Again, refer to it in the
body of the proposal. Clearly label a cover page for the organization chart.
Examples can be found in Exhibits 17.1, 17.2, and 17.3.
298
Appendix
17
Appendix
299
17
Research

Coordinator
Principal
Investigator
Animal
Management
ResearchAnalysis
Head of
Animal
Science
President
EXHIBIT 17.1
Sample Organization Chart
Executive
Director
Technical
Manager
Research
Coordinator
ABC Project
Coordinator
TrainingResearchCurriculum
Administrative
Manager
EXHIBIT 17.2
Another Organization Chart
300
Appendix
17
Timeline
If there is not room in the body of the proposal to put your timeline, then

it can go in the appendix. Refer to it in the body of the proposal and clearly
label a cover page for the timeline. Examples follow.
Another example:
Yet another example is shown in Exhibit 17.3.
Letters of Support
Letters of support should always go in the appendix. But, what are let-
ters of support? Letters of support should come from partners and organ-
izations who are contributing something concrete to the project itself.
Anyone can get people to write, “These are good people, give them the
money” letters. We call those letters attaboy and attagirl letters. The fun-
ders pay no attention to those letters. However, they do pay attention to
letters that indicate real support, either monetarily or in in-kind contri-
butions.
All partners should specify the things they are contributing to the
project activities. If there is an organization or person contributing some-
thing, but they are not a partner, get a letter of support from them as well.
You will likely have to write the letters of support, or at least provide guid-
ance, so do not leave this task until last. Letters of support should be typed
Project Month Activity
One Hire and train staff—set up advisory committee.
Two Purchase equipment— renovate building.
Three Enroll students.
Four Start student classes.
Five Start parent education classes.
Project
Month One Two Three Four Five
Activity Assess river Form work Work Work Evaluate
damage. crews. session. session. next steps.
Appendix
301

17
on the organization’s letterhead. Paragraphs from good letters of support
follow.
• The XYZ Organization will provide recruitment and oversight of volun-
teers for the project. In addition, we will keep timesheets on all volunteer
activity.
• As executive director for the ABC Agency, I have committed our organiza-
tion to provide counseling services to parents of the children who are brought
before the juvenile court for criminal activity. This service will be done
through our community outreach program. Support groups will be organ-
ized for parents who wish to participate.
• The DEF Foundation will contribute $2,000 toward development of edu-
cational programming for public television on the topic of consequences of
drug abuse.
• Design Graphics will donate expertise to develop graphics for brochures
for parent education classes. Our staff will provide camera ready art for
additional flyers for the project, as well.
• The Small Business Association of Everett County will collect outdated
computers to be refurbished by students. These computers will be donated
to low-income families.
EXHIBIT 17.3
Sample Timeline
Activity
Planning
meeting.
XXX
Set up
equipment.
XX
Patient

intake.
XX
Begin
therapy.
X
Patient
tracking.
XXXXXXXXX
Interim
report.
X
Project
Month
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
Ten
Eleven
Twelve
• Volunteers from local churches will cook and serve meals to the homeless.
First Baptist will coordinate volunteers and develop menus for the meals.
• Noon meals will be prepared and served daily to the homeless in our Cen-
tral City Recreation Center. Our center can seat 150 persons.
• The local physicians exchange will provide free screenings for senior citizens

for skin cancers. This will be done on the first and third Mondays of each
month at local clinics.
Survey, Test, and Questionnaire Results
If there is a survey, test, or questionnaire that is key to your problem state-
ment, then include a summary of the results in the appendix. Also include
a sample survey, test, or questionnaire. Do not include all the surveys
completed—only a summary of results. An example follows.
State Achievement Test Results about the Plan
to Evaluate State Test Results
The plan for evaluating state test results calls for comparing results for students
as they move from one grade to the next. This longitudinal analysis compares
grade-level results from one year to the next. This is cohort analysis.
In the case of both longitudinal analysis and cohort analysis, the desired out-
come is that students would move from the lower categories ( below basic and
basic) to the high categories (proficient and advanced). A negative value
in the difference column for the first two categories and a positive value for
the higher categories show that the desired outcome has occurred.
Summary of Results
For the longitudinal analysis, which tracks the same students from one grade
to the next, the English/ Language Arts results show a reduced number of stu-
dents in the below basic category for all grades except the 2000 6th grade.
The Mathematics results show a reduced number in the below basic group in
all grades except the 2000 7th grade.
The cohort analysis, which looks at grade level results for different student
groups, shows movement from the below basic category for all grade levels in
Mathematics.
The English/Language Arts results shows movement from the below basic cat-
egory for all grade levels except Grade 8 (see Exhibit 17.4).
Equipment Descriptions
If there is an unusual piece of equipment in your budget, you might want

to include a description and picture of it in the appendix. If you are pur-
chasing a well-known piece of equipment such as a computer, there is no
302
Appendix
17
Appendix
303
17
EXHIBIT 17.4
State Test Results— Longitudinal Analysis
Percent Below Basic Basic Proficient Advanced
99 3rd Grade 41 39 19 0
00 4th Grade 24.4 42.3 30.4 2.9
Difference –16.6 ϩ3.3 ϩ11.4 ϩ2.9
99 4th Grade 37 39 23 1.0
00 5th Grade 24 53 22.3 0.7
Difference –13 ϩ27 –0.7 –0.3
99 5th Grade 35 45 18 1.0
00 6th Grade 38.5 38.7 19.7 3.1
Difference +3.5 –6.3 ϩ1.7 ϩ2.1
99 6th Grade 42 47 11.0 0.0
00 7th Grade 37.3 44.7 17.3 0.6
Difference –4.7 –2.3 ϩ6.3 ϩ0.6
99 7th Grade 48 41 11 1.0
00 8th Grade 44.1 41.6 13.5 0.7
Difference –3.9 ϩ.6 ϩ2.5 –0.3
need to include equipment descriptions in the appendix—in fact, you
should not include them. The following is an example.
Macroscopic Chemical Imaging Systems—
for Large or Irregular Samples

The CONDOR family of macroscopic chemical imaging systems brings visible
and NIR spectroscopy coupled with the power of widefield chemical imaging
to the analysis of large or irregular samples. They are non-invasive and non-
destructive platforms that can reveal and characterize original sample struc-
ture. Widefield chemical imaging is combined with digital imaging techniques
to provide molecular images that reveal material morphology, composition,
structure and concentration. Three members make up the family of systems.
The VIS model is used for measurements in the 400 to 700 nm range. The
NIR-sw model covers the 700 to 1100 nm range of wavelengths. The NIR-mw
allows measurements from 1000 to 1700 nm. All three can be configured for
transmission or reflectance measurements.
(ChemIcon Inc., 7301 Penn Avenue, Pittsburgh, PA 15208.)
Lists of Advisors and Board Members
If your advisors or board members will impress the funder, then you might
want to include a list in the appendix. By impress the funder, we mean
that the board members are either easily recognized, or have impressive
credentials, in the project field. Some funders request this information
and expect it in the body of the proposal.
Checklist—Appendix
1
✔ Grant maker’s requirements.
✔ Observe page limit.
✔ Number all appendix pages consecutively.
✔ Key personnel bio sketches.
✔ Organization charts.
✔ Flow charts.
✔ Timeline.
✔ Letters of support (commitment).
✔ Consultant and service contracts.
✔ Partner collaborative agreements.

✔ Survey instruments and compiled results.
✔ Focus group guidelines and compilation of results.
✔ Equipment technical specification sheets.
✔ Project advisory board member list.
✔ Tax-exempt letter.
✔ Organization’s audited budget.
✔ Organization’s board of directors.
304
Appendix
17
1
Remember that a grant maker’s directions (instructions/guidelines) take precedence over
any and all other considerations. You must absolutely, positively follow the grant maker’s
directions exactly, precisely, and painstakingly.
Appendix
Last Words
If an item is not referenced directly in the body of the proposal, what is
it doing in the appendix? Honestly now, do reviewers peruse the appendix
in search of really cool stuff? The simple rule is that anything in an appendix
must be there in response to a direct reference in the narrative. The excep-
tion is, as always, if the grant maker directs that specific items be included
in the appendix.
Examples of Appendices for Four Projects
The following four examples (17.1 to 17.4) are examples of appendices for
each of the organizations profiled in this book. The elements described
within this chapter are depicted in each example.
305
17
306
Appendix

17
August 31, 2004
Sarah Smith, Ph.D., Director
After School Grant Program
Office of Elementary and Secondary Education
U.S. Department of Education
Washington, D.C. 20500
REF: September 1, 2004—After School
Grant Program Competition
Dear Dr. Smith:
It is with enthusiasm that I commit to the After School Program
for Sunnyvale School District. We need this program in order
to be able to provide a chance for our children. Otherwise, our
children will return to the cycle of poverty and lack of
productivity they were born to.
I have personally committed that while the grant program is in
process I will make numerous presentations to City and County
Councils for supplementary funding for the key positions of
Project Coordinator and Site Coordinators. If they will not fund
the positions, with the aid of the School Board, I will cut enough
administrative positions to cover the personnel costs for the After
School Program. This will not be difficult due to normal District
attrition.
The entire District and community are committed to the After
School Program.
Sincerely,
John J. Doe, Ph.D.
Superintendent
JJD/kbf
Sunnyvale School District

One Academy Lane • Sunnyvale, Mississippi 39200
E
XAMPLE
17.1
After School Program — Appendix
Appendix
307
17
EXAMPLE 17.1 (Continued)
After School Program — Appendix, page 2
August 31, 2004
Sarah Smith, Ph.D., Director
After School Grant Program
Office of Elementary and Secondary Education
U.S. Department of Education
Washington, D.C. 20500
REF: September 1, 2004—After School
Grant Program Competition
Dear Dr. Smith:
The Sunnyvale District School Board is committed to the
After School Program. In fact, it will solve a problem we have
recognized for years. Our children go home mostly to empty
houses— they get in trouble. Our crime rates and substance
abuse rates are high.
We have agreed with Dr. Doe, the Superintendent, that we will
lobby City and County Council for funding during the entire
time the grant is operating. If all else fails we will cut
administrative staff to cover the key positions of Project
Coordinator and Site Coordinators.
We thank you for the opportunity to apply.

Sincerely,
Allyson A. Plummer, PhD
Chairman, Sunnyvale
School Board
AAP/dap
Sunnyvale School District
One Academy Lane • Sunnyvale, Mississippi 39200
308
Appendix
17
City Hospital
111 A Street
P.O. Box 2002
AnyTown, AnyState 10022
857-245-9871
Sally Stevens
Project Director
ABC Foundation
St. Paul, Minnesota 34567
Re: Support for the Senior Center Project
Dear Ms. Stevens:
City Hospital administration enthusiastically supports the Senior
Center Project. Our contribution to the project is as follows:
• Space for therapy and for other activities
• Expert staff to pre-screen participants
• Expert staff to provide oversight for activities
• Physicians and nurse practitioners to monitor health of
participants and to recommend therapy
• Funds for supplies and testing kits
The Senior Center is a tremendous need in our community

because we are a retirement center and as such we have a
population dominated by senior citizens.
Thank you for the opportunity to submit the grant proposal.
Regards,
Dr. Samuel Stevens
Hospital Administrator
E
XAMPLE
17.2
Senior Citizen Wellness Center— Appendix
Appendix
309
17
AnyTown Public Health Department
211 Main Street
AnyTown, AnyState 99884
987-432-6789
Sally Stevens
Project Director
ABC Foundation
St. Paul, Minnesota 34567
Re: Support for the Senior Center Project
Dear Ms. Stevens:
The Senior Center Project is a critical need for this community.
Our citizenry is largely elderly. We see serious conditions that
could have been prevented with earlier intervention. We also have
a large number of indigent citizens who need to be informed of
precautions to take so they do not wind up in our hospital
emergency room or our Exigent Center.
We will contribute a conference room for classes. We also will

teach some of these classes as the need arises. In addition, we will
provide flu and pneumonia shots at no charge. We can do this
because of a grant from a local foundation.
Our nurses will provide on site blood pressure checks, weight
measurement and other similar tests as identified.
Our nutritionist will provide cooking classes at the YMCA and will
provide transportation for participants.
Thank you for the potential funding of our project
Sincerely,
Rachel Greene, RN
Special Projects Director
E
XAMPLE
17.2 (Continued)
Senior Citizen Wellness Center—
Appendix, page 2
310
Appendix
17
Harmony School of Dance
14 SOUTH MAIN STREET
•
ANYTOWN, ANYSTATE 32456
867-233-5454
•
FAX 867-233-4567
Sally Stevens
Project Director
ABC Foundation
St. Paul, Minnesota 34567

Re: Support for the Senior Center Project
Dear Ms. Stevens:
Our studio will provide free dance lessons once a week
for senior citizens at our studio. Once every two months
we will sponsor a dinner dance for participants of the
Senior Center.
Our space and instructors are donated.
Sincerely,
Susan Gardener
Owner
E
XAMPLE
17.2 (Continued)
Senior Citizen Wellness Center—
Appendix, page 3
Appendix
311
17
Center City Public Schools
10 Hawthorne Street
Center City, AnyState 23456
867-654-8761
Dr. Joseph Moses
Executive Director
XYZ Foundation
Portland, Oregon 98745
Re: Quad City Fire Marshal Program
Dear Dr. Moses:
We enthusiastically support the Fire Marshal portion of the
Quad City Fire Prevention Project. We have a large number of

low income families in our service area. Most have substandard
heating units such as rusty kerosene heaters, fireplaces, wood
stoves and oil stoves. During the past winter we had three
families whose houses burned to the ground due to the use of
dangerous heating devices.
In addition, our community has numerous sub-standard houses
with poor wiring. This is another fire hazard.
We will provide materials for training and the publicity
campaign. We will provide space and a forum for presentations
to our student bodies. After the term of the grant is over we will
fund the program ourselves.
We appreciate the opportunity to submit our proposal.
Regards,
Dr. John Jones
Superintendent
E
XAMPLE
17.3
Fire and Rescue Project — Appendix
312
Appendix
17
E
XAMPLE
17.3 (Continued)
Fire and Rescue Project — Appendix, page 2
Quad-County Fire and Rescue Association
123 Middle Junction Road
Central City, AnyState 12345
Project Board of Advisors

James Blake, AnyState Fire Chief
56 E Street
State Capitol, AnyState 23456
234-765-4567
Dr. John Jones, Superintendent
Center City Public Schools
10 Hawthorne Street
Center City, AnyState 23456
867-654-8761
Nathan Yerty, President
AnyState Purchasing Managers Association
123 Oak Drive
Jonesville, AnyState 67458
345-765-8793
Matthew Cox, Area Fire Marshal
567 Lakeview Drive
Morristown, AnyState 45678
456-567-3456
Mark Restin, Public Relations Specialist
78 West Main Street
Fletcher, AnyState 23456
987-652-3432
Appendix
313
17
Lake County Consolidated Schools
P.O. BOX 1234, RIVER CITY, ANYSTATE 12345, 234-956-2456
Melissa Martin
Program Director
Department of Health and Human Services

234 State Street— Suite 567
Washington, D.C. 20202
Re: Support for the Drug Prevention Project
Dear Mrs. Martin:
Our schools are facing a serious problem with substance abuse.
We have some children who have experimented with drugs at the
age of eight. In an anonymous survey of students, over 40% of our
high school students have at least tried some drug. Last year 25
students were arrested for drug possession with intent to distribute.
We enthusiastically welcome the grant project as a way of
community agencies working together to stop substance abuse in
its tracks. We welcome the assistance.
We will provide space for meetings. Also, we will sponsor
presentations in each school.
We have a sizeable printing operation and will print materials,
posters, training materials and brochures for the project gratis.
We will also sponsor early morning and evening awareness sessions
for family members of our students. We will attempt to offer
sessions to meet all schedules.
In addition we will educate all teachers and administrators to look
for signs of drug abuse and will set up an intervention policy.
We believe we can create a model project to be publicized to other
districts across the country through our Web site.
Thank you for your kindness in answering our questions.
Sincerely,
Quinton Cole, EdD
Superintendent
E
XAMPLE
17.4

Alcohol and Drug Abuse Project —Appendix
314
Appendix
17
Lake County Consolidated Schools
P.O. BOX 1234, RIVER CITY, ANYSTATE 12345, 234-956-2456
Substance Abuse Survey Results
Total Students
School Question Students Answering Yes
Bowen Senior Have you ever had a drink 1345 867
High School of beer, liquor, or wine?
Have you ever smoked pot? 1345 467
Have you ever used Ecstasy? 1345 87
Have you ever used any 1345 124
other type of illegal drug?
Stevenson Senior Have you ever had a drink 1657 989
High School of beer, liquor, or wine?
Have you ever smoked pot? 1657 503
Have you ever used Ecstasy? 1657 45
Have you ever used any 1657 245
other type of illegal drug?
Martin Middle Have you ever had a drink 678 234
School of beer, liquor, or wine?
Have you ever smoked pot? 678 67
Have you ever used Ecstasy? 678 4
Have you ever used any 678 46
other type of illegal drug?
Sanders Middle Have you ever had a drink 987 345
School of beer, liquor, or wine?
Have you ever smoked pot? 987 198

Have you ever used Ecstasy? 987 24
Have you ever used any 987 125
other type of illegal drug?
E
XAMPLE
17.4 (Continued)
Alcohol and Drug Abuse Project —
Appendix, page 2
Appendix
315
17
Lake County Consolidated Schools
P.O. BOX 1234, RIVER CITY, ANYSTATE 12345, 234-956-2456
Total Students
School Question Students Answering Yes
Merrell Middle Have you ever had a drink 904 278
School of beer, liquor, or wine?
Have you ever smoked pot? 904 89
Have you ever used Ecstasy? 904 12
Have you ever used any 904 95
other type of illegal drug?
Jefferson Middle Have you ever had a drink 1013 378
School of beer, liquor, or wine?
Have you ever smoked pot? 1013 245
Have you ever used Ecstasy? 1013 46
Have you ever used any 1013 432
other type of illegal drug?
All Primary Have you ever had a drink 4056 1023
Schools of beer, liquor, or wine?
Have you ever smoked pot? 4056 567

Have you ever used Ecstasy? 4056 23
Have you ever used any 4056 312
other type of illegal drug?
E
XAMPLE
17.4 (Continued)
Alcohol and Drug Abuse Project —
Appendix, page 3

317
Chapter
Bibliography
Personally I think we’re over-specialized. Why it’s
getting so we have experts who concentrate
only on the lower section of a specimen’s left ear.
Martin Berkeley and Jack Arnold
1
At a Glance
What Else Is It Called?
• References
When Is It Used?
Whenever you quote studies, books, magazines, interviewed persons, tele-
vision, radio or movies, you must include a bibliography. You might include
footnotes throughout your document. If you wish, you might also include
a bibliography.
Why Is It Used?
A bibliography shows the importance and current state of your research.
It is also a protection against plagiarism.
Key Concepts
• Include only recent or landmark references.

• Do not include references you have not used in your proposal.
• If the potential funder has a study out, it is a good idea to quote it.
1
Martin Berkeley and Jack Arnold. Prof. Clete Ferguson (John Agar) in Revenge of the Creature,
talking to Helen Dobson as she studies the creature (1955). Story by William Alland.
18
Formatting Issues
There are many ways to do a bibliography. Some examples are shown in
this chapter. Choose one way and be consistent in the use of it. Format in
standard margins and 12-point type.
Include Only Recent or Landmark References
Funders will look at your references to determine the depth of your
research. They will look for current references. If there is a landmark, but
old, study or reference— note that it is a landmark reference. If all your
research is outdated, what does it say about the basis for your project? It
indicates that your project is not on a firm foundation. Funders like to
fund well-developed and solidly founded projects — remember they are
making an investment.
Do Not Include References Not Used in Your Proposal
We have heard of people getting a printout from the library on the project
topic and including it as a bibliography. That will not fool the funder. It
only shows laziness. You do not want the funder to think you are lazy. If
so, what kind of a job will you do on the project itself? Only include ref-
erences you have actually made in your proposal.
Include a Bibliography, Even if You Have Footnotes
Always make it easy on the reader. The reader appreciates a page where the
reference information is all together. If your references are to have impact,
they are easier to read, all on a page or two.
Quote Studies from the Potential Funder
Remember, the funder is interested in solving the same problem as you

are. It is likely, then, that the funder may have published a study or article
on the problem. You should thoroughly research the funder to see if you
have a match for funding. Ask for any documents the funder has published.
Or, if they are posted documents on a Web site, be sure to read them. It is
a good idea to quote the funder’s own studies in your proposal. The funder
will not argue with your research.
318
Bibliography
18
Bibliography
Examples of Bibliographical Formats
• Andre, Elizabeth. Earth Science, Volume III. Bradham Publishers, 2002.
• Carter, Aaron. Passages from Serendipity, pages 123 –126. Patrick and
Sons, 2000.
• Merrill, B.M. The Dynamics of Learning. University Press, March 2002.
• New, L. “The Importance of Pantothenic Acid,” Pharmaceutical Digest,
April 2001.
• Tildon, John. “The Problem with Children,” Parents Digest, June 2001.
Checklist—Bibliography
2
✔ Recent only.
✔ Keep it short.
✔ Tell the truth; include a reference only if used.
✔ No URLs.
✔ Do not reference Internet sites — use title of work, author, and organi-
zation name.
Last Words
Make citations in the body of the narrative. A grant proposal is not an aca-
demic paper. It is a sales pitch.
Examples of Bibliographies for Four Projects

The following four examples (18.1 to 18.4) are examples of bibliographies
for each of the organizations profiled in this book. The elements high-
lighted within this chapter are illustrated in each example.
319
18
2
Remember that a grant maker’s directions (instructions/guidelines) take precedence over
any and all other considerations. You must absolutely, positively follow the grant maker’s
directions exactly, precisely, and painstakingly.
320
Bibliography
18
EXAMPLE 18.1
After School Program — Bibliography
Sunnyvale School District
Brown, Jennifer. No Supervision. John Wiley & Sons, March 2001.
Cox, Michael. “Criminalization of Our Children.” Parents Digest,
November 2000.
Martin, Wallace. The Danger for Our Children. Brookings Institute
Study, December 2000.
Selby, Margaret, ed. County Statistics. Research Group, State
Development Board, June 2000.
Tilly, Susan, and Albert Williams. Latch Key Kids. National
Education Association, May 2001.