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Exercises 16 463

Writer’s Checklist

The following checklist covers the basic elements of a M Does the description of the proposed program pro-
proposal. Guidelines established by the recipient of the vide a clear, specific plan of action and justify the
proposal should take precedence over these general tasks you propose performing? (p. 450)
suggestions.
Does the description of qualifications and experience
Does the summary provide an overview of clearly outline
M the problem or the opportunity? (p. 449) M your relevant skills and past work? (p. 451)
M the proposed program? (p. 449) M the skills and background of the other participants?
M your qualifications and experience? (p. 449) (p. 451)
M your department’s (or organization’s) relevant equip-
Does the introduction indicate ment, facilities, and experience? (p. 453)
M the problem or opportunity? (p. 450)
M the purpose of the proposal? (p. 450) Is the budget
M the background of the problem or opportunity? M complete? (p. 453)
(p. 450) M correct? (p. 453)
M your sources of information? (p. 450) M accompanied by an in-text reference? (p. 453)
M the scope of the proposal? (p. 450)
M the organization of the proposal? (p. 450) M Do the appendixes include the relevant supporting
M the key terms that you will use in the proposal? materials, such as a task schedule, a description of
(p. 450) evaluation techniques, and evidence of other suc-
cessful projects? (p. 453)

Exercises

in this book For more about memos, see Ch. 14, p. 385.
1. INTerNeT eXerCIse Study the National Science Foun- 3. Write a proposal for a research project that will constitute
dation’s (NSF) Grant Proposal Guide (click on Links a major assignment in this course. Your instructor will
Library for Chapter 16 on <bedfordstmartins.com/ tell you whether the proposal is to be written individually
techcomm>). In what important ways does the NSF’s or collaboratively. Start by defining a technical subject
guide differ from the advice provided in this chapter? that interests you. (This subject could be one that you
What accounts for these differences? Present your are involved with at work or in another course.) Using
findings in a 500-word memo to your instructor. abstract services and other bibliographic tools, compile
2. INTerNeT/group eXerCIse Form groups according to a bibliography of articles and books on the subject. (See
major. Using the FedBizOpps Web site (click on Links Chapter 6 for a discussion of finding information.) Create
Library for Chapter 16 on <bedfordstmartins.com/ a reasonable real-world context. Here are three common
techcomm>), find a request for proposal for a project scenarios from the business world:
related to your academic field. Study the RFP. What can • Our company uses Technology X to perform Task
you learn about the needs of the organization that issued A. Should we instead be using Technology Y to per-
it? How effectively does the RFP describe what the is- form Task A? For instance, our company uses tra-
suing organization expects to see in the proposal? Is the ditional surveying tools in its contracting business.
RFP relatively general or specific? What sorts of evalua- Should we be using GPS surveying tools instead?
tion techniques does the RFP call for? In your response, • Our company has decided to purchase a tool to
include a list of questions that you would ask the issuing perform Task A. Which make and model of the
organization if you were considering responding to the tool should we purchase, and from which supplier
RFP. Present your results in a memo to your instructor. should we buy or lease it? For instance, our com-

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