Module 9: Writing and Presenting Proposals

Time

10 - 20 hours

Module Description

This optional module is designed to provide students with experience in writing and presenting proposals for projects, funding applications, and entrepreneurial endeavours. Students will examine the various situations in which they might be required to write a proposal, and explore factors that make proposals successful in achieving the goals of the company or individual who presents them.

Purposes

• to convince students of the importance of effective communication in all aspects of their lives
• to introduce students to various situations in which proposal writing might be required of them
• to provide opportunities for students to practise writing proposals

Foundational Objectives

• recognize the importance of effective communication in various situations
• recognize that communication is a multi-faceted process
• recognize writing as a constructive, meaningful process
• practise the behaviours of effective writers
• write confidently in a variety of formats for a variety of purposes and audiences
• practise the behaviours of effective speakers
• listen effectively in a variety of situations
• enhance spoken and written presentations with appropriate visual, audio, multimedia, and other aids

Specific Learning Objectives

• recognize the importance of effective communication in one's personal life
• recognize the importance of effective communication in work and professions
• recognize the importance of effective communication in lifelong learning experiences
• work collaboratively with others
• select and apply appropriate methods of communication in various experiences
• recognize that communication is an interactive process between sender and receiver
• consider purpose, occasion, and audience in communication endeavours
• manage time and resources when planning communication experiences
• demonstrate the ability to transmit existing information with clarity and brevity
• using appropriate writing strategies, construct first drafts, rewrite, revise, edit, and proofread
• confer with peers and teachers
• analyze and evaluate their own and others' writing
• practise writing for informational and practical purposes
• practise basic oral communication skills
• set clear objectives for speaking and organize talks in a logical manner
• reflect on performance and activities for the purpose of self-assessment
• provide appropriate feedback
• design and create aids to illustrate, focus, reinforce, demonstrate, or attract attention
• create computer-generated images, charts, transparencies, etc. using available software

Suggested Topics

Types of Proposals
Planning and Organizing a Proposal
Informal and Formal Proposals
Feasibility Studies and Reports

Suggested Resources

• English language arts bibliography for grade 11
• Examples of various types of proposals
• Guest speakers whose businesses or careers involve proposal writing (e.g., artists, scientists, entrepreneurs, consultants, etc.)
• Internet
• Examples of visual, audio, multimedia aids

Teacher Information for Module 9

Note: It is not intended that the information here be taught routinely, outside of the context of students' communication experiences. Teachers may incorporate the information in mini-lessons or other learning activities, as need arises. Such mini-lessons may be conducted with the whole class, small groups, or individual students, depending upon need.

Definition of Terms

Proposals are documents intended to persuade readers to adopt an idea, service, or product. Proposals can be directed to decision makers within an organization (in-house proposals), to clients outside an organization (e.g., sales proposals), or to associations which fund certain activities (grant proposals). Proposals may be presented in a short, simple format (informal proposals) or a lengthier, more detailed format (formal proposals). Proposals may be requested by the reader or submitted without request.

Feasibility Studies are documents written to study the practicability of a proposed change (e.g., policy, product, service, course of action). They are often conducted as a result of a proposal, and they examine details such as costs, effects, and alternatives. Although feasibility studies are objective in reporting facts, the feasibility reports (which arise from the studies) are designed to help readers decide to:

• adopt or reject the idea discussed
• adopt one of the alternatives presented.

Feasibility studies may be internal (done within an organization itself) or external (requested by clients outside an organization).

Writing Proposals in Response to Requests

Requests for proposals may appear in newspaper advertising sections, inter-office mail, newsletters, electronic bulletin boards, etc. Organizations might also invite individuals or companies to submit proposals.

The following are examples of this type of proposal:

• A high school is adopting new school colours, a new mascot, and a new logo. The administration and student council ask for written proposals from students.

• A clothing company wants a new image, to be established by an extensive advertising campaign. The company calls for proposals from advertising companies.

• A branch of the provincial government wants to conduct a study on provincial parks to determine whether services are adequate for the number of people using each park. The branch calls for proposals from independent consultants and consulting agencies.

• An arts organization is hosting a national conference and wishes to contract the organization of the conference. It calls for proposals from individuals and public relations companies.

The following guidelines apply to writing such proposals:

• learn everything possible about the organization or prospective client
• tailor the proposal to fit the needs of the organization or client
• recognize all the critical factors that will be used in the assessment of the proposal
• anticipate any objections that could occur
• avoid subtlety and humour in the proposal; also avoid weak general phrases
• use appropriate graphics to highlight the ideas.

Planning and Organizing a Proposal

Readers of proposals generally have four main concerns that proposal writers should address:

• The problem. Explain why you are making your proposal and why the readers should be interested in it.

• The solution. Describe what you propose to do or make, and explain how it relates to the problem you describe.

• Costs. Explain what your proposed activity or product will cost, and why it is worth the cost.

• Your capability. Explain how readers will know they can depend upon you to deliver what you promise.

Writing Proposals for Personal Projects

These are usually proposals for funding and are initiated by the individual or group making the application. The following are examples of such proposals:

• A dance group wishes to host a national dance festival in its home city. The group sends a proposal for funding and a request to use city-owned venues to the municipal government.

• The biology department of a university wishes to conduct a scientific research project. The department prepares a proposal for funding to be submitted to a federal research funding agency.

• An individual visual artist proposes to create a new series of art works. The artist makes a proposal to a provincial arts agency, requesting funding for research and materials.

• An entrepreneur wishes to start a small business. He or she prepares a proposal for start-up funding through a special program designed to encourage small business development.

• A group of students proposes to run a yard-care business during the months of July and August. The group develops a proposal for funding to advertise its business and purchase materials through a special federal program designed to encourage summer employment for students.

The following are tips for preparing such proposals:

• make inquiries before preparing your proposal
• carefully answer any and all questions on application forms
• summarize your project in a few sentences
• find out who will be assessing your proposal
• do not be modest about your qualifications
• focus on significance
• express confidence in your ability to carry out the project.

Conducting Feasibility Studies and Writing Reports

A manager who needs to make a choice from a number of competing programs or alternatives often instructs a member of the staff to conduct a feasibility study and write a feasibility report. A feasibility study is usually a staff activity in which an employee (or a small group of employees) gathers data on two or more alternatives, analyzes the data, and draws some conclusions. The feasibility report is the end product of such a study. It is a document which discusses alternatives and makes recommendations, supported by data. The feasibility report is sometimes called a recommendation report or an analytical report.

When a person conducts a feasibility study, he or she assesses the practicability and desirability of pursuing some course of action. The study consists of gathering data, analyzing it, and drawing conclusions. The writer does not begin the report until the study is complete. Therefore, when the writer begins, he or she knows what the conclusions are, and what the recommendations will be.

Note: The writer of a feasibility study is not necessarily the person who conducted the study. Sometimes writers are hired just to write the report. In such cases, the writer works closely with the person or team that conducted the study, and all communication skills are important: listening, speaking, reading, writing, viewing, and representing.

The Feasibility Study

The following are steps in conducting a feasibility study:

• Articulate the problem.

  Be sure that all participants are clear in their understanding. State the problem in a sentence or two and get agreement from all involved.

• Identify a set of reasonable alternatives and a number of evaluation criteria that fit the problem.

  Be sure to consider alternatives which are suitable as solutions to the problem. Also, take care to choose criteria to measure alternatives fairly.

• As data is gathered, add or delete alternatives or criteria as necessary.

  Sometimes, the alternatives and criteria finally discussed in the report are different from those used to begin the study, because what seems to work at first might prove to be unsuitable after the research has been completed.

• Determine the weight given to each of the various criteria.

  The manner in which criteria are selected and the weight assigned to each criterion will largely determine the result of the study (and therefore what will be reported). In many feasibility studies and reports, the criteria used are not given equal weight. It is very important to consider carefully the weighting assigned. Logical reasons for the weighting must be provided.

Planning and Organizing the Feasibility Report

All feasibility reports are written to help decision makers choose between two or more courses of action. Even when a feasibility report focuses primarily on one course of action, the reader is considering one or more other courses (e.g., an alternative not recommended or the option of leaving things the way they are).

Before beginning the report, the writer should assess the purpose, audience, and situation. The primary audience for feasibility reports is always decision makers who will ask a variety of questions. There might also be a secondary audience (e.g., the public, shareholders, others with an interest in the outcome).

Questions to be Answered by the Report

Following are some basic questions asked by decision makers when they read feasibility reports. In nearly all situations these questions remain important.

• Why are these alternatives important to consider?

  The writer may need to provide a detailed explanation of the problem to ensure that the readers appreciate the importance of considering the alternatives.

• Are the criteria reasonable?

  If readers are going to choose from alternative courses of action, the alternatives must be evaluated in terms of specific criteria. Be sure the criteria reflect the needs and aims of the organization, and also that the criteria are explicitly stated.

• Are the facts reliable?

  If decision makers are going to take action based on the report, they must be certain that the facts are reliable.

• What are the important features of each alternative?

  Present an overview which highlights each alternative's key features.

• How do the alternatives measure up against the chosen criteria?

  Readers want to know the results of the evaluation of the alternatives in terms of the criteria.

• What are the overall conclusions regarding the merits of each alternative?

  Decision makers need to understand clearly the conclusions because these conclusions play an important role in their decision making.

• What is the final recommendation?

  In the final analysis, readers must choose one course of action. Expertise on the subject will provide credibility for the alternative recommended.

Suggested Activities for Module 9

This section includes brief descriptions of activities that teachers can use for this module. The activities are suggestions only, and teachers should adapt and add other activities appropriate for their students and teaching styles. A Sample Reader Analysis for Proposal Writing is provided at the end of this module.

Note: Teachers should take care to introduce all activities within the context of their applicability to effective communication in personal life, work, and lifelong learning. Activities and projects should be relevant to students' lives, and whenever possible students should create their own scenarios for communication projects. Mini-lessons related to module content and language processes should be taught to individual students, small groups, or the whole class as demanded by need.

Activity: Informal Proposals (Individual or Group)

• Have students write an informal proposal (one to five pages) to the school administration, proposing arrangements for a class field trip. Have students choose a field trip in which they would be interested.

• Have students write an informal sales proposal to a local convenience store to stock and sell crushed ice drinks.

Students can be encouraged to come up with their own scenarios and proposal writing ideas.

Activity: Formal Proposals (Individual or Group)

Have students imagine the following situation: Their school at present has no canteen and no cafeteria; the nearest café is 12 blocks away. Ask students to write a formal proposal to the Board of Trustees, in which they propose that they be allowed to set up a student-run cafeteria.

Activity: Business Proposal

Have students work in small groups. Give students the following scenario: The federal government has created a special program through which students can apply for assistance to operate a summer business. The maximum amount of the start-up grant is $1,000.

Have each group of students create a list of criteria for students applying for the grant (who is eligible, what the money can be used for, how grant recipients will report back at the end of the summer, etc.). Have each group create the questions for an application form.

Next, have groups exchange their criteria and application forms. Each group will write a proposal for a project based on another group's criteria.

Activity: Proposals in Response to Requests

Ask students to check newspapers for requests for proposals (business, the arts, feasibility studies, etc.). As a class, discuss whatever requests are found. Discuss information provided in the request and possible ways to write a proposal in response.

Have students work in small groups to write hypothetical proposals in response.

(Note: If no requests can be found, the teacher could write two or three for discussion purposes.)

Activity: Arts Funding Proposal

Have students write to municipal, band, provincial, or federal councils to find out what funding grants are available to arts groups such as dance companies, orchestras, theatre groups, art galleries, film makers, and publishers. They might ask about travel grants, special project grants, operational funding grants, and production grants for film.

When they have the information, have them work in small groups on one of the following scenarios:

• They are a local rock band who want to travel to a recording industry trade show in another province to audition and try to get a recording contract. All the Canadian recording companies will be there looking for new talent.

• They are a group of young actors. They all have experience working in other theatres. Now they want to produce, on their own, a play by a local playwright. Their community has agreed to let them use the community centre for free, but they need money to purchase or rent equipment such as lights and costumes, to hire personnel (director, technician, stage manager, set designer), to pay the playwright for his or her work, and to advertise their show.

• They are a group of dancers. They want to attend a special two-week techniques workshop in another province.

• They are a small film company. They have a script that they want to produce using as much local talent as possible.

Have students work in their small groups to complete hypothetical applications, according to what they found out in their research. Encourage them to use their imaginations in creating details for their applications. Some students can take the role of business or marketing manager for the above arts groups.

(Note: The teacher/students can create other scenarios as appropriate.)

Activity: Understanding Segments of Feasibility Reports (Individual or Group)

Have students identify several problems facing their community (e.g., inadequate water supply, quality of water, sidewalk and/or street repair, traffic and parking, recreation for youth, park facilities).

• For each, have students clearly identify several alternative solutions or courses of action, and list them.
• For any three problems, have students list the possible criteria that might be used to evaluate the feasibility of possible solutions.
• For any three problems, have students identify the people who would have the primary responsibility in making the management decisions regarding the solutions to the problems.

Activity: Feasibility Study and Report (Individual or Group)

Give students the following scenario: You are the physical education instructor in charge of an Outdoor Education Program which takes place every spring in your school division. This program involves students from different grade levels as well as students from various schools in the division. You have received word from the school division administrators that they are prepared to consider the purchasing of canoes (or back packs or sleeping bags) for the project. They want you to conduct a feasibility study and write a feasibility report.

Have students conduct the research necessary to evaluate three or more alternate types or brands of the identified equipment (feasibility study), and prepare a feasibility report recommending one type to be purchased. Have students present data on the alternatives, interpret the data, establish criteria, draw conclusions, and make a recommendation. They should not simply do a consumer report. They should tie their evaluation to a particular use of the equipment and to a particular set of circumstances. They should use a minimum of three criteria.

Activity: Feasibility Study and Feasibility Report (Small Group)

Ask students to conduct a feasibility study on two local facilities suitable for a graduation banquet for their school's Grade Twelve graduating class. Then have them write an informal or a semi-formal feasibility report (500-750 words) to the school administrator, comparing the two facilities and recommending the one they consider to be the best.

Activity: Proposal Plus Feasibility Study and Report (Group Project)

As a class, have students decide on a problem in their school building that needs fixing. In teams of three or four, have them devise a plan for addressing the problem, and then write a proposal addressed to the administrators explaining their solution.

Working with the same team, have students read through all of the proposals (excluding their own), conduct a feasibility study of the proposals, and write a feasibility report recommending which proposal should be accepted.

(Adapted from Markel, 1996, p. 194)

Note: Teachers should conclude each module with discussion or other reflective activity that encourages students to make and understand connections between the module and communication in people's personal lives, work experiences, and lifelong learning.

Sample Reader Analysis for Proposal Writing

Subject: _________________________________________________________________ Overall Purpose: __________________________________________________________ Readers' Profile Who are the primary readers? ____________________________________________ Who else might read my proposal? ________________________________________ How will the readers' professional responsibilities influence what they will look for in my proposal? ___________________________________________________________ How well do the readers understand technical and specialized terms I might use? ______ ___________________________________________________________________ Do the readers have any communication preferences I need to consider? ____________ ___________________________________________________________________ Readers' Informational Needs What will the readers' main questions be? ___________________________________ Readers' Attitudes What attitudes regarding this proposed project do readers have at present? __________ ___________________________________________________________________ What attitudes do I want them to have? _____________________________________ ___________________________________________________________________ What are the readers' attitudes toward me at present? __________________________ ___________________________________________________________________ What do I want them to be? _____________________________________________ ___________________________________________________________________ What might the readers' initial responses to this proposal be? _____________________ ___________________________________________________________________ How might I deal ahead of time with any negative responses they might have? ________ ___________________________________________________________________