210G W22 Morton

ENGL 210G: Grant Writing

Winter 2022

Instructor: Professor Evelyn (Eve) Morton, Ph.D. E-mail: eve.morton@uwaterloo.ca

Class hours: ???? See note on class participation Office hours: By appointment

Course Description

This course introduces undergraduate students to grant writing in academic, business, and

non-profit areas. Grant writing is a completely unique genre to which the students will have to acclimatize, and this course will try to ease them into the various requirements by breaking it up into steps: What is the project? Who is it for? What are the goals? How can they be met? How much will all of this cost?

In order to keep the students focused on project goals (and instead of asking them to

come up with new ideas every week), students will be expected to work on/within the same research field for much of the term, though where appropriate, they can work by themselves or with their group on the project. By organizing the class in this way, students will get a deeper knowledge of how to see project funding and project management to fruition.

Those interested in careers in academia, communications, government work, charity

work, crowdfunding, and other forms of project management and fundraising will benefit from this class, which is hands on and meant to prepare students with the proper language, skills, and knowledge to be successful grant writers and to get funded!

Required Texts:

None at this time, though Nancy Burke Smith's The Complete Guide to Grant Writing is recommended if you are going into grant writing professionally; similarly, Kristine Kathryn Rusch's The Freelancer's Guide is recommended if you are planning on becoming a business owner and/or a professional writer (and it is available for free online at her blog). Not owning these books for this course will not hurt your overall outcome.

Excerpts from other publications will be posted when relevant to the week's material. You will also be asked to find relevant material for your own research area.

Assignments

20% Research Journal

20% Rejection Proof

20 Assignment 1 (solo): Business Project

20% Assignment 2 (solo): Research Project

20% Assignment 3 (group): Not-For-Profit Project

Research Journal (20%)

Learning how to write grants involves two main sections: writing and researching. In this assignment, you will be assigned ten prompts to answer (they are posted on the Learn site). You will respond to each prompt with your own personal insight, experiences, and the things you have learned from your specific research area. This research will demand that you find an area of research that you are passionate about, and ideally, can spin into the three main projects in some way (or at least, the first two and the rejection proof assignment). An example might be: I'm passionate about neuroscience as a whole, so my first project is for a meditation app that is designed to stimulate certain areas of the brain and that I will sell directly to consumers and/or advertisers; the second project may involve specific research on PTSD done for an academic and public audience; and you may write fiction about people struggling with PTSD or science fiction involving the brain for your rejection proof assignment. And so on and so forth.

Each entry must be at least 800 words and be MLA formatted for any citations you use. Ideally, reflections/journal entries should adhere to the What-So What-Now What Model. There is/will be a lecture on this model, in addition to this assignment as a whole, on Learn.

The final research journal will be due during Reading Break.

Rejection-Proof (20%)

Writing involves sharing that writing, which means you're pitching a lot and submitting a lot and then, subsequently, being rejected a lot. Over the course of the first six weeks until Reading Break, you're going to submit at least ten submissions of short stories based in your research field for publication. These must be paying venues. There is/will be an entire lecture devoted to this assignment and I will provide a list of potential publications you may submit your work to, in addition to some tips on how to write/sell your writing. You are not being graded on the content of what you submit to these publications; only that it exists and you did the thing. You will also hand in a brief summary of where/when/what you submitted. This will be what receives the final grade for your rejection proof task.

This will be due during Reading Break.

Three Main Projects: Business, Academic, and Not-For-Profit (20 x 3 = 60%)

Grant writing involves research and writing, but the aims and outcomes are usually divided into three main categories: business grants (where you are marketing to the consumer/audience familiar with your personalized product); academic or research-based grants (where your personal area of research is often affiliated with a university and you are asking them, or the government, or some area of education, for funding to continue and complete this research), and not-for-profits (where you are often working with a team on behalf of other people/a cause, and therefore, must be motivated by ideals and outcomes that you, personally, will never see or benefit from in a direct material way).

Each one of these areas will be explored in more depth in the readings and the lectures. The bulk of your grade in this course, then, will also come from three final projects in each area where you will be required to deliver:

1. A Patreon or Kickstarter funding video within a business model for a personalized product of your choice
2. A research proposal for a committee of experts within your discipline, but not within your exact area of research expertise AND a visual representation of this research designed to target a mass audience (think of it like a TED talk or public announcement image)
3. A group project where you will be given an assigned topic (by me no later than Reading Break), and work together with at least three other people, to create a i) proposal in non-academic language, ii) a budget for at least 2 years, but no more than 5, iii) a literature review in the final form of an annotated bibliography, and iv) knowledge mobilization write-up.

Each one of these projects will be worth 20%. Each one is due sometime during the second-half of the semester, after reading break, while the two previous assignments (research journal and rejection proof) are both due BEFORE reading break. See the Learn Dropbox for specific due dates and times.

A Note on Participation and Classroom Time:

At one point, I had planned out this class to be completely on-campus, many of the writing and research goals happening in-class so we could develop a rapport together and brainstorm our research plans, along with practicing our writing, together. Alas, COVID-19 and the other variants have made this impossible--at least until January 24.

Since I do not like planning classes half and half, and since I do not think that is a conducive environment to write in, I have elected to eliminate all classroom participation for your grade. Instead, I have shifted the typical 20% of participation into the assignment called "Rejection Proof" where your task is to build up the mentality of constantly and consistently asking for something: in this case, publication. It is meant to be dynamic, done for participation (I just want you to DO it), and meant to be done on your own time. This can be difficult, and indeed, the sheer idea of being disciplined is part of this course, as it is part of being a writer in any genre.

To be a better writer you have to write. You have to show up and do it. And in this case, since showing up in the classroom, at least for the first month, is not allowed--then you're going to show up and DO something yourself (rather than stare at me on a Zoom screen) and hopefully get some interesting experiences from it. And maybe a publication to your name!

When and if we are allowed back into the classroom, we can use that time how you see fit; perhaps it will be discussing your writing, perhaps it will be discussing the feeling of rejection, or we will keep things as they are. Or something else! We will decide later and decide for the best interests of everyone's health and sanity.

In the meantime, the weeks as they are laid out here are for topics. I will be recording all the lectures via audio (using Otter software) and then uploading them, where you will then listen to them on your own time. I highly recommend you listen to them while doing something physical; walking/working out, doing the dishes, folding laundry, colouring, etc. It is beneficial to the brain to do something meditative (like walking, or in my case, rocking a baby to sleep) while you are learning something. It helps. Or at least, it makes you feel productive to do two things at once.

Questions or concerns about this course's stance on on-campus activities and your role in participation, or any other issues (such as potentially working in groups), please email me to discuss.

Email Policy

I typically answer emails in 2-3 days’ time, max. It is usually sooner. I do not answer on the weekends. Please note I have a small baby (he is 10 months! I will probably post pictures on Learn because I am THAT parent!) and I am six months pregnant, with a due date at the end of term. This means that I'm tired. A LOT. And so when I answer your email, please make my job as easy as possible to help you by telling me:

• what class you're in, and if you know, what section
• your name; no need for student number
• the specific issue you're having (ie, say you don't understand prompt #3 when I'm talking about adverbs; don't say something like "I don't get the assignment")
• any possible solution you can think of; especially if you can phrase your question/request as something I can simply say yes or no to

Note that I am more than willing to give extensions if you come to me before it is due. If you come to me after the assignment is due, it's less likely I'll grant it. Ditto with same day extension requests.

Basically, if you are having problems at all, don't wait. Reach out to me. Ask me questions. Be as specific as you can. I want to help. We're not in the same classroom together right now, but you can hear my voice on the recordings, and I'll get to see your faces (at the bare minimum) in one of your assignments, and so just talk to me. I'd much rather you come to me ahead of time, when I can help you easily and happily, then have you contact me the first week of April, when I can literally do nothing because I'm in the middle of labour. :)

And with that, onto basic content:

Week 1

Introductions: WTF Are Grants?

Week 2

Money on Trees: How Does Funding Work?

Week 3

People Are Not Fish, Don't Hook Them: On Introductions

Week 4

Mind the Gap (In Research)

Week 5

People Are People: Ethics, Diversity, Needs

Week 6

The Write Stuff

Reading break and family day

Research Journals Due Rejection Proof Assignment Due

Week 7

Collaboration Pt 1: Yes Please

Week 8

Collaboration Pt 2: Please No

Week 9

FAQ on Assignments

Week 10 & Week 11 & Week 12

TBD: Depends on if we are in class, if we have been having struggles, etc

Due Dates for Remaining Projects: Patreon Video (Business): Week 9 Science/Research Proposals: Week 10 Group Not-For-Profit: Week 11-12

UWaterloo Policies

Information on Plagiarism Detection

I expect your essays to cite all material that is not your original work. This means that if you reference a title or drop in a statistic, you should back it up with an in-text source and a reference page in MLA. This is absolutely imperative for official assignments, even your journals. Group work online can be a bit more malleable, since it is meant to mimic a classroom setting. Even still, if you bring up outside material during your discussions (which you will, since you're engaging with the readings), be clear about whose ideas you're talking about. Put in the author's name, the pg if there is a pg, and/or put in a link somewhere so someone else can find your information.

Plagiarized work in official assignments will be penalized with a zero and a possible academic integrity charge brought against the student through the English Department. I do not use traditional plagiarism software such as TurnitIn, but I have become very adept at spotting obvious issues; if you are concerned about privacy issues associated with any kind of plagiarism detection software, or methods of citation, please reach out to me and we will discuss alternative arrangements and/or find ways of ensuring your work is cited well.

Academic Integrity

In order to maintain a culture of academic integrity, members of the University of Waterloo community are expected to promote honesty, trust, fairness, respect and responsibility. See the UWaterloo Academic Integritity webpage and the Arts Academic Integrity webpage for more information.

Discipline

A student is expected to know what constitutes academic integrity, to avoid committing academic offences, and to take responsibility for his/her actions. A student who is unsure whether an action constitutes an offence, or who needs help in learning how to avoid offences (e.g., plagiarism, cheating) or about “rules” for group work/collaboration should seek guidance from the course professor, academic advisor, or the Undergraduate Associate Dean. When misconduct has been found to have occurred, disciplinary penalties will be imposed under Policy 71 – Student Discipline. For information on categories of offenses and types of penalties, students should refer to Policy 71 - Student Discipline. For typical penalties check Guidelines for the Assessment of Penalties (https://uwaterloo.ca/secretariat-general-counsel/policies-procedures-guidelines/guidelines/guidelines-assessment- penalties).

Grievance

A student who believes that a decision affecting some aspect of his/her university life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70 - Student Petitions and Grievances, Section 4 (https://uwaterloo.ca/secretariat-general-counsel/policies-procedures-guidelines/policy-70). When in doubt, please be certain to contact the department’s administrative assistant who will provide further assistance.

Appeals

A decision made or penalty imposed under Policy 70, Student Petitions and Grievances (other than a petition) or Policy 71, Student Discipline may be appealed if there is a ground. A student who believes he/she has a ground for an appeal should refer to Policy 72, Student Appeals (https://uwaterloo.ca/secretariat-general-counsel/policies- procedures-guidelines/policy-72).

uWaterloo Services for Students (Most Have Been Updated for Online Only-Care)

Writing Help at the UW Writing Centre

The Writing Centre works across all faculties to help students clarify their ideas, develop their voices, and communicate in the style appropriate to their disciplines. Writing Centre staff offer one-on-one support in planning assignments, using and documenting research, organizing papers and reports, designing presentations and e- portfolios, and revising for clarity and coherence. You can make multiple appointments throughout the term, or drop in at the Library for quick questions or feedback. To book a 50-minute appointment and to see drop-in hours, visit http://www.uwaterloo.ca/writing-centre. Group appointments for team-based projects, presentations, and papers are also available. Everything has moved online and they are still taking appointments as far as I know.

Note for Students with Disabilities

The AccessAbility Services office, located on the first floor of the Needles Hall extension (NH 1401), collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with the AS office at the beginning of each academic term.