Module 21 - Proposals and Progress Reports
21.4 In the budget for a proposal, why isn’t it to your advantage to try to ask for the
smallest amount of money possible? (LO 21-3)
Asking for too little can suggest the writer doesn’t understand what must be done to solve the
problem. Writers should develop budgets that are within the realm of possibility for the
organization and be specific with figures. However, allowing some “cushion” with figures is
21.5 What should you do if you have information you want to put in a proposal that the
RFP doesn’t call for? (LO 21-3)
Stick to what the RFP specifies—some proposals get disqualified from consideration if they
don’t follow the RFP exactly. If writers have additional information, share it later; some
organizations take proposals that make the “first cut” and then contact writers for additional
21.6 How can you learn about your audience’s hot buttons? (LO 21-4)
Research is the best way. Start by asking people who may know something about the
21.7 How do you decide whether to write a chronological, task, or recommendation
progress report? (LO 21-5)
Writers should determine which type to use based on audience needs and the type of project.
Chronological progress reports describe actions in sequence, typically from least recent to
21.8 Writing a Proposal for a Student Report (LO 21-3)
Having students write proposals as a prelude to their reports is useful whether you’re
assigning a full formal report, a short letter, or a memo report. You could also assign the
proposal without requiring students to write the report. Use Appendix 21-A through
Appendix 21-E to show students an example.
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