Your Proposal will be evaluated in relation to the grant application according to the following criteria:
| CATEGORY | 4 = Exceeds the standard | 3 = Meets the standard | 2 = Partially meets the standard |
1 = Does not meet the standard |
Score |
| Clarity of purpose | The need is clearly articulated as the purpose for which the proposal is written. Goals and objectives provide immediate solution to problem posed by the need. | The need is clearly articulated. Goals and objectives are relevant to meet a specific need. | The need is articulated however relevancy of goals and objectives lack specific clarity. | The need is not clearly articulated or goals and objectives show little or no relevancy to the stated need. | |
| Supporting information Essay |
Proposal addresses all of the specific and important elements required in the grant application. Narrative provides extensive, quality details to give the reader all important information upon which to make a decision. | Proposal addresses the specifics of the application including the most important elements. Narrative provides ample, quality details to give the reader important information upon which to make a decision. | Proposal addresses some of the elements but omits some key elements. Supporting details and information are relevant, but several key issues or portions of the narrative are unsupported. | Proposal ignores grant requirements Supporting details and information are typically unclear or not related to the issue. | |
| Commitment | The writer successfully uses several reasons/appeals to try to show why the reader should approve funding for this project to fulfill the community need. | The writer successfully uses one or two reasons/appeals to try to show why the reader should approve funding for this project | The writer attempts to make the reader care about the project, but is not really successful. | The writer made no attempt to make the reader care about the project. | |
| Conclusion | The conclusion is strong and leaves the reader with clear answer to the question, "So what?" | The conclusion is recognizable and leaves the l reader understanding the purpose | The conclusion is recognizable, but does not tie up several loose ends. | There is no clear conclusion, the paper just ends. | |
| Sentence Structure & Fluency | All sentences are well-constructed with varied structure. | Most sentences are well-constructed with varied structure. | Most sentences are well-constructed but have a similar structure. | Sentences lack structure and appear incomplete or rambling. | |
| Grammar & Spelling Conventions | Writer makes no errors in grammar or spelling that distract the reader from the content. | Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. | Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. | Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. | |
| /24 |