We All are Europe - AESAEC

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Feelings which should be appealed to: ☺________________________________ ☺________________________________ ☺________________________________ ☺________________________________ ☺________________________________ ☺________________________________ ☺________________________________ ☺________________________________ Feelings which should not be appealed to: ☹_________________________________ ☹_________________________________ ☹_________________________________ ☹_________________________________ ☹_________________________________ ☹_________________________________ ☹_________________________________ ☹_________________________________ Now think about your speeches and which feelings they addressed Positive feelings ☺________________________________ ☺________________________________ ☺________________________________ ☺________________________________ ☺________________________________ ☺________________________________ ☺________________________________ ☺________________________________ Negative feelings ☹_________________________________ ☹_________________________________ ☹_________________________________ ☹_________________________________ ☹_________________________________ ☹_________________________________ ☹_________________________________ ☹_________________________________ 5.2.2. Different occasions – different texts Listen / Read / Discuss / Exercise When we transfer information to others verbally we choose different types of texts, depending on the situation, occasion, context, the receiver etc. What types of texts can you think of For example three types of text are fairy tale, poem and application. Each has its own characteristics. Please decide, with the aid of the so called differential diagram below, to what extent the characteristics listed below apply to these types of texts (indicate them with a cross in different colours): Fairy Tale Poem Application Structured O - O - O - O - O - O - O - O - O Unstructured Subjective perspective O - O - O - O - O - O - O - O - O Objective perspective real O - O - O - O - O - O - O - O - O fictitious Research is necessary before starting to write O - O - O - O - O - O - O - O - O Research is not necessary before starting to write Technical terminology O - O - O - O - O - O - O - O - O No technical terminology Set in future O - O - O - O - O - O - O - O - O Relates to the past Place and time are Place and time are not O - O - O - O - O - O - O - O - O important important 88
Module 5 – The Art of Successful Project Proposal Writing II: Linguistic Part 5.2.3. Writing an application seen from a linguistic point of view Applications are specific types of text and therefore they should follow precise criteria and indicators. It is a special skill to put complex information into writing and to persuade a totally unknown person - very likely from a totally different country and with a totally different cultural background – by means of a text to give you money for something he / she has perhaps never heard of before in his / her life. Be aware that not everybody is gifted with the ability to write successful proposals, and even if somebody is very good at writing poems or diaries, it does not necessarily mean that the same person is good at putting project ideas down on paper. However, it is very difficult to give recommendations about how to write a good proposal, because everyone (also every evaluator) will probably have their own preferences and ideas – nevertheless, we try to give you some (not only linguistic) hints for you to consider before starting to write an application. Successful proposal writing always starts with a thorough read through of the application details! One of the most common mistakes made is not going through all the details of the call and the application in the first place, in order to get an idea of what kind of projects the EC wants to be submitted (in terms of target groups, objectives, aims, duration, activities etc.)! Always follow these indicators and requirements – regardless of what you personally think concerning the requirements of an ideal project. Before you start writing make a basic plan of your project idea including all important activities, results, outputs etc. and try to structure them in rough – use this plan as a guideline and check it regularly! For a more detailed development try to work top-down instead of bottom-up. Start from the general frameworks and requirements of the programme and plan downwards to detailed activities and outcomes – this way you are making sure your project is always on solid ground. Usually you can submit your project in several languages (always in one of EN, DE or FR, and quite often also in any of the other official EU languages). If you choose a language other than your mother tongue you should really have excellent skills in that foreign language – otherwise you really are on thin ice! Do some basic research to get a better idea about your chosen topic and also to get a feeling for the circumstances associated with it in other counties or at the EU level – this is crucially important to the EU! Be authentic in whatever you are writing, which means write about things you understand yourself – experienced evaluators will find out very easily if you do have a good grasp of what you are writing about. Do not assume that your project idea and its frameworks are understood easily by others just because you understand them – be aware that outside your region, country, culture, field of profession etc. and without any pre-knowledge, it might be extremely difficult to follow your descriptions and arguments. Write in clear and if possible short and understandable sentences – remember that an evaluator may read through hundreds of pages a day and therefore to make his / her task easier describe your main ideas clearly and concisely. (By the way, nowadays electronic application forms are quite often used which have character limitations for each section!) 89
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We All We All are Europe Participat
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Publisher/Editor: AESAEC Project Gr
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Contents Part A: The Pedagogical Co
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Module 7 - How to implement a proje
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The conceptual framework I. The con
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The conceptual framework closed one
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The conceptual framework c) The urg
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The conceptual framework Kroehnert,
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Findings of the IANUS project Stru
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Authentic Location Learning, Multi-
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Module 1 - The European Union and i
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Page 37 and 38: Module 1 - The European Union and i
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Page 53 and 54: Module 3 - The Europe for Citizens
Page 65 and 66: Module 4 - The Grundtvig Initiative
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Module 7 - How to Implement a Proje
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AESAEC - Glossary AESAEC - Glossary
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AESAEC - Glossary European Economic
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AESAEC - Glossary mostly operating
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AESAEC - Glossary Think tanks Valor
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