D591: Grant Writing

D591 Grant Writing is a three-unit course in WGU's Bachelor of Science in Public Health, placed in term eight of the standard path.

WGU describes it as introducing the essential tasks and approaches to acquiring funding for public health projects and programs through grants, from both government and non-government sources.

Learners practice researching grants, deciding which align with a program's mission and purpose, evaluating draft proposals and revising key components. It is a practical writing course, and many students find the discipline of matching a proposal precisely to a funder's priorities harder than the writing itself.

What D591 Covers

Key Concepts Explained

Fit Between Need, Program and Funder

A strong proposal starts with alignment. Read a funder's stated priorities and eligibility, then show how your organization's need and program match them. A well-written proposal sent to the wrong funder will still fail.

Typical Proposal Components

Funders usually ask for a need statement, goals and objectives, methods or activities, an evaluation plan, a budget with justification and information about the organization. Always follow the specific funder's instructions, as formats vary.

Revising for the Reader

Reviewers read many proposals. Clear structure, plain language, concrete numbers and a consistent link between need, activity and outcome make yours easier to score well.

Typical Assignments and How to Approach Them

A Closer Look at Proposal Sections

Searching for Grants

Start with the program's purpose, then look for funders whose priorities overlap. Government and non-government sources both appear in the course description. Record eligibility rules, award sizes, deadlines and reporting requirements, since a good match on topic can still fail on eligibility.

Revising a Weak Paragraph

Consider a need statement that reads: "Many people in our town have poor health." Revision would add who, how many, how it is measured and what is missing: "In the town of X, a recent survey found that [your sourced percentage] of adults over 50 reported no routine blood pressure screening in the past year [source, year]." (Replace the bracketed parts with your own sourced figures.) Then connect the need to the funder's priority.

The improved version is specific, measurable and ready to link to an objective. Practicing this kind of revision is the core of the third competency.

Using Real Funding Documents

Practicing on genuine funder guidelines is the quickest way to learn the genre. Read a call for proposals closely and underline the eligibility rules, scoring criteria and page limits. Then compare them with your draft, line by line.

Even when your task uses a case provided in the course, the same habit of reading the funder before writing will show in the quality of your revisions.

Where Students Get Stuck

• Poor funder fit. Use the funder's own wording.
• Vague need statements. Add local data.
• Budget gaps. Every cost should link to an activity.
• Weak evaluation sections. State measures and timing.

Study Tips for D591

• Create a funder fit table: priority, eligibility, deadline, award size.
• Write the one-sentence purpose of each proposal section.
• Edit with the reviewer's scoring in mind.
• Reuse your D584 program plan as source material if it fits.

How We Help with D591

Send the prompt, rubric and any draft. We can prepare a model structure, explain section purposes, or review your revisions. See our grant proposal writing help guide.

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