Level 1 - Formatting
Level 1A ensures consistency in the layout of the pages of the document, specifically section titles, headers, footers, Tables of Contents, page numbers, etc.; requires cursory knowledge of general format for a particular RFA/RFP
Level 1B ensures alignment of the document with a template, or with company, journal, or regulatory guidelines (eg, RFA for a grant proposal or RFP for a contract proposal); requires a detailed understanding of all elements of the RFA/RFP/guidelines under which the document is produced
Level 2 - Proofreading (often termed copy editing)
Level 2A looks at internal consistency within a single document; reviews text, numbers, and language, does random reference validation checks, and reviews style and mechanics, specifically spelling, grammar, punctuation, use of capital letters, word use, use of units of measure, and abbreviations; may review tables and figures and make suggestions for changes, but is not involved in content; requires knowledge of appropriate usage of grammar and punctuation and ability to use AMA Style Manual and a current Medical Dictionary as references
Level 2B compares two versions of the same document or similar content from two related documents (eg, protocol and proposal) and reviews for consistency, duplication, random reference validation checks, and style and mechanics as in Level IIA; requirements same as above plus ability to read and integrate information
Level 3 - Microediting (approaches what is often called content editing)
Review text at or below paragraph level to improve grammar, word choice, flow, voice, style, logical inconsistencies, clarity, and to reduce duplication (eg, table versus text); may review existing tables and figures, and edit to create a “common look and feel” and make changes related to clarity or presentation; requires strong copyediting skills, basic knowledge of the subject matter or therapeutic area, and the ability to comprehend and communicate scientific concepts
Level 4 - Macroediting (often called content editing)
Evaluate content and organization to ensure congruency, tone, structure, consistency, logic, and completeness; review from a reader’s perspective to ensure that document meets needs of the audience; manages and/or provides input on the concept, study design, and other elements; generally focused at the paragraph level and higher; requires detailed understanding of the RFA/RFP/guidelines under which the document is written, and a strong knowledge of the subject matter or therapeutic area (others who are stronger in the subject matter or therapeutic area should be asked to review the document from their perspectives); must be able to interpret and communicate data and information from clinical and nonclinical areas
Level 5 - Co-Authorship
This level includes writing or rewriting select sections as agreed upon with the prime author(s) and is done in conjunction with macro- and micro-editing. Involves gathering, reviewing, and analyzing information and data pertinent to the assigned sections, and ensuring that the resulting document contains and communicates the information necessary to meet internal and external customer needs. Requires same abilities as stated for macro- and micro-editing, in addition to ability to generate verbiage de novo. Requires in-depth knowledge of the subject matter, therapeutic area, or type of proposal. It also requires the author to work closely with the prime author to understand what he/she wants or expects; joint agreement on who writes what content is required. The writing process is an iterative one in which the co-author drafts appropriate sections and submits to the prime author for review. If the co-author also serves as the grant coordinator (as for more complex proposals), requires a detailed understanding of the RFA/RFP or other guidelines specific to the proposal.
Level 6 - Prime Authorship
This is the most complex level in which the author works with PI(s) or Director(s) to conceptualize, generate, write, and coordinate development of an entire proposal (eg, grant or contract proposal such as the MFMU, TECT, WRHR, CCHN, RMN, CCTN, and others) or document (eg, a Manual of Procedures, ten-year plan, or business case). The PI or Director may write certain sections (eg, a concept proposal) to be included, but the author typically writes the first draft, gets input, revises, and finalizes the document to the satisfaction of the PI (and/or Director). (NOTE: This does not include work with manuscripts; there are ethical guidelines that apply to the writing and editing of manuscripts that do not apply to grants and other work documents.) This level involves gathering, reviewing, and analyzing pertinent information and data, planning the document architecture and content, writing all or most sections of the proposal, incorporating work of any other writers, and ensuring that the document contains and communicates the information necessary to meet internal and external customer needs. It is necessary for the author to develop and gain agreement to a timeline for the production of the document, engage other disciplines, organizations, and individuals as needed, and ensure the timely delivery of information from said individuals or groups. Primary authorship requires a detailed understanding of the RFA/RFP/ or other guidelines specific to the proposal, and in-depth knowledge of the subject matter, therapeutic area, or proposal type. It also requires the author to work closely with the PI or Director to understand what he/she wants or expects; joint conceptualization and agreement on content is required. The writing process is an iterative one in which the primary author conceptualizes, tests assumptions, drafts, reviews with whoever commissioned the document, and finalizes the document on behalf of the PI or Director.
SS1) Creation of tables and/or original diagrams and figures, which often requires joint conceptualization with the author or authors; requires indepth knowledge of PowerPoint or Visio and ability to work collaboratively with author(s) to conceptualize scientific principles, study design, and other elements requiring illustration
SS2) Provide appropriate samples of materials from pervious submissions, such as various types of letters (support, commitment, budget agreement), and Facilities and Environment sections; requires knowledge of repository where these examples reside, and ability to select appropriate documents
SS3) Generate drafts of materials for prime author’s consideration; may be various letters or facilities and environment sections; updates and/or rewords existing materials to fit the new situation; requires knowledge of the repository where these materials reside, ability to select appropriate documents, knowledge of where to go for updated information, and ability to rewrite and refocus as dictated by the situation.