Abstract
This article is based on the idea that there is latent storytelling already in proposals. It explores the various ways in which storytelling functions as a pedagogical model of teaching the writing of proposals in business and technical writing courses. The central premise is that stories, like proposals, are forms of discourse that place events sequentially from beginning to end with meaningful and graspable connections in between. Stories take (identified) audiences into account by being selective of events that are carefully rearranged and described through composites of scenarios and characters. This article explores those storytelling patterns in theory and in practice. It aims to enhance the perspective of teaching proposal writing by calling attention to a seemingly inconsequential or unrelated notion – storytelling.
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