REPORT
WRITING
What is a report?
Different types of reports
Structure of a report
- Title Page
- Acknowledgements
- Letter of transmittal
- Executive summary
- Table of Contents, List of Tables and Figures
- Introduction
- Assumptions
- Main body
- Conclusion and recommendation
- Reference List
- Appendices
General tips about writing reports
Example of a report
Report Checklist
DISCLAIMER
Much of the information contained in this document has been taken directly or adapted
from the following guidelines:
Central Queensland University, Faculty of Business & Informatics 2006, Guide for students,
6
th edn, Central Queensland University, Rockhampton, QLD.
This is available online at:
http://fbi.cqu.edu.au/FCWViewer/getFile.do?id=17724
This document is not a substitute for the resources mentioned above.
This LSU supplement should be read in conjunction with the guidelines mentioned
above in addition to the specific course profiles.
What is a report?
A report is a type of assignment used to analyse information in a structured way. Reports
are divided into key sections and must be presented using headings and sub-headings.
Some key differences between reports and essays are described in table 4.0.
Table 4.0
Reports Essays
Are usually written in full sentences, but may
include bullet points to list items.
Must be written in full sentences
Have headings and sub-headings for sections.
Which are numbered
Generally do not have headings other than the
title of the essay (unless advised otherwise in
your Course Profile or by your tutor)
May include material such as tables and
figures. If the tables/figures are not too large
(less than 1/3 of a page) they can be included
in the ‘Discussion’/ ‘Main Body’ section of
the report. Alternatively include in the
appendices (at the end of the report) if large
(more than 1/3 page)
Do not contain tables or figures
Both reports and essays must be clearly referenced in-text to indicate the sources of
information. They must also include a Reference List with full publication details.
Different types of reports
Depending on the nature of the course and the topic being covered, you may be asked to
write many different types of reports. These will depend on the nature of the course and
the topic being covered. Table 4.1 outlines some of the common types of reports you may
be asked to write. Please note the key differences are in the content.
Table 4.1 Types of Reports
Business Report
A standard report, including most, if not all, the sections outlined in this guide.
Executive Report
(Table 4.1 continued)
A very detailed and analytical report, with very specific requirements. Please consult
your course profile and Chapter 5 of the
CQU Faculty of Business and Informatics
2006 Guide for Students
Technical Report
A technical report (as suggested) generally requires the inclusion of technical
specifications. This is sometimes necessary for assignments in IT courses.
Research Report
A research report involves you conducting some primary research of your own (e.g.
conducting a survey/questionnaire/interview) as well as reviewing literature. Generally
speaking, the body should include:
• Methodology
• Discussion (Results)
You are often also asked to conduct a literature review (see chapter 7 of this guide)
and you must provide a conclusion with recommendations.
The format and content of a research report is quite specific.
If you are required to write a research report you are advised to make an
appointment with the Learning Skills Unit as soon as possible
.
Structure of a report
• When writing a report, the structure will depend on the instructions you are given in
your course profile and/or by your tutor. The following is an overview of the key
sections that are generally included in a business report.
• If you are instructed to write a ‘short report’ or if a particular structure is outlined in
your course profile/by your tutor, then please be sure to follow those instructions.
• It may not be necessary to include all of these sections in your report- check with
your tutor about the requirements of all sections marked ‘as requested’.
• Reports can generally be seen to include three key sections as outlined in table 4.2.
•
Please note that the following terms refer to sections of the report- they are not
to be used as headings
!
Table 4.2 Report Sections
Preliminary Section
This section includes all the initial information required before
the actual discussion takes place. See details below.
Body of Report
This is where the main discussion takes place. It begins with the
introduction and ends after the conclusion and recommendations
.
Supplementary material
This section includes additional information that supports the
discussion and is referred to in the body of the report. See details
below.
PRELIMINARY SECTION
•
The Title Page (see example, p. 10)
•
Letter of Transmittal (as requested) (see example, p. 10).
This is a brief, formal letter from the person who wrote the report (you) to the person(s)
receiving it. The letter of transmittal should clearly state when the report was written, who
requested it and the purpose of the report.
•
Executive Summary (see example, p. 11).
This is an overall summary of the entire report. It should:
a) Introduce the topic of your report
b) Indicate the main subjects (major findings) examined in the discussion section of
your report
c) State your conclusions
d) State your recommendations
Note the executive summary is always on a separate page. Remember this is a
summary of the entire report so you cannot write it until you have completed the
report (you cannot summarise a report you have not yet written)! Even though it
appears first, the Executive Summary is one of the last things you will write.
•
Table of Contents (see example, p. 12).
This is an ordered list of the different sections and subsections of your report. It must
include numbered section headings and subheadings, with their relevant pages. This
indicates to your reader where various sections of your discussion can be found. See
LSU for handout on how to MS Word to automatically generate Table of Contents.
Note: Table of contents should also be on a separate page.
•
List of Tables & Figures (see example, p. 12).
Like the table of contents, the list of tables and figures provides the reader with a guide to
finding information that is presented in the form of diagrams/tables. It should include the
numbers (labels), titles and page location of each of your tables and figures. Note if the
report does not include any tables/figures then obviously this list is not necessary.
Note: List of Tables and Figures should also be on a separate page.
• Acknowledgements (as requested)
Acknowledgements are used to draw attention to or thank or recognise significant input
of other people. It is not the reference list. This section should be used as required and
note that its position can also vary. Please confirm this with your tutor.
BODY OF THE REPORT
Note: Leave two line spaces between each section within the body of the report. Do not
start a new page for each one.
•
Introduction (see example p. 13).
The introduction should generally include three key types of information.
a) Background
This section sets the context for the report and provides the (brief) background
information required for the reader to understand the report. For example, it may
briefly outline the issue faced by the organisation. Tell the reader something about the
history/origin of the report. When was it requested? Why is it important? Who was
involved and how?
NOTE: This detailed company background (for case studies) generally should
not be included here. It is best discussed in the body of the report
b) Aims/ objectives
This tells the reader what the aims/objectives of the report are. It indicates what key
questions the report is trying to answer and what it is trying to achieve. Why was it
written?
c) Scope
Tell the reader exactly what areas/ideas are covered in the report. This also helps to
explain how the report is organised. Look at your plan and consider your headings
and sub-headings.
Please be aware that sometimes course profiles/tutors may use different formatting for the
introduction. The model introduction shown on p. 13 uses sub-headings for these sections
but your tutor may prefer it to be presented as one paragraph (depending on the length of
the assignment). Always check with your tutor if uncertain.
•
Assumptions (as requested)
This section outlines any assumptions (beliefs) regarding the situation upon which you
are basing the report, its analysis and any recommendations. For example in case studies
you would firstly assume that all facts provided are true and correct. Further explanation
of assumptions can be found in Chapter 5 of the CQU Faculty of Business and
Informatics 2006 Guide for Students.
•
Discussion (Approximately 60% of the word count)
This section is where information relevant to the topic is presented. It is similar to the
‘body’ section of an essay. It must be fully referenced throughout, using various
resources to support ideas. It should be organised logically, using topic headings, subheadings
and minor subheadings to break it into sections and sub-sections based on the
ideas being discussed. All headings must be numbered sequentially. (
See examples on p.
13-14).
•
Conclusion (approximately 5-10% of word count) (See example p. 15).
The purpose of the conclusion is to provide a summary of the major findings. It
effectively attempts to answer the key questions posed in the introduction. When writing
a conclusion it may be useful to consider the following:
• No new information should be introduced
• Direct quotations are not necessary
What has been learnt or proved from doing this research?
On the basis of the research, what conclusions can be drawn?
Consider the key questions and objectives set out in the introduction- what are the
answers/conclusions you came to?
Consider each of the key sections of your report- what was the main point made
in each section?
•
Recommendations (see example p. 15).
Often when writing a report specific recommendations for future actions are requested.
These can be included as a separate section before or after the conclusion or even as a
part of the conclusion (using a sub-heading).
Recommendations should state what actions should be implemented based on the
findings of the report. You may list these in bullet points or small paragraphs.
•
Reference List (see examples p. 16).
This list includes the full publication details of all books, articles, websites and other
sources referred to in the report. See LSU Harvard Referencing guide.
• Appendices
This is where other information which has been referred to in the main part of your report
is attached. This information is relevant but not necessarily essential and larger than 1/3
AIC LSU Student Resources: Report Writing This document is uncontrolled when printed
Last Updated: 26th February, 2008
Last printed 11/03/2008 9:56 AM Page 8 of 17
of a page. The main body of a report can include text, figures/tables and some
calculations. However, long or repetitive calculations or data charts should be placed in
the Appendices along with larger diagrams.
Appendices may include the following items:
Questionnaires /Answers to questionnaires
Interview transcripts
Consent forms
Maps
Articles/clippings
Data
Charts/Tables
Some diagrams
Pamphlets
Specifications
All appendices must be separated, labelled and referenced (where
appropriate). If you are unsure please see your LSU Tutor for help.
General tips about writing reports
• You are advised to consider the LSU Introduction to Study in Australia guide.
Read the advice regarding planning and preparation of assignments.
• NEVER attempt to write report without conducting the necessary research and
planning first. Always ‘brainstorm’ (concept map, research then develop a plan.
Your plan should reflect the key headings and sub-headings that you intend to use
to organise your discussion. Work out what you plan to discuss and when – this
will allow you to then focus more carefully on expression.
• Make sure your writing flows. Even though it is acceptable to use headings,
reports should still follow a logical order. Once you have written a draft of the
report, check that headings and paragraphs are ordered in a logical way so that the
reader can follow the discussion.
• Avoid using too many lists or sentences/phrases separated bullet points. If an
assignment is simply made up of a series of lists it will not flow very well. It will
be disjointed and is likely to lack sufficient content.
• Remember to always reference correctly and consider the nature of your
resources. You may need to consult a combination of primary and secondary
sources ranging from textbooks and journal articles to published market data,
statistics, policy or law.
• Always write in the third person. Do not use personal pronouns such as ‘I’, ‘my’,
‘you’, ‘your’, ‘we’ or ‘our’ and use the passive voice.
• Use the present tense when you are writing about other people’s work. E.g.
‘Johnson (2001) points out that…’ or ‘Studies indicate that….’
• Do not start paragraphs with quotations. Write your own topic sentences and use
quotations as supporting evidences.
• Always use gender non-specific language ‘he/she’ or ‘their’.
• Use formal language: do not use words such as ‘things’ or
abbreviations such
as etc
. Be specific.
• Begin numbering your pages from the introduction. Pages with preliminary or
supplementary information are usually numbered using a different system to
clearly tell them apart, such as “i, ii, iii, iv….”.
• A good report offers evidence of original thinking and creative thought.
• Be concise.
• Use objective analysis.
• Format your report consistently.
Example of a report
1. Title Page
2. Letter of Transmittal
2. Letter of Transmittal
3. Executive summary
Title:
Course code:
Course Name:
Lecturer:
Assignment number:
Due Date:
Weighting:
Student Name:
Student Number:
Dear
As requested, the Manager of the Learning Skills Unit has prepared a report examining the effectiveness of
web-based material within the language classroom. The purpose of this report is to present the findings of
the research and to provide recommendations for the future use of online teaching tools in the classroom.
The findings of the report show that web-based material can serve as a valuable teaching tool; however it is
recommended that elements of some sites need to be adapted to an Australian context.
Title Page should
include:
• Title
• Your name
• Student ID
• Course title & code
•
Your lecturer/tutor’s
name
•
Due Date
Author’s
details
Date
Details of the person
requesting the report.
Opening statement
Closing statement
4. Executive Summary
EXECUTIVE SUMMARY
This report aims to examine the effectiveness of web-based
material within the language classroom by evaluating the website
‘
www.rong-chang.com’. It will evaluate the effectiveness of
www.rong-chang.com
(Learning Oral English Online) by
reviewing the content, the pedagogical approach to which the
content applies and the practical considerations in terms of costs
associated with the web-based software, as well as layout and
design.
The findings reveal the important relationship between content and
learning objectives. The developer of the website has considered
the relationship between the learner and the content, as well as the
degree of pre-existing linguistic knowledge. However the webbased
material does not provide the learner or teachers with the
objectives for any units provided; therefore making it difficult to
determine the educational aim of the resources.
It is clear that
www.rong-chang.com would be an ideal choice for
the language classroom. The material is user-friendly, even for first
time Internet users. The learner can easily return to the main menu,
as the text-based navigation tools are always displayed. Due to the
simple and consistent format of the web page the teacher can easily
navigate the learners through the web page, even by using the
whiteboard. The content is American based, however it can be
adapted for use in any language classroom.
The following recommendations have been made:
• The material needs to be more interactive and needs to
provide the learner with feedback.
• The quality of the material can be improved by generating
authentic situations, which the learner can relate to.
• The content can be improved by making it universal not just
relating to the learners in America.
• Generate an awareness of the difference associated with
pronunciation.
The first paragraph
is based on the
introduction.
The second
paragraph comes
from the body. It is a
summary of the key
findings or situational
analysis.
The third paragraph
is a summary of the
conclusions.
The final paragraph
outlines the
recommendations.
This can be done
using a bullet-point list
5. Table of Contents
6. Lists of Tables and figures
7. Main Body
Table of Contents
Pg
Title Page
Letter of Transmittal i
Executive Summary ii
Table of Contents iii
List of Tables and Figures iv
1.0 Introduction 1
1.1 Background 1
1.2 Aim 1
1.3 Scope 1
2.0 Historical Background 1
2.1 The Internet 2
3.0 Methodology 3
4.0 Content 3
4.1 Learning Objectives 4
4.2 Learning Activities 4
4.2.1 Listening 4
4.2.2 Speaking 4
4.3 Macro-Skills 5
4.4 Authentic Discourse 5
4.5 Natural Discourse 6
5.0 Pedagogical Approach 7
5.1 Target Learner 9
6.0 Conclusions 10
7.0 Recommendations 10
Reference List 12
Appendices
Appendix A – ESL Questionnaire 15
Appendix B – Alternative Listening Activities 16
Preliminary
section- pg
numbers in Roman
numerals
Headings
, sub-headings and
minor sub-headings should all
be numbered sequentially
Heading
Sub-heading
Minor
Sub-heading
Tables
Table 1: Major Information Sources that can be accessed
Via the CQU Library Website 3
Table 2: Advantages and disadvantages of using web-based
material 7
Figures
Figure 1: Screenshot
www.rong-chang.com homepage 2
Figure 2: Level of improvement in 2003 7
Be sure to label (number)
each table and figure and
give it a title indicating
what it represents. Indicate
the relevant page number.
Please note that graphs,
illustrations (pictures),
photographs and
diagrams are all
considered to be
figures
6. Main Body
1.0 Introduction
1.1 Background
In recent years, the Internet has become a teaching tool as useful
and as viable as textbooks, chalkboards and in many cases
teachers themselves. However, as is the case with any medium,
online resources have a range of advantages and disadvantages.
As such it is necessary to carefully examine and evaluate webbased
resources before choosing to use them.
1.2 Aims
The purpose of this report is to evaluate the effectiveness of
web-based material within the context of a language classroom.
It focuses on the
www.rong-chang.com site in order to determine
the educational value and cost effectiveness of using online
material as a teaching and learning tool.
1.3 Scope
The report evaluates the on-line resource, focusing on three key
factors: content, the pedagogical approach to which the content
applies, and practical considerations in terms of costs associated
with using the web-based software, as well as layout and design.
Although the website is divided into several sections, the paper
focuses on listening and speaking activities. These links were
selected as the material is the result of collaboration between the
author and several linguistic teachers.
2.0 Historical Background
Historical background historical background historical background historical background historical background historical background historical background histo Historical
background historical background historical background historical background historical background historical background historical background histo Historical ackground
historical background historical background historical background historical background historical background historical background histo.
2.1 The internet
This section discusses the historical background of the internet. This section discusses the historical background of the internet. This section discusses the historical background of the
internet. This section discusses the historical background of the internet. This section discusses the historical background of the internet.his section discusses the historical background
of the internet. This section discusses the historical background of the internet.This section discusses the historical . This section discusses the historical background of the internet. This
section discusses the historical background of the internet. This section discusses the historical background of the internet. This section discusses the historical background of the
internet. This section discusses the historical background of the internet.his section discusses the historical background of the internet. This section discusses the historical background
The main body should
begin with the
introduction.
• Note how headings
and sub-headings are
numbered
sequentially. It also
helps to highlight
headings with bold
font.
• Remember to leave at
least 3cm margins.
• Make sure your work
is 1.5 spaced.
Once the introduction
is complete, begin
your discussion
making sure you
continue to use
appropriately
numbered headings
and sub-headings.
As always,
remember to
reference!
Remember you
must include a
page number!
This section discusses the historical background of the internet. This section discusses the historical background of the internet. This section
discusses the historical background of the internet. This section discusses the historical background of the internet. This section discusses the
historical background of the internet.his section discusses the historical background of the internet. This section discusses the historical
background of the internet.This section discusses the historical . This section discusses the historical background of the internet. This section
discusses the historical background of the internet. This section discusses the historical background of the internet. This section discusses the
historical background of the internet. This section discusses the historical background of the internet.his section discusses the historical
background of the internet. This section discusses the historical background This section discusses the historical background of the internet. This
section discusses the historical background of the internet. This section discusses the historical background of the internet. This section discusses
the historical background of the internet. This section discusses the historical background of the internet.his section discusses the historical
background of the internet. This section discusses the historical background of the internet.This section discusses the historical . This section
discusses the historical background of the internet. This section discusses the historical background of the internet. This section discusses the
historical background of the internet. This section discusses the historical background of the internet. This section discusses the historical
background of the internet.his section discusses the historical background of the internet. This section discusses the historical
Table 1.0:
Major Information Sources that can be Accessed via the CQU
Library Website
Information
Source
Where to find
Books Search the Library Catalogue to find what books are held in the CQU
Library: From the Library homepage (
http://www.library.cqu.edu.au) select
‘CQU Library Catalogue’
Journals/Magazines
– academic/popular
Search the Library Catalogue to find what journals are held in the CQU
Library. There is also a list of electronic journals available via the CQU
Library:
http://www.library.cqu.edu.au/db/ejournals/index.htm
Search Databases to find references to individual journal articles:
http://www.library.cqu.edu.au/elecres.htm
(refer to ‘Databases & Resources
by Subject’ to know what databases could be relevant to your research topic)
For information about the different types of journals available refer to
What
are the Different Types of Journals
:
http://www.library.cqu.edu.au/compass/jnltypes/jnltypes.htm
Conference
Proceedings
These can be found by searching library catalogue, databases as well as on the
web e.g. professional association web sites
Web sites (URL’s) Refer to Use the Internet for a list of useful search engines, subject
directories and meta-search engines:
http://www.library.cqu.edu.au/internet/index.htm
Government
documents
The best starting point for government documents is government web sites.
Refer to Government Information for a list of Australian and International
government web sites:
http://www.library.cqu.edu.au/vrd/gov.htm
Legislation &
Case law
Refer to Law Resources for a guide to finding legal information:
http://www.library.cqu.edu.au/faculty/business/law.htm
Standards Refer to Standards for a list of standards available through the CQU Library,
as well as a list of relevant web sites:
http://www.library.cqu.edu.au/vrd/standards.htm
Statistics Refer to Statistics for a list of the types and sources of statistics:
http://www.library.cqu.edu.au/vrd/stats.htm
Dictionaries,
Encyclopaedias &
Handbooks etc.
Most dictionaries, encyclopaedias and handbooks are kept in the
Reference
Collection
of a library. You can search the Library Catalogue or browse the
shelves to find what is available in your subject area. Many of these are also
freely available online:
Dictionaries:
http://www.library.cqu.edu.au/vrd/dict.htm
Encyclopaedias:
http://www.library.cqu.edu.au/vrd/encyc.htm
Newspapers Refer to Finding Newspaper Resources at CQU Library for a guide to find
newspapers by title or topic, as well as a list of major Australian &
International newspapers:
http://www.library.cqu.edu.au/vrd/news.htm
Source: Central Queensland University (2004, p.20)
Remember, all
tables and figures
must be labelled
(with a number and
title)
Remember to also
add the reference
below any
table/figure you use.
NOTE
If you modify the
table/figure, indicate
this by using the
term
‘Adapted
from’
6.0 Conclusion
Although the web-based material for LOEO has its limitations,
the activities are educational. The material is user-friendly,
even for first-time internet users. The learner can easily return
to the main menu as the text-based navigation tools are always
displayed. Due to the simple and consistent format of the web
page the teacher can easily navigate the learners through the
web page, even by using the whiteboard. The content is
American based; however it can be implemented into any
language classroom. The only limitations are one’s creativity.
7.0 Recommendations
Based on the findings, several recommendations can be made.
The material needs to be more interactive and needs to provide
the learner with feedback. If the material is more interactive it
will motivate the students and will not resemble a textbook. It
is easier to purchase a copy of a textbook rather than buy a
computer and use this material. The content can be improved
by making it universal and not just relating to learners in
America.
Also, the teacher has to generate awareness of the differences
associated with pronunciation. The full potential of CALL has
not been realised by the developer of the web site. Although
the material is helpful it fails to be effective. The positive
aspects of using a web site should be considered in order to
generate authentic situations, which the learner can relate to.
The conclusion
should be a summary
of your findings. It
should attempt to
provide a response to
key questions you
posed in the
introduction.
Remember
NO NEW
INFORMATION!
This section
recommends specific
action that
should/could be taken
based on your
conclusions.
NOTE:
It could be done using
a bullet-point list.
8. Reference List
8. Appendices
Reference List
Central Queensland University (CQU) 2004, Guide for students, 5
th edn,
Central Queensland University, Rockhampton.
Li, R-C, 2004, English as a second language, viewed 4 January 2004,
http://www.rong-chang.com
Remember to list all
sources you refer to
in-text in a
reference list.
DO NOT number or
bullet the sources.
Simply place all
sources in
alphabetical order
according to the
author’s family
name.
Appendix 1
REFERENCING QUESTIONNAIRE
Please complete the following questions and provide detailed answers.
1. What is referencing?
___________________________________________________
___________________________________________________
___________________________________________________
2. Name three different referencing systems.
___________________________________________________
___________________________________________________
___________________________________________________
3. What referencing conventions are used at the University you attend?
___________________________________________________
___________________________________________________
___________________________________________________
4. Why do students need to reference their assignments?
___________________________________________________
___________________________________________________
___________________________________________________
5. Do you think referencing is complicated and unnecessary? If
yes, state your reasons.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
All appendices
must be labelled
(numbered).
Appendices present
additional material
that the reader may
need to see to
understand your
discussion. These
are materials that
are too large or
disruptive to place
within the body of
the report.
Make sure you place
each appendix on a
separate page.
Each should have a
title
Report Checklist
1. Structure
Title Page
: Title of report, author (you), date lodged
Letter of Transmittal
(if required)
Executive summary/abstract/synopsis
Table of Contents and List of Tables and Figures
Acknowledgements
(If required)
Introduction
(with background, aims and scope stated)
Assumptions:
Have you listed any assumptions you have made?
Body:
Do all paragraphs follow logical paragraph structure?
Are sections/paragraphs arranged in logical order?
Are paragraphs of an appropriate length (100-250 words); no single sentences sitting on their
own?
Are all paragraphs relevant? Can each paragraph be directly linked to the original question
being asked?
Conclusion:
Does the conclusion summarise the major findings and provide a final answer to questions
posed in the introduction?
Are recommendations clear and direct and are they supported by your analysis?
Appendices (each appendix on a separate, labelled page)
Reference List
Have you included all references in reference list? Is it in alphabetical order?
2. Content
Have you kept to the word limit?
Have you used a variety of resources/references to support your ideas?
Is there sufficient analysis (own words)- Approximately 90%?
Have you used the correct referencing format (Harvard style/ Footnotes)?
Have you provided correct in-text references (Author date) for all DIRECT
and INDIRECT quotes?
3. Layout/
Grammar/
Presentation
Have you used complete sentences throughout?
Have you written in the third person (i.e. no use of ‘I’ ‘my’ or ‘you’ etc.)
Have you checked spelling?
Have you numbered all headings/subheadings sequentially?
Make sure you have:
Size 12 font
1.5 spacing
3cm margins
Page numbers, Name and Student ID number on each page
Assignment coversheet
Make a printed copy of the assignment before submitting it.
Credit:ivythesis.typepad.com
0 comments:
Post a Comment
Click to see the code!
To insert emoticon you must added at least one space before the code.