REPORT WRITING

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.

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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!

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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.

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