Description / paper instructions
Please read the instructions in the attached. (There must be an abstract, an introduction, findings and discussion, a conclusion, suggestions, and references in the report paper.)
Writing a Report
What exactly is a report?
A report is a written presentation of factual data based on research or investigation.
Reports are used to solve problems and make decisions in a variety of fields, including business and science. Reports range in length from small memorandum (memo) reports to lengthy reports.
What makes a report effective?
Clear, concise, and accurate Simple to grasp for the audience Appropriate for the audience Well arranged with clear section headers
Structure of the Report:
The format of reports is standardized. This allows the reader to quickly locate information and concentrate on specific topics. The structure of most reports is as follows, but please check your assignment question and marking guide carefully, as the format and language required in your report may differ from this guide. Check with your tutor if this is the case. Please consult your marking guide to discover the word limit and how each part is graded.
A report must include the following information:
Page 1: Title Page
2. Executive Summary or Abstract
3. a brief introduction (or Terms of Reference and Procedure)
4. Discussion and/or Findings
5. Concluding remarks
Recommendations are number six.
7. Bibliography
Appendices (8)
The table below covers the most common report headings and explains what each component is for. Please note that additional headings or subheadings may be used based on the content of the report and are unique to each report.
Section Goals
Page 1 of 2 (Not part of the word count)
Gives the report’s title, the student’s name/number, the name of the person to whom the report is being sent, and the due date.
Executive Summary or Abstract
This section provides a summary of the entire report.
The objective, methods, findings, principal conclusions, and recommendations of the report are outlined in this section, which is primarily written in the past tense and completed last.
Terms of Reference/Introduction
Procedure
Describes the report’s context, history, and aim.
Defines the investigation’s terms and restrictions.
The reader/audience can quickly figure out what the report is about, how the data was acquired, and why the report is necessary.
It is primarily written in the past tense and can be written last, but it is presented first.
Describes the report’s purpose and scope in a few words. This information includes who requested the report, the major concerns or problems to be identified, the reason for conducting the investigation, and the report’s due date.
Describes the procedures for gathering data, such as interviews, questionnaires, observations, and/or research.
Discussion and/or Findings
Avoid using the headers “Findings” or “Discussion” in this section. Create headings and subheadings that identify the most important topics or difficulties instead.
Findings: What was discovered throughout the study or research.
It just gives the facts, with no interpretation from the report’s author.
Tables, graphs, and diagrams are all options.
Must be pertinent to the challenges and concerns outlined in the Terms of Reference.
With headings and sub-headings, it’s laid up in a logical arrangement.
The findings may also need you to examine, interpret, and evaluate them. The commentary synthesizes many aspects of the findings and may allude to findings from other studies or hypotheses.
Conclusions\sand\sRecommendations
Brief summaries of the report’s principal findings (further explanations can be found in the Findings and/or Discussion sections).
The important conclusions are presented first.
Should be closely related to the goals outlined in the Terms of Reference or Introduction.
Follow the facts in the Findings and/or Discussion logically. They must be comprehensive enough for recommendations to be made.
The report’s author’s views on potential adjustments or remedies to problems, including who should take action, what should be done, when, and how it should be done.
References
(Not part of the word count)
A list of the sources that are used in and
referred to in the report.
Use APA referencing style.
Appendices
(Not always required)
Additional relevant information. May
include interview questions, surveys,
glossary etc. (Appendices are not included
in the word count). The major part of the report will consist of the Introduction, Findings and/or Discussion, Conclusions, and Recommendations.
Source: Christchurch Polytechnic Institute of Technology. Report writing. Retrieved from
http://library.cpit.ac.nz/learning_services/learning_and_study_resources/assessment_tasks/report_writ
ing, 29 May 2013.
Further reading (resources available from TPP library)
Blicq, R. & Moretto, L. (2004). Technically-write! 6th ed. Upper Saddle River, N.J..: Pearson
Education. Chapter 4: Short, informal reports; Chapter 5: Longer informal and semi-formal
reports; Chapter 6: Formal reports.
Daniel, C. (2012). Reader-friendly reports: a no-nonsense guide to effective writing for MBAs,
consultants and other professionals. New York: McGraw-Hill. De Luca, R. & Annals, A. (2006). Writing that works: a guide for tertiary students. 2nd ed. Auckland, N. Z.: Pearson Education New Zealand.
Emerson, L. (2009). Reports. In her Writing guidelines for business students. 4th ed. South Melbourne,
Vic.: Cengage Learning, p. 34-54.
Eunson, B. (1994). Writing and presenting reports. Sydney: Wiley.
Forsyth, P. (2010). How to write reports, and proposals. 2nd rev. ed. London: Kogan Page.
Lerner, M. (2001). Writing smart: your guide to great writing. 2nd rev. ed. Auckland, N.Z.: Random
House. Magdalinski, T. (2013). Study skills for sports studies. Abingdon, Oxon.: Routledge. Chapter 7: Academic writing: how to write reports.
Publication manual of the American Psychological Association. (2010). 6th ed. Washing, DC: AP
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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