1. Unit 6: Report Writing

2. What is a Report? A report is written for a clear purpose and to a particular audience. Specific information and evidence is presented, analysed and applied to a particular issue. The information is presented in a clearly structured format making use of sections and headings so that the information is easy to locate and follow.

3. Objectives Learn how to turn factual information into data (graphs, tables, etc) Learn how to respond to such data with general comments Learn how to compose a “formal report”

4. Report Writing Report writing = Essay? NO Reports are more structured and contain detailed information Vary in purpose Require a formal structure and careful planning Must use logical presentation and concise language

6. Types of Reports Reports are very structured Have certain requirements that must be met For example: a laboratory report for a science class may look like this:  Aims  Materials  Methods  Results  Conclusions

7. Types of Reports An accounting report might be structured like this:  Strengths  Weaknesses  Opportunities  and Threats  (known as S.W.A.T. analysis)

8. Use Charts, Graphs, Graphics Because reports represent facts, charts and graphs are used to present information When you use a chart or graph, you must describe it A graph cannot stand by itself- it must be interpreted

11. Writing a Report Before you begin, ask yourself:  Who will read the report?  What do they want to know?  How should the report be structured?

12. Something to remember… Many different kinds of reports Always consult your instructor or supervisor to find out what information must be included and how it should be presented!

13. Structure The following elements can often be found in academic reports:  Title Page – title of report, author’s name, course and date  Introduction – explains topic; tells what you are trying to find out and why  Methodology – explains how you collected data (from where, from who, and when)  Results – shows results in the form of graphs or tables and descrive them  Discussion – analyze and interpret results, drawing from the information you have collected and explains the significance  Conclusion – brings together main issues and conclusions; possibly lists recommendations; NO NEW INFORMATION  Appendix – includes other information not included in actual report (questionnaire)

14. Style of Writing Simplicity Use of language Cautious language – Hedging

15. Simplicity Most written reports should avoid using overly complicated language Message must be clear no matter the purpose The factual presentation of the language should not be written heavily in sophisticated, lengthy sentences

16. Use of Language AVOID SUBJECTIVE LANGUAGE Subjective or personal language commonly has no place in the more objective field of report writing Language should reflect the research you conducted and the results that you were found

17. Cautious Language As you know, academic writing must be accurate and not make statements that are too broad or too general It is NOT correct to say “Everyone knows something/does something, believes something/says something/thinks something…” We should use adverbs and adjectives that qualify statements you make (“Most people believe that…” Softening statements like this is called “hedging”

18. What is the meaning of the sentence? If you smoke, you will get cancer. Elderly people never eat fast food. All Americans are fat.

19. Can you think of better ways to say the sentences? If you smoke, you may/could/are at greater risk of cancer Elderly people rarely eat fast food. Many/a large percentage of Americans are fat.  If you smoke, you will get cancer.  Elderly people never eat fast food.  All Americans are fat.

20. So, what is cautious language? It is language that is used to make sure we don’t over or under exaggerate an idea. It is important that the language used in academic writing reflects the strength of evidence available to support an idea or claim. http://www.ncl.ac.uk/students/wdc/learning/academic/language.htm

21. Ways to use cautious language Indicate the degree of probability Distance yourself from the claim Distance yourself from the research Use a qualifier http://www.monash.edu.au/lls/hdr/build/3.5.6.html

22. Degrees of Probability It is certain that It is very probable/ highly likely that It is likely that It is possible that It is unlikely that reducing fat intake lowers the risk of heart disease. http://www.monash.edu.au/lls/hdr/build/3.5.6.html

23. Distance yourself from the claim Some researchers suggest that reducing fat intake lowers the risk of heart disease. Many experts believe that reducing fat intake lowers the risk of heart disease. http://www.monash.edu.au/lls/hdr/build/3.5.6.html

24. Distance yourself from the data Some studies indicate that reducing fat intake lowers the risk of heart disease. Recent research demonstrates that reducing fat intake lowers the risk of heart disease. In most of the cases studied, reducing fat intake lowered the risk of heart disease. http://www.monash.edu.au/lls/hdr/build/3.5.6.html

25. Add a qualifier Reducing fat intake tends to lower the risk of heart disease. Reducing fat intake contributes to lowering the risk of heart disease. One step that can assist in lowering the risk of heart disease is reducing fat intake. http://www.monash.edu.au/lls/hdr/build/3.5.6.html