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Example of a report
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general
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https://learninglab.rmit.edu.au/assessments/reports/example-report/
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Example of a report

Source: https://learninglab.rmit.edu.au/assessments/reports/example-report/ Parent: https://learninglab.rmit.edu.au/assessments/reports/

This page gives you an example report broken down into sections to provide a sample of how a report can be structured.

Sample report

Executive summary (or Summary or Abstract )

The aim of this report was to investigate university teaching staff attitudes to the use of mobile phones by students in tutorials. A survey of teaching staff from each college was conducted in first semester of the academic year. Overall, the results indicate that the majority of staff found student mobile devices use a major disruption in tutorials. The report concludes that the predominant view of staff is that mobile phones are disruptive and should be turned off during tutorials. It is recommended that the university develops guidelines which would support staff in the restriction of student use of mobile phones in tutorials except in exceptional circumstances.

Introduction

There has been a great increase in the use of personal mobile phones over the past five years with every indication that this usage will continue to increase. Indeed, widespread use of mobile devices in educational contexts for non educational purposes has been reported as distracting and disruptive to learning environments. Recently a number of university teaching staff have proposed that an institution wide policy be developed regarding student mobile phone use during tutorials and lectures. This report will discuss research into staff attitudes to the issue of student mobile phone usage in the teaching and learning environment.

Method

The research used a quantitative methodology based on the approach advocated by Williams (2009). This study was conducted by questionnaire and investigated university teaching staff attitudes to the use of mobile phones in tutorials (see Appendix 1). The questionnaire used Likert scales to assess social attitudes (Jones 2007) to student mobile phone use and provided open ended responses for additional comments. The survey was voluntary and anonymous. A total of 412 questionnaires were distributed online to randomly selected staff from each of the three colleges within the university. The completed questionnaires were returned by email.

Check your course guide for appropriate referencing style.

Results

There was an 85% response rate to the distribution of questionnaires to staff. The results clearly show that student mobile phones are considered by teaching staff to be disruptive (see Table 1). As a result, most staff would prefer that mobile phones were turned off in tutorials.

Results should feature facts only- no interpretation.

Table 1

Table 1: Distribution of results

Mobile phone use in tutorials Agree % Disagree % Strongly disagree %
1. Not a problem 13 65 23
2. Sometimes a problem 67 18 15
3. Often a problem 50 27 23
4. Phones should be allowed 22 56 22
5. Phones should be turned off 70 18 12
6. Phones should be allowed in some circumstances 47 39 14

Tables must be referred to in the text

Discussion

It is evident from the results in Table 1 that student mobile phone use in tutorials is considered to be a significant problem; however it was acknowledged that in some cases it should be permissible. Given that such high numbers of teaching staff (85 %) consider that student mobile phone usage in tutorials is a problem, clearly this is a teaching issue that needs to be addressed. Further, while the findings acknowledge a place for mobile phones in exceptional circumstances (62%) it would appear that a policy is required to make explicit acceptable guidelines for their usage. These findings are consistent with a number of other studies. According to Smith (2009) many educational institutions have identified mobile phones as disruptive to learning.Watts(2010) also claims that up to 30% of tutorial time is wasted through unnecessary phone interruptions. Other similar research shows ….

Another significant finding of this study was that 80% of respondents found mobile phones distracted from the learning environment. This result differs from other similar studies. According to Lau (2011), staff were increasingly using mobile technologies in tutorials and saw them as a valuable addition to the classroom. Further to this, mobile technology has the potential to become a critical tool for teaching (Bond 2010). This difference suggests that the technology can be used effectively if it is integral to the learning process. However, if it is used as a distracting social tool in a tutorial, control of its use is justified.

For Results and Discussion develop headings appropriate for your content

Conclusion

The student use of mobile phones in tutorials is clearly intrusive to teaching staff and detrimental to learning environments in general. The study highlights the concerns of teaching staff with regard to mobile phone usage. The fact that the majority of staff views the student use of mobile phones in tutorials as disruptive suggests appropriate guidelines and policies need to be developed.

This is the summary of main findings and 'the answer'

Recommendations

It is recommended that the university develops official guidelines regarding the use of mobile phones in tutorials. The guidelines should recommend that:

Finally, the guidelines need to be university wide and clearly communicated to all staff and students.

Suggest possible changes/solutions. Point form can be used.

Appendices

Use point form for lists. Check your course guide.

Example: Writing a business research report

This video explains how to write a business report for postgraduate level students. It covers the introduction, report structure and organisation, writing the report, and business writing.

Transcript

Introduction

[slide 1: Topic slide]

[slide 2: Outline]

Description:

Sitting at the centre of the screen is: “What am I going to be learning today?” The following four words animate in:

Narration:

This resource covers three important features of the writing required for a successful business research report. Following this brief introduction, the second section covers report structure with a focus on suitable ways

to organize content. The third section outlines the features of persuasive writing. And the final section provides tips for strong effective business writing.

[slide 3: What is a business research report?]

Description:

A checklist of items that make up a research report:

And is written in a

Narration:

This assignment provides you with the opportunity to research and write a real workplace report. It will inform the client of important aspects of their research brief. It will also provide recommendations to achieve desirable outcomes. The report will be presented as a written business proposal and as a presentation. This assignment requires a transition from academic writing to professional business writing. A business research report is written in a professional business style that differs from academic writing.

Report structure and organization

[slide 4: Topic slide]

[slide 5: Linear text structure]

Description:

[Graphic] Three babushka dolls representing each of the following:

Narration:

Overall, reports have a highly structured linear form with a beginning, middle and an end. This is repeated at the section level and the paragraph level.

[slide 6: Part: 1 - Organising content]

Description:

A report structure should be broken down into sections, having a beginning, middle and end. An example of this is:

Beginning

Middle

End

A numbering system is used for the table of contents, and within them a broad example of a research page appears. Here it emphasizes the use of TEEL, and how each paragraph should be linked with one another.

Narration:

Reports are structured using sections that are clearly organized and use a numbering system. Paragraphs within the sections should be well structured

and ideas should be linked between paragraphs.

[slide 7: Part: 2 - Organising content]

Description:

An example of going from general to specific.

Narration:

General to specific is a useful strategy for organising content in business writing. This is particularly helpful for giving background or an overview.

[slide 8: Report sections]

Description:

[Text] We will now go through each of the report sections in detail:

Example. Report structure and headings.

Narration:

No narration.

[slide 9: Executive summary]

Description:

[Text]

Narration:

A strong executive summary is vital to a successful report as it determines the relevance of the report for the reader. It is the section the reader reads first and provides an overall summary of the whole report. Each major section of the report should be summarised in 1 or 2 sentences.

[Slide 10: Introduction]

Description:

[Text]

[Text and graphic example]

Graphic of a triangle point downwards, writing from a general to specific.

Accompanying this the following text:

General (top of the triangle): ‘PICA is a property and financial services company currently offering…’

Specific (bottom of the triangle): ‘PICA requires a business plan for….’

Narration:

Notice how the introduction narrows the topic from its broader context to the specific purpose of this report. The introduction is written from general to specific, which is a common form found in business writing.

[slide 11: Research question]

Description:

[Text]

Frames the whole report

[Text example]

This report aims to answer the question ‘Is now a good time for PICA to diversify into Facilities Management (FM)’?

Narration:

This research question frames the whole report and focuses the research to a specific area. It is common to have one research question followed by sub questions and these emerge from the larger question being answered.

[slide 12: Problem, context and literature]

Description:

[Text]

Outlines the general situation in the specific business area

[Graphic]

The accompanying graphic is of the triangle representation pointing downwards from general to specific.

Narration:

Problem, context and literature section of the report requires a general

Introduction to the business which then narrows to cover details of competitors and their financial background. Again you are writing from general to specific.

[slide 13: Methodology, approach and limitations]

Description:

[Text]

How?

The research uses an applied strategy with a change focus (Saunders, Lewis & Thornhill 2012).

Why?

The main approach is data collection will be This methodology is appropriate because….

Details

The research is based on secondary data, both qualitative and quantitative

Limits

Limitations in the research include…

Narration:

The methodology covers how the research was done, why these methods were chosen, the details of the methods used and the limits of stating explicitly what is covered and what is not.

[slide 14: Discussion and data analysis]

Description:

[Text]

Refer to your research

Compare to theory / other research

Sum up at the end of each section

Narration:

It is important to refer to your research to show links between the primary research. In this case industry bodies, secondary research such as academic papers, theory and research and your findings.

[slide: 15: Implications: benefits and limitations]

Description:

[Text]

What do your findings mean for the client?

Narration:

It is important to refer to your research to show links between the primary research. In this case industry bodies, secondary research such as academic papers, theory and research and your findings. You need to explain what your research findings mean for your client. These implications will lead into your recommendations in the next section.

[slide 16: Recommendations and conclusions]

Description:

[Text and Graphic]

Conclusion

The accompanying graphic of a triangle representation, this time with it points upward -going from specific to general.

[Text]

Recommendations

Eg. It is recommended that:

o PICA should enter the FM market

o Pica should acquire new…

Narration:

The conclusion should provide a clear answer to the research question.

The conclusion is the reverse of the introduction it moves from answering the specific research question to showing how it fits into the broader context. In the recommendation section we return to the steps that this specific business should be taking as a result of the report.

[slide 17: Recommendation for further research]

Description:

[Text]

Outline other research

Broadening the scope of the research

Examining certain issues in detail

Narration:

In the final section of your report, outline what other research you think the client should undertake. This could include broadening the scope of the current research or examining certain issues in more detail.

Writing the report

[slide 18: Topic slide]

[slide 19: Paragraphs: TEEL]

Description:

[Graphic and Text]

Buns top and bottom: Topic and linking sentence

Condiments and meat: Explanation, evidence and examples

[Text]

TEEL can be described using a burger metaphor. The topic and linking sentences make up the bun and base of the burger, and the evidence and explanations make the filling.

Narration:

A paragraph contains one main idea, which is found in the topic sentence.

It is best to put the topic sentence first in the paragraph as this makes reading easier. The rest of the paragraph is made up of explanation and evidence to support the topic sentence.

[slide 20: Paragraph structure: TEEL]

Description:

[Text example]

A sample of a paragraph structure is given using the TEEL structure; each of these parts is highlighted.

[Topic] Leighton Contractors is a large-scale FM operation with considerable FM expertise within its own group of companies [end-topic]. [Example] A brief analysis of Leighton’s focus is helpful to PICA as it considers entry to the FM industry as PICA is considering a similar strategy [end-example]. [Evidence] The specific observation of this report is that Leighton focuses its FM operations into specific areas in which its group of companies has expertise, in particular in construction, telecommunications and mining (Leighton Constractors Pty Ltd 2009) [end-evidence]. [Link] This is a key observation as it affirms PICA’s expressed desire to enter FM by leveraging its expertise in Strata Management [end-link].

Narration:

None.

[slide 21: Persuading the reader]

Description:

Grid of icons accompanying the following text:

Narration:

In a business research report your goal is to persuade the reader to follow your advice. Therefore, it is essential that they believe your understanding of the market is thorough and well researched. The following strategies are useful for writing persuasively.

[slide 22: Strong topic sentence]

Description:

[Text examples]

Narration:

Strong topic sentences reinforce your argument and help persuade the reader. Both topic sentences below have a clear direct message.

Notice how the topic sentence comes at the beginning of the sentence.

[slide 23: Introductions and conclusions for sections]

Description:

[Text]

Introduction to a section

It is the belief of the research team that the successful entry into the FM sector will require PICA to target a specific building sub-market.

Conclusion to a section

In a conclusion, from the analysis of overall market trends, PICA would benefit from targeting the residential building sub-market.

Narration:

Use section introduction and summaries to clearly state and restate your view. This acts as a reminder to the reader and emphasises the consistency

of your argument.

[slide 24: Effective evaluation and analysis]

Description:

[Text]

And

Narration:

It is essential to write convincing evaluations of the strengths, weaknesses and risks. It is this understanding that makes it possible for the company to make decisions about future strategy.

[slide 25: Paragraph strategy]

Description:

A graphic illustrating the narration:

At the beginning of a paragraph, the topic sentence (evaluation of risk) should be first written. Followed by an explanation and analysis. Lastly, providing a solution. The language used in the process, should be formal impersonal language.

Narration:

Here are two useful writing strategies, which make your evaluation

and analysis more effective. They are firstly clear paragraph organization

and secondly use of a formal impersonal style.

[slide 26: Sentence strategy]

Description:

[Text]

Use tentative language

This demonstrates you have a thorough understanding of the level of risk.

Use passive form

Write in an impersonal style. Suggest your view is based on research rather than opinion.

Language

Use active verbs

Narration:

In business writing it is generally better to write in a

clear and direct style. This includes using active verb forms.

However, when evaluating risks it is useful to write in a more

tentative and indirect style. Using tentative language shows you have a complex understanding of the situation and are aware of the degrees of risk.

It is also useful to write in an impersonal style as this gives your writing authority. It suggest that you are stating the views of the industry or other experts, and not just your own opinion. Passive verb forms generally weaken business writing as they are indirect. However, they are useful in evaluation as their use emphasises the advice itself rather than the voice of the writer.

[slide 27: Integration of sources]

Description:

[Text]

Narration:

No narration.

[slide 28: Referencing in sentences]

Description: Sentence 1:

[Source] ACIF (2013) [end-source] projects that recovery will continue to strengthen for NSW in 2014.

Sentence 2:

Recover of the construction sector will continue to strengthen for NSW in 2014 [source] (ACIF) [end-source]

Narration:

There are two ways to include references in a sentence at the beginning or at the end. The difference between these two constructions is subtle but it changes the focus of the sentence.

[slide 29: Effects and emphasis]

Description: Sentence 1:

Source prominent

Sentence 2:

Information prominent

Narration:

This sentence emphasizes the source of the information and is common in academic writing. This does not emphasize the view of the student or writer. This sentence puts the information at the beginning of the sentence and emphasizes the writers view. This is useful if the writer wants to persuade the reader to follow his or her advice.

Business writing

[slide 30: Topic slide]

[slide 31: Academic writing and business writing]

Description: Academic

Purpose:

Knowledge and research

Audience:

Lecturer

Writing:

Business

Purpose:

Business decision-making and action

Audience:

Workplace / Industry

Writing:

Narration:

There are differences between academic writing and business writing. In academic writing the overall focus is on knowledge and research. In business writing decision making and action are the goal. These differences are important and affect the writing style.

[slide 32: Tips for business writing]

Description:

Iconography for the following three points:

Narration:

No narration.

[slide 33: Be direct]

Description:

Put the most important information first.\ So people can easily find it.

Put the topic sentence at the beginning

[Example]

Whereas in the past, FM services were regarded as an overhead cost, the

[emphasis] attitude towards FM services [end-emphasis] have changed to now viewing these costs as life cycle costs (International Facilities Management Association 2011).

Versus.

[Emphasis] Attitudes towards FM services [end-emphasis] have changed from that of an overhead cost to a life cycle cost (International Facilities Management Association 2011).

Make it easy to read

Clear logical structure, headings, sub-headings and bullet points.

Narration:

People are busy and will read only minimally. Therefore, one very useful strategy in business writing is to put the most important information first,

so you know the audience will find it. Notice how the first sentence is more difficult to read. In the second sentence the topic is at the beginning of the sentence as this makes the point immediately clear to the reader.

[slide 34: Be concise]

Description: Cut out unnecessary words
Wordy phrases Singular words
It is often the case that Often
It is important to note that… Importantly
In the event that If
Final completion Completion
Consensus of opinion Consensus
Summarise briefly Summarise

Narration:

Use concise language by replacing wordy phrases with single words.

[slide 35: Use strong active verbs]

Description: Use strong active verbs

[Example 1]

ACIF [emphasis] believes [end-emphasis] that construction projects [emphasis] will experience [end-emphasis] considerable growth in 2014.

Versus

[Example 2]

ACIF [emphasis] forecasts [end-emphasis] considerable growth in residential construction investment in 2014.

Narration:

Strong active verbs convey a clear and remove the need for repetition.

[slide 36: Identify the weaknesses ]

Description: [Poor example]

In terms of non-residential construction projects ACIF (2013) expects that construction investments in NSW will be subject to a considerable growth rate, whereas investments in non-residential construction projects are expected to remain constant for all other region.

How this can be improved

Legend: [strikethrough] = Be concise. [Highlight] = be direct. [Emphasis] = Use strong active words.

[Strikethrough] in terms of [end-strikethrough] [highlight] non-residential [end-highlight] construction projects ACIF (2013) [emphasis] expects [end-emphasis] that [highlight] construction investments in NSW [end-highlight] will be [strikethrough] subject to a considerable growth rate [end-strikethrough] , whereas investments in non-residential construction projects [emphasis] are expected to [end-emphasis] remain constant for all other regions.

[Improved example]

In NSW, construction investment for non-residential projects will grow compared with other regions of Australia (ACIF 2013).

Keywords

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