CQU CRICOS Provider Codes:

VIC - 01624D; QLD - 00219C; NSW - 01315F

REPORT WRITING

What is a report?
Different types of reports
Structure of a report
General tips about writing reports
Example of a report
Report Checklist









This supplement should be read in conjunction with the guidelines in specific
course profiles and course moodle sites.

Last Modified March 2013 Page 1 of 16
What is a report?
A report is a text that originated in the business world in order to analyse and present
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 1.0.

Table 1.0
Reports Essays
Are usually written in paragraph form
with full sentences, but may include
bullet points to list items.

Must be written in paragraph form with 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 1/2 of a page)
they can be included in the
Discussion/Main Body section of the
report. Alternatively if large, include in
the appendices at the end of the
report.

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.


Check the information provided about reports in your CQUniversity course
profiles and course moodle sites.
Access the Great Guide to University Study (2013), Topic 5: Developing
academic writing skills.
www.cqu.edu.au/greatguidetouniversitystudy


Page 2 of 16
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 2 outlines some of the common types of reports you
may be asked to write. Please note the key differences are in the content.

Table 2. Types of Reports

Business Report A standard report, including most, if not all, the sections outlined
in this guide.

Executive
Report

A very detailed and analytical report, with very specific
requirements. Please consult your course profile
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 a literature review.
Generally speaking, the body should include:
Introduction
Methodology
Literature Review
Discussion (Results)
Conclusion
Recommendation

The format and content of a research report is quite specific.
Check your course profile and Moodle for specific instructions.









Page 3 of 16
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 3.
Please note that the following terms refer to sections of the report- they are
not to be used as headings!

Table 3. 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. 9)

Letter of Transmittal (as requested) (see example, p. 9).

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.



Page 4 of 16
Executive Summary (see example, p. 10).

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

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.
(Note: Do not write the Executive Summary in the future tense).

Table of Contents (see example, p. 11).

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. Use
MS Word to automatically generate the Table of Contents.
Note: Table of contents should also be on a separate page.

List of Tables & Figures (see example, p. 11).

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 and tables. It should
include the table/figure numbers, titles and page location of each table and figure. 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, 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.

Page 5 of 16

BODY OF THE REPORT

The body of the report starts with the Introduction and continues to following sections
with only two line spaces between each section. Do not start a new page for each
section.


Introduction (see example p. 12).
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?

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
This section tells the reader exactly what areas/ideas are covered in the report. It
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. 12 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.

Page 6 of 16

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, sub-
headings 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. 12-13).

Conclusion (approximately 5-10% of word count) (See example p. 14).

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:
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?
No new information should be introduced.
Direct quotations are not necessary

Recommendations (see example p. 14).
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.



Page 7 of 16
Supplementary Material

Reference List (see examples p. 15).

This list includes the full publication details of all books, articles, websites and other
sources referred to in the report.

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 1/2 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).


General tips about writing reports

You are advised to consider the Great Guide to University Study regarding
general advice on planning and preparation of assignments.

NEVER attempt to write a 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.


Page 8 of 16
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.

Be concise but avoid using too many lists or sentences/phrases separated
with 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.

Use the present tense when you are writing about other peoples 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.

Use objective analysis.

Format your report consistently.


Page 9 of 16
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:

John Smith
Manager, Learning Skills Unit
XYZ University
589 Exhibition St
Brisbane, QLD 4000

4 January, 2004

Anne Jones
Dean, Faculty of Business and Law
XYZ University
589 Exhibition St,
Brisbane, QLD 4000

Dear Ms Jones,

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.

Yours sincerely

John Smith
Manager, Learning Skills Unit
Title Page should
include:

Title
Your name
Student ID
Course title & code
Your lecturer/tutors
name
Due Date
Authors
details
Date
Details of the person
requesting the report.
Opening statement
Closing statement

Page 10 of 16
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 web-based 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

Page 11 of 16
5. Table of Contents


























6. Lists of Tables and figures












7. Main Body
Table of Contents

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- page
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.

Page 12 of 16
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 web-
based 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
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2.1 The internet
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1
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!

Page 13 of 16










































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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 (URLs) 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)
































3
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

Page 14 of 16




































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 ones 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.


10

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.

Page 15 of 16
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

Summers, J & Brett, B 2003 Communication skills handbook: how to
succeed in written and oral communication, rev edn, John Wiley & Sons,
Brisbane.





Remember to list all
sources you refer to
in-text in the
reference list.

DO NOT number or
use bullet points.
Simply place all
sources in
alphabetical order
according to the
authors 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
numbered and
labelled.
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

Page 16 of 16


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 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.