...Writing Reports By the end of this section you should be able to : O BJECTIVES • • • • • • • • Understand the purposes of a report Plan a report Understand the structure of a report Collect information for your report Organise your information Use an appropriate style of writing Present data effectively Understand how to lay out your information in an appropriate way C ONTENTS • • • • • • • • • • • • • Writing reports Different types of reports Stages in report writing Terms of reference Planning your report Collecting information Organising information Structuring your report Style of writing Layout Presentation Redrafting and checking Checklist W riting reports A report is a statement of the results of an investigation or of any matter on which definite information is required. (Oxford English Dictionary) Reports are a highly structured form of writing often following conventions that have been laid down to produce a common format. Structure and convention in written reports stress the process by which the information was gathered as much as the information itself. Different types of reports During your time at university you may be asked to write different types of reports, depending upon the subject area which you have chosen. These could include laboratory reports, technical reports, reports of a work placement or industrial visit, reports of a field trip or field work. Reports vary in their purpose, but all of them will require a formal...
Words: 2372 - Pages: 10
...Writing Reports By the end of this section you should be able to : O BJECTIVES • • • • • • • • Understand the purposes of a report Plan a report Understand the structure of a report Collect information for your report Organise your information Use an appropriate style of writing Present data effectively Understand how to lay out your information in an appropriate way C ONTENTS • • • • • • • • • • • • • Writing reports Different types of reports Stages in report writing Terms of reference Planning your report Collecting information Organising information Structuring your report Style of writing Layout Presentation Redrafting and checking Checklist W riting reports A report is a statement of the results of an investigation or of any matter on which definite information is required. (Oxford English Dictionary) Reports are a highly structured form of writing often following conventions that have been laid down to produce a common format. Structure and convention in written reports stress the process by which the information was gathered as much as the information itself. Different types of reports During your time at university you may be asked to write different types of reports, depending upon the subject area which you have chosen. These could include laboratory reports, technical reports, reports of a work placement or industrial visit, reports of a field trip or field work. Reports vary in their purpose, but all of them will require a formal...
Words: 2377 - Pages: 10
...A Heuristic for Writing in Psychology Writing in psychology is characterized by a scientific style of technicality similar to writing in the “hard” or physical sciences. This means that writing is formalized, distant from engaging the audience in a persuasive, captivating way and more aligned with a collective, standardized way of presenting scientific information. Psychology however, is unique in that it is both a “hard” and a “soft” science, because of the breadth of topics covered under this discipline, technical writing can range from being an easily apprehended read to hyper-specific academic jargon filled writing only science heads are likely to understand. For example, the effect of tau protein bundles in the brains of patients who have...
Words: 1797 - Pages: 8
...EXECUTIVE SUMMARY Throughout the tourism environment they use many different methods of communication to communicate effectively with the employees. Verbal communication is used widely within an organisation so that they can effectively carry out the task that has been set out to do. There are many different ways a manager can communicate non verbally with his employees. Examples may be his body language and his written communication with his employees. Effective team work ensures that an organisation can carry out tasks far faster that if they were doing it on their own. There are many different ways an organisation can communicate internally and by doing this correct information can be communicated to employees far faster. Table of Contents Introduction 4 1.1 Verbal Communication 5 1.2 Non Verbal Communication 5 1.2.1 Body Language 5 2.1 Effective Team Work 5 2.1.1 Forming 6 2.1.2 Storming 6 2.1.3 Norming 6 2.1.4 Performing 6 2.2 Advantages of Working in a Team 7 3.1 Introduction to Internal Communication 7 3.2 Internal Communication 7 Section 2 8 1.1 Report Writing 8 Conclusion 9 Reference: 10 Introduction In Richard Pettinger’s ‘Mastering Management’ he states that ‘good communication underline effective relations and enhance the general quality of work life.’ (Pettinger 2001 p36) And because of this it is vital an organisation is able to communicate effectively as a team. Due to this being such a big thing organisations spend hundreds...
Words: 1744 - Pages: 7
...Communication in Criminal Justice Settings Ronal Jackson CJS/205 December 22, 2014 Scott Mann Communication in Criminal Justice Settings Communication in Criminal Justice Settings Communication is one of the most important factors in many situations, including relationships, careers, and education. In criminal justice settings, communication is key to getting much needed information from witnesses and victims, interviewing suspects, writing reports and taking cases to trial. All aspects of communication play a critical role when used together. The different types of communication are verbal and non-verbal which consist of speaking, writing, body language, involuntary body reactions and facial expressions. Another crucial part of communication is active listening. A good listener who uses active listening techniques can gain even more information. Those working in the criminal justice field must use all of the components of communication to do their jobs well and to overcome obstacles such as cultural diversity, language barriers, and lying. When applied to these situations, good communication and listening skills can take those in the criminal justice field to the next level. The most commonly known form of communication is verbal, or speaking. Having the ability to speak in different ways is necessary for any person in the criminal justice field. Knowing the different parts of verbal communication is a critical skill to know and have. Verbal communication can be broken...
Words: 2322 - Pages: 10
...|Why classification was chosen | | | |expository writing| | |E-mail |Can be types of electronic|Technical writing |we can | | |communication are quick | |attach documents, Web links, graphics, and sound| | |and can almost be | |and movie | | |synchronous. | |Files for review. | |Memos |Use it as internal |Technical writing |We can attach or Enclose documents. | | |correspondence to one or | | | | |several | | | | |coworkers. | | | |Letters |Typed on official |Expository writing|Letters are...
Words: 677 - Pages: 3
...CHALLENGES STUDENTS FACE IN LEARNING ESSAY WRITING SKILLS IN ENGLISH AS A SECOND LANGUAGE IN SECONDARY SCHOOLS IN MANGA DISTRICT, NYAMIRA COUNTY, KENYA BY NYANG’AU BENARD NYASIMI E55/CE/14078/2009 A THESIS SUBMITTED IN PARTIAL FULFILMENT FOR THE DEGREE OF MASTER OF EDUCATION IN THE SCHOOL OF EDUCATION KENYATTA UNIVERSITY JULY 2013 * DECLARATION This thesis is my original work and has not been presented for degree in any other university. Signature: ______________________________ Date: ________________________ BY NYANG’AU BENARD NYASIMI E55/CE/14078/2009 We confirm that this thesis was carried out by the candidate under our supervision as university supervisors. Signature------------------------------------------------------ Date-------------------------- Dr .Sophia. Ndethiu. Department of Educational Communication and Technology. Kenyatta University. Signature------------------------------------------------------ Date------------------------- Dr. John. Kimemia. Department of Educational Communication and Technology. Kenyatta University. * DEDICATION This work is dedicated to my loving wife Zipporah Nyasimi and our sons Philemon Siko and Enock Ongeri . * ACKNOWLEDGEMENT I wish to acknowledge the support of those individuals who made it possible for a successful completion of this work. Special thanks go to my supervisors Dr. Sophia Ndethiu and Dr. John. Kimemia for the support, guidance...
Words: 21036 - Pages: 85
...The Evaluation of Third Grade Writing Development at Sugar Grove Elementary School I. Introduction and Philosophy Sugar Grove Elementary School has a current enrollment of 766 students, with 76 of those qualifying for free or reduced lunch. Currently, 6% of the student population has been identified as eligible for special education services (K-6), and 19% receive Title One reading assistance (K-3). There are 529 Sugar Grove families living in single-family homes, 27 of which live in mobile homes. Of the 766 students, 48 of them live outside of the Sugar Grove district having been given the option of attending Sugar Grove, if parents provide transportation. This school community believes that learning is a lifetime quest for academic excellence, personal achievement, and responsibility to the community and the world. They value the unique learning style of every child and the unique path each will pursue to become successful learners and responsible citizens. The staff and parents work to build a safe and caring environment for all members of our school community to engage in meaningful learning. To create the feeling of smaller communities within a large school, six teams have been organized, three teams of five to six classrooms at the 1st – 3rd grade levels and three teams at the 4th – 6th grade levels. All teams are in close physical proximity to each other. This structure offers several advantages. It allows common planning time for teachers...
Words: 1564 - Pages: 7
...|Why classification was chosen | | | |expository writing| | |E-mail |Can be types of electronic|Technical writing |we can | | |communication are quick | |attach documents, Web links, graphics, and sound| | |and can almost be | |and movie | | |synchronous. | |Files for review. | |Memos |Use it as internal |Technical writing |We can attach or Enclose documents. | | |correspondence to one or | | | | |several | | | | |coworkers. | | | |Letters |Typed on official |Expository writing|Letters are...
Words: 677 - Pages: 3
...Cambridge University Press 0521534968 - Study Writing: A Course in Writing Skills for Academic Purposes, Second Edition Liz Hamp-Lyons and Ben Heasley Excerpt More information UNIT The academic writing process This unit aims to improve writing skills by: 1 e introducing the idea that writing is a set of processes r showing how to distinguish between academic and personal styles of writing t looking at the grammar of academic discourse u practising visualising text as a pre-writing step. Introduction You will already be capable of writing in English and so this course is intended to extend that skill to include the different types of written English essential for studying. In this unit, we will show you examples of both personal and formal writing and help you distinguish between them. A number of texts will be used as examples of the writing process, and you will be asked to identify the elements of grammar that indicate formal writing. In later units, we will study the processes of writing in more detail. All the later units will include opportunities to learn and practise at least one of the key grammatical elements identified here. Thinking about writing processes People set about the writing process in many different ways. They require all kinds of different situations in which to feel ‘comfortable’ when writing. Use the following short questionnaire to help you think about your own writing processes. • When you write an important text, do you make more...
Words: 3374 - Pages: 14
...CHAPTER I INTRODUCTION 1.1 Context Nowadays, in UCSI University, scholars need to learn another language besides their own mother tongue. They will like to learn English language which is the second language we can learn. As a language, there are a lot of skills which we must learn, such as, reading, writing, listening and speaking. What actually reading is? Reading means the action or skill of reading written or printed matter silently or aloud. Moreover, it is also mean as the process of constructing meaning from written texts. Hence, it is not a skill that students must learn separately from other processes. Reading skill combines many complex activities include categorizing, building key terms and concepts for a subject, measuring one’s reaction to a subject, making new connections, abstracting, figuring out significance and developing arguments. In learning English Foundation subjects, there are some reasons for us to read. By reading books, we might become an interesting person. This happens because we can use information that we get from books or magazine to impress ourselves to friends or future employers. Besides, reading also can help us to learn how to write correctly. In this case, we will get good grades and also can impress our future boss who will promote us because we can express ourselves 3 correctly. The next reason for reading is to help us in developing our imagination to write many excellent stories. For doing some event, we also...
Words: 7216 - Pages: 29
...English Language Proficiency Assessment in the Nation: CURRENT STATUS AND FUTURE PRACTICE Edited by Jamal Abedi U N I V E R S I T Y O F C A L I F O R N I A , D AV I S • S C H O O L O F E D U C A T I O N Copyright © 2007 The Regents of the University of California The work reported herein was supported in part by the National Research and Development Centers, PR/Award Number R305A050004, as administered by the U.S. Department of Education’s Institute of Education Sciences (IES). The findings and opinions expressed in this report are those of the author(s) and do not necessarily reflect the positions or policies of the Institute of Education Sciences, or the U.S. Department of Education. T his study required the participation of all fifty states, their assessment directors, particularly those involved with the NCLB Title III assessments. Their cooperation and patience is much appreciated, and their dedication to educating young people is greatly admired. We cannot thank the states enough for their collaboration with this project. Many people generously contributed to the development of this report. We are especially indebted to the chapter authors for their invaluable contributions and for their patience throughout this process. Sue Rigney from the U.S. Department of Education contributed greatly to the quality of this work by providing excellent comments and suggestions. We are so grateful for her support, advice and contribution to this report. Kathleen Leos of the U.S...
Words: 115272 - Pages: 462
...of today’s society. The English language is a prime example of this. Linguists from different universities have begun noticing changes in the modern English language; most of the alterations tend to be significant. The English language has been negatively affected by the rise of the Internet, smartphones and social media. To begin with, the Internet has had a significant impact on the teenagers’ lifestyle. This in turn has brought about a dramatic change in the level of English used. Firstly, adolescents in schools have recently created new acronyms to be used on the Internet such as in discussion boards or blogs. Examples of acronyms contain: ‘FYI’ (which stands for ‘for your information’), ‘TMI’ (which stands for ‘too much information’), ‘BRB’ (which stands for be right back) and ‘TTYL’ (which stands for ‘talk to you later’). As a result, these new acronyms have caused students’ English proficiency to deteriorate. The spread of the recently created acronyms have been incorporated into students’ writings which therefore gives the teachers a harder time of ‘reiterating’ the importance of being able to distinguish between the ‘social networking language’ and ‘academic writing’ This means that the students might later suffer in university when it comes to writing a professional report in their field of interest. In the meantime, the effect of adolescents using up-to-date smartphones has given more evidence to linguists on how the English language is being misused. From the beginning...
Words: 1231 - Pages: 5
...Memo You’ll Ever Write by Holly Weeks This document is authorized for use by Ethan Beldengreen-Karas, from 8/30/2012 to 12/1/2012, in the course: BUS 365: Communication and Professional Development - Epstein/Graves (Fall 2012), Emory University. Any unauthorized use or reproduction of this document is strictly prohibited. For a complete list of Harvard Business School Publishing newsletters: http://newsletters.harvardbusinessonline.org For reprint and subscription information for Harvard Management Communication Letter: Call 800-988-0866 or 617-783-7500 http://hmcl.harvardbusinessonline.org For customized and quantity orders of reprints: Call 617-783-7626 Fax 617-783-7658 For permission to copy or republish: Call 12/1/2012, in the This document is authorized for use by Ethan Beldengreen-Karas, from 8/30/2012 to 617-783-7587 course: BUS 365: Communication and Professional Development - Epstein/Graves (Fall 2012), Emory University. Any unauthorized use or reproduction of this document is strictly prohibited. Writing The Best Memo You’ll Ever Write Every memo—or report or e-mail—is important in today’s business environment. If you keep in mind that readers are content driven, time pressed, and decision focused, you can write right—every time. by Holly Weeks T out there about what defines good business writing, much of it conflicting. Business readers like writing that is clear, but writers are often encouraged to make their information...
Words: 1952 - Pages: 8
...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
Words: 100005 - Pages: 401
