1. Writing reports and evaluations
Understanding your assignment task
Writing genres
Report vs. essay
Purpose and audience
Report format
Report format details
Critical evaluation
Reflective writing

2. Understanding your assignment task
How to analyze your assignment task
Step 1: Collect the information about the assignment
Collect all given information about the assignment: assignment task, FAQ sheet, and assessment criteria
Be clear about the purpose of the assignment: what skills, knowledge etc. you are being asked to demonstrate
Step 2: Work out the genre of the assignment
Identify the genre and type of assignment required to write.
Step 3: Identify the key words in the assignment
Break the question down into components by highlighting key words help with your interpretation and analysis.
Step 4: checklist
make a checklist of deliverables to tick off before submission.
Guide to Writing Reports and Evaluations

3. Writing genres Common assignment writing genres:
Abstract and executive summary
Annotated bibliography
Case study
Critique
Essay
Reflective journal
Report
Guide to Writing Reports and Evaluations

4. Report vs. essay Report Essay Function Structure
Presents information with a clear purpose to a specific audience
a result of research and/or analysis of data and/or issues.
Used to help make and evaluate decisions or account for actions
Often simulate industry reports
Presents a logically structured answer to a particular question, or questions, usually presented as an argument
Used to demonstrate knowledge, understanding and critical thinking as a cohesive whole
Structure
Specific sections using numbered headings and sub-headings
May use graphics (tables, graphs, illustrations)
May be followed by recommendations and/or appendices
Continuous flow of text using minimal sub-headings
Rarely uses graphics
Rarely has recommendations or appendices
Guide to Writing Reports and Evaluations

5. Purpose & audience
Before starting to write a report, two key questions need to be clarified:
What is the purpose of the report?
Who is the audience for the report?
Purpose: ? Is it to:
collect data and present the findings?
analyse a situation or activity?
review and evaluate existing literature on a topic and identify issues?
All of these reports are forms of a research report, but they fulfil different functions.
Audience Although lecturers are the obvious audience for any assessment task, it is important to think of the task in more objective terms, to see it as a 'real' task, e.g. as writing a report for a client or company. To help locate a report in a more realistic context, think carefully about all the potential readers of a report, and ask:
Who will read the report?
What are their needs, what do they need to see? How do you make your report user-friendly?
How will you structure and package the report?
How much detail needs to be included in the report?
Guide to Writing Reports and Evaluations

6. Generic report format Title page Contents Part 1: overview
may include Introduction, rationale and summary of key findings
may be bullet point
Part 2: discussion
Critical evaluation
discussion
May combine subheadings, bullet point and narrative (essay style)
Part 3: conclusion
review, reflection
Usually narrative
Bibliography
Appendices
Guide to Writing Reports and Evaluations

7. Report format details Overview Discussion (see next slide) Conclusion
(less than 10% of the word length)
Provide basic details of the work being reviewed e.g. date it was created, the name of the author/creator.  
Describe the main argument or purpose of the work.
Rationale: explain the context in which the work was created. 
Briefly summarize the main points of discussion or findings. 
Have a concluding sentence that signposts what your evaluation of the work will be. For instance, it may indicate whether it is a positive, negative, or mixed evaluation.
Discussion (see next slide)
Conclusion
usually a very brief paragraph
A statement indicating the overall evaluation of the work
A summary of the key reasons, identified during the critical evaluation, why this evaluation was formed.
recommendations for improvement or future directions may be appropriate here.
Reference list
Include all resources, including images, cited in your critique.
Check with your lecturer/tutor for which referencing style to use.   
Guide to Writing Reports and Evaluations

8. Discussion section
give a systematic and detailed assessment of the different elements of the work
Sometimes you will be given a task-specific template or set of guidelines for this
Do not simply describe or highlight pros and cons.
deconstruct the work methodically
Critically analyze: identify aims, assumptions, strengths and weaknesses
make connections to wider context, if possible
evaluate for effectiveness
provide evidence from the work itself, such as a quote or example
cite evidence from related academic sources. Explain how this evidence supports your evaluation of the work.
Guide to Writing Reports and Evaluations

9. About learning
“One must learn by doing the thing; though you think you know it, you have no certainty until you try”.
Sophocles, BC
“Other people’s knowledge is just information. Teaching is helping people to turn information into knowledge… …by getting them to do things with the information…”
P. Race, Assessment, Learning and Teaching Visiting Professor at the University of Plymouth
“… to learn something does not mean to receive knowledge or information, but … that the relationship between person and world changes.”
Louise Limberg, Senior Professor of Library and Information Science University of Gothenburg
Guide to Writing Reports and Evaluations

10. What is reflective writing?
Reflective writing is:
your response to experiences, thoughts, events or new information
a way of thinking to explore your learning
an opportunity to gain self-knowledge
a way to achieve clarity and better understanding of what you are learning
a chance to develop and reinforce writing skills
a way of making meaning out of what you study
Reflective writing is not:
just conveying information, instruction or argument
pure description, though there may be descriptive elements
straightforward decision or judgment (e.g. about whether something is right or wrong, good or bad)
simple problem-solving
a summary of course notes
a standard university essay
Guide to Writing Reports and Evaluations

11. Why are we asked to do reflective writing?
To make connections
builds on your prior knowledge, whether it is formal (e.g. education) or informal (e.g. gained through experience).
helps you develop and clarify the connections:
between what you already know and what you are learning
between theory and practice
between what you are doing and how and why you do it.
To examine your learning processes
to consider and comment on your learning experiences—not only WHAT you've learned, but HOW you learned it.
to clarify what you are learning
clarify what you have studied
integrate new knowledge with previous knowledge
identify the questions you have
identify what you have yet to learn.
Guide to Writing Reports and Evaluations

12. Reflective sample from a weekly journal
Week 13 Reflective Practice & your ePortfolio

13. reflecting on mistakes and successes
A crucial part of your reflection
Is an iterative, cyclic process
Identifies your strengths, weaknesses, opportunities and barriers to learning
helps you avoid repeating them.
helps identify successful principles to use again.
To become an active and aware learner
To become a reflective practitioner once you graduate and begin your professional life
Guide to Writing Reports and Evaluations

14. The reflective practice model
Rodin's The Thinker"
Originally conceived in 1880 as Dante, with the poet overlooking the Gates of Hell, it is now seen to "represent the power of thought and mental creativity"
This model comes from Kolb (1984)
Week 13 Reflective Practice & your ePortfolio

15. Steps in reflective practice
Reflective Practice is a cyclic process. For example: 1. Describe the experience briefly 2. Reflect on what you experienced – what did you observe about yourself? about yourself interacting with the task? 3. Conceptualized the experience: is there a key theme in it? what is the main concept? can you relate this to other similar experiences 4. What could you do differently next time, what could you change and why? 5. Do the task again – what was the experience this time?
Guide to Writing Reports and Evaluations

16. Further readings
Report Writinghttps:// essmentTasks/assess_tuts/reports_LL/types.html
Reflective writing
UTS Academic writing resources reading-speaking
Other general resources
Guide to Writing Reports and Evaluations