Sir jun report writing
- 1. LOGO MTOT FOR AC Mass Training of SH on English for Aca Professional Pu
- 4. LOGO It is possible to fly without motors, but not without knowledge and skills. - Wilbur Wright
- 5. Walking Through SHS CGs DEPARTMENT OF EDUCATION 1. What does this quote mean to you? 2. How do you apply this to your role as SHS teachers? Analysis
- 6. LOGO Group Assigned Learning Competencies Key Understandin g Expected Output from the Learners 1 Writing the Position Paper LC 1&2 2 Writing the Position Paper LC 3 &4 3 Writing the Position Paper LC 5 Writing the Report LC 1 4 Writing the Report LC 2 & 3 5 Writing the Report LC 4 & 5 Writing the Report LC 6 & 7
- 9. Lights, Camera, Action! Each group chooses a volunteer or volunteers to dramatize the following situations in one (1) minute. 1. Children who tell their parents who picked a fight with them. 2. Husband and wives tell each other what happened at home or at the office. 3. Old folks tell the young about the time when they themselves growing up. 4. Lovers tell each other where they have been before they met. 5. Students tell their teachers why they were late. 6. Friends want to know the how’s and why’s of the celebrity successes, failures, break-ups and reconciliation.
- 10. LOGO 1. What common thing have you noticed from the different drama presentation? 2. What insights have you gained from it? 3. How do you relate that to our topic today? Let’s Share Insights
- 12. Report is an account given of a particular matter, especially in the form of an official document, after thorough investigation or consideration by an appointed person or body.
- 17. need an
- 36. GUIDELINES FOR WRITING THE SURVEY/ FIELD/LABORATORY/ SCIENTIFIC/TECHNICAL REPORT
- 37. Value communicated • objective • accurate • honest presentation of facts and result
- 38. Basic Content • May consist of eye-witness accounts or first-hand information • May contain facts, data, figures or statistics on or from people, events, phenomena, structures, experiments, questionnaires, interviews and library research • May include materials, procedures or methods
- 39. Modes of Ordering • Chronological or time order • Geographical or space/spatial order • Logical – Deductive and Inductive • Problem-solution • Cause and Effect • Formal, eg. Abstract-Introduction-Background Statement of the Problem-Materials-Method or Procedure-Results- Discussion-Summary-Conclusion-Recommendations
- 40. Basic Qualities of Good Report • Objective, not subjective point of view • Accurate, not sloppy presentation of facts, numbers, statistics and data • Honest, not incomplete or false details and results • Brief and direct sentences
- 42. REPORT WRITING PROCESS A report presents the results of an investigation of a topic or issue in a formal objective manner. Recommendations are often made to solve a problem or indicate directions for further research. 1. Analyze the task. • Identify the purpose and the audience. − The purpose statement contains words like: ‘The aim of this research is to investigate/analyse/…’ • Decide on the sections of the report.
- 43. REPORT WRITING PROCESS 2. Brainstorm to determine the issues • Bring all your ideas together on one page to: − decide which issues and topics are relevant to the purpose of your research − create a preliminary outline of headings to ensure the relevance of these issues to the purpose − identify possible sources of information (primary and secondary) to address the issues • Mind maps are very useful at this stage.
- 44. REPORT WRITING PROCESS 3. Collect the information. • Gather information from both primary and secondary sources – use recommended texts and library material first. Select the most credible and reliable sources of information to address the issues. • Conduct any tests, surveys or other research tasks; make notes on the findings. • Look for ways to structure the sections of the report in order to integrate your results and research. • Record bibliographic details of all references used — to save time, ensure accuracy, avoid plagiarism
- 45. REPORT WRITING PROCESS 4. Sort the information and plan an outline. • Draw your conclusions first: this is what you are reporting on. • Organize the information under appropriate headings and subheadings. The plan should include: − findings: main points with suitable subheadings to indicate the topic − a brief outline of the introduction—with the purpose and scope —and the methodology (if required) − discussion points: evidence and arguments related to your conclusions and recommendation
- 46. REPORT WRITING PROCESS 5. Finalize your research. • This is focused research, providing evidence from other studies to expand on your main points. • Refine your search terms to locate precise and current information and evidence in academic journals from library databases. Use efficient reading strategies to locate the information (Study Tip: Efficient reading)
- 47. REPORT WRITING PROCESS 6. Write the report. • Write the introduction and methodology first, then findings, discussion and conclusions—related to the purpose • Remember, a paragraph must contain one main idea—stated in the topic sentence. Other sentences explain, support and give evidence from the literature, and/or provide examples. Refer to figures and tables, etc. in the paragraphs. Make sure these are clearly labelled. • Reference carefully. You must always acknowledge the source of information, whether quoting directly or paraphrasing; the sources of images, graphics and formulae must also be acknowledged.
- 48. REPORT WRITING PROCESS 7. Edit and proofread • Is the report clear, concise, complete, coherent and correct? Is the language objective and formal? • Focus on logic and coherence first. Then proof read for spelling, punctuation and grammar errors. Finally, check the layout, table of contents, graphics, captions, references, title page, headers and footers, etc. • Save additional copies of the submitted report in other locations, e.g. your RMIT H- drive, USB, cloud, etc.
- 53. THANK YOU
Editor's Notes
- #7: Instruct the participants to fill out the template and present the same to the class. This activity is done to check whether the participants have uniformed understanding of the learning competencies.