Report WRITING SKILLS

Adnan Haider
 COMSATS University Islamabad, VirtualCampus

HUM102 Report Writing

Skills

Assignment # 1

Spring 2021

Instructions

 Your assignment should be submitted as a MS Word document.

 The answer should be in proper English. Be careful of grammar. Avoid the use of
ungrammatical expressions within your answer.
 There is a zero-tolerance policy for plagiarism. Assignments found with copy pasted
material or copied from fellows will not be accepted.
 Submit your assignment on your CU Online LMS portal within the given time frame.
Emailed assignments will not be entertained..

Question [4 + 3 + 3= 10 Marks, CLO1-C1]

Read the executive summary thoroughly and attempt the questions given
below:
We then provide strategies for middle school teachers in finding reading material that has a
greater connection with, and impact on, students’ daily lives. The results of the survey
concluded that finding material that had connects with readers’ lives is the bestest strategy
teachers can have for encouraging reluctant readers in the classroom. Therefore, to ascertain
strategies for encourage reluctant readers to read more, thereby increasing their reading levels,
Studies have been conducted on strategies for teaching low-level readers and improving their
reading and literacy skills (Smith, 2009; Miller, 2007). However, these studies conclude
additional reading time is the best way to increase a student’s reading level. In additional
studies focusing on the middle school reading and Language Arts classroom (Harim, 2000;
Lossen, 2001), teachers note that encouraging reluctant readers to read more—both in the
classroom and outside of the classroom—is a common challenge faced by educators. we
surveyed 200 low-level readers in an urban public- school district to determine what strategies
would provide impetus for them to read more and for longer periods.
a. Identify different parts of the Executive summary as discussed in Lecture 03.
b. Put all the parts in the correct order (in which they should appear in the summary)
c. Identify and rectify the errors (grammatical and technical writing characteristics).

Good luck!

Part a:
Identify different parts of the Executive summary as discussed in
Lecture 03.

Aim
We then provide strategies for middle school teachers in finding reading
material that has a greater connection with, and impact on, students’ daily lives.
Conclusion
The results of the survey concluded that finding material that had connects
with readers’ lives is the bestest strategy teachers can have for encouraging
reluctant readers in the classroom. However, these studies conclude additional
reading time is the best way to increase a student’s reading level.
Findings
Therefore, to ascertain strategies for encourage reluctant readers to read more,
thereby increasing their reading levels, Studies have been conducted on strategies
for teaching low-level readers and improving their reading and literacy skills
(Smith, 2009; Miller, 2007).
Recommendation
In additional studies focusing on the middle school reading and Language Arts
classroom (Harim, 2000; Lossen, 2001), teachers note that encouraging reluctant
readers to read more—both in the classroom and outside of the classroom—is a
common challenge faced by educators.
Method of Analysis
we surveyed 200 low-level readers in an urban public- school district to
determine what strategies would provide impetus for them to read more and for
longer periods.

Part (b)
 Put all the parts in the correct order (in which they should appear in the
summary)

o Aim:
We then provide strategies for middle school teachers in finding
reading material that has a greater connection with, and impact on,
students’ daily lives.

o Analysis:
we surveyed 200 low-level readers in an urban public- school district
to determine what strategies would provide impetus for them to
read more and for longer periods.

o Findings:
Therefore, to ascertain strategies for encourage reluctant readers to
read more, thereby increasing their reading levels, Studies have been
conducted on strategies for teaching low-level readers and improving
their reading and literacy skills (Smith, 2009; Miller, 2007).

o Conclusion:
The results of the survey concluded that finding material that had
connects with reader’s lives is the bestest strategy teachers can have
for encouraging reluctant readers in the classroom. However, these
studies conclude additional reading time is the best way to increase a
student’s reading level.

o Recommendation:
In additional studies focusing on the middle school reading and
Language Arts classroom (Harim, 2000; Lossen, 2001), teachers note
that encouraging reluctant readers to read more—both in the
classroom and outside of the classroom—is a common challenge
faced by educators.
Part (c):
Identify and rectify the errors (grammatical and technical writing
characteristics).

IDENTIFICATION:

We then provide strategies for middle school teachers in finding reading

material that has a greater connection with, and impact on, students’ daily
lives. The results of the survey concluded that finding material that had
connects with readers’ lives is the bestest strategy teachers can have for
encouraging reluctant readers in the classroom. Therefore, to ascertain
strategies for encourage reluctant readers to read more, thereby increasing
their reading levels, Studies have been conducted on strategies for teaching
low-level readers and improving their reading and literacy skills (Smith,
2009; Miller, 2007). However, these studies conclude additional reading
time is the best way to increase a student’s reading level. In additional
studies focusing on the middle school reading and Language Arts classroom
(Harim, 2000; Lossen, 2001), teachers note that encouraging reluctant
readers to read more—both in the classroom and outside of the classroom—
is a common challenge faced by educators. we surveyed 200 low-level
readers in an urban public- school district to determine what strategies would
provide impetus for them to read more and for longer periods.

RECTIFICATION:

ERRORS
With,
bestest
For encourage
additional
we
Impetus
CORRECTION
with
best
To encourage
The additional
We
The impetus