Writing 2 - Chapter 2

Chapter 3

WRITING REPORTS

OBJECTIVES After studying this chapter, students are able to write these basic
types of reports:
- Reporting incidents and events
- Reporting results of a survey
- Reporting an experience

2.1 INTRODUCTION

To take the work of writing a report easy, the five operations involved are best
remembered with the acronym POWER:
P: Plan the writing
O: Outline the report
W: Write
E: Edit
R: Rewrite

Notes To create a good report, these things should be kept in your mind.

A. Good writers usually produce good reports. To have pieces of good writing, the
writers should
1. WRITE as objectively as possible. DO NOT become emotionally involved
or attached to a problem or a solution;
2. BE reasonably methodical ;
3. RECORD whatever is learned, and keep in mind that whatever work is
performed must eventually be documented;
4. Always STRIVE for clarity in writing, and keep in mind that the written
material should be simple and straightforward;
5. DELIVER the written material on time.

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 Writing 2 - Chapter 2

Or you can ask yourself these questions.

B. Why should we write reports? (How important is the task?);

Who should receive reports?
What should reports contain? (Content; what are the different kinds of reports?);
How should reports be organized? and
How can we write better reports? (How can we make report writing easier?)

2.2 REPORTING INCIDENTS AND EVENTS

Reporting incidents or events, in fact, is producing the account of something that did
happen. You may find yourself doing this when writing letters to your family and
friends (more narrative and descriptive) , or in reports required by someone else such
as your lecturers, supervisors, bosses ( precise and more factual). Whatever you need
to produce, your report should be in the past time.

Incident: something that happens, especially sth unusual or unpleasant: eg. 1. His bad behaviour
was just an isolated incident. 2. One particular incident sticks in my mind.
Event: a thing that happens, especially sth important: eg. 1. The election was the main event of
2004. 2. In the light of later events the decision was proved right. 3. The decisions we take now
may influence the course of events (= the way things happen) in the future

Let read the passages below and recognise what type of tenses and of part of speech
are used very often. Can you explain the reason?

The fire brigade arrived very soon after the fire had started although it
had probably been smouldered for some hours, and would have broken out
sooner if the place hadn’t been so damp; anyway, it wasn’t burning very
furiously when the fire engine turned up.

Morrow arrived at work in Dublin at 7.30 am. She was on duty at the time of
an accident on the road between Dublin and Belfast between a car and a
motorcycle. She was about 4 km from the area when she heard about the
accident at 9.30 and arrived at he scene of the accident at 9.40. She

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interviewed the driver of the car and the driver of the lorry at 9.45. She
had to go to the hospital in Dublin to interview the motorcyclists two days
later.

Michael was definitely not expecting any visitors to his room that afternoon
and indeed he had just begun to snooze in the mild afternoon sunshine when
someone tapped lightly on the door. Long before Michael could respond to
the knock, the handle turned and two children sidled in. While the first, a
slightly gipsy-looking child wandered over the window, the other leaned over
Michael’s desk and placed a large box on the top. There was a short silence,
and then both children edged towards the door. They said nothing, not a
word, and Michael too failed to find his voice; they had gone before he could
protest. He looked uneasily at the box.

Model 1

Sample Incident Report:

The following incident occurred at approximately 8:32 pm on August 1, 2008 on the

1st floor East Wing of Watson Hall in Room 122. While on a duty tour, community
assistants Joseph Bacala and Suzy Snowflake heard a voice yell from an open door of room
122, “Geez, another shot, how many have you had tonight!?” Upon hearing the exclamation
CA’s Snowflake and Bacala entered the open room and informed both occupants of the
room to gather all the alcoholic beverages to the center of the living room floor. It should
be noted that Residents John Smith and Tom Jones (information listed below) were
extremely compliant. It should also be noted that both residents had slurred speech and a
pungent smell of alcohol (content listed below) coming from their breath. After CA
Snowflake documented the alcohol content and students’ information (below), CA Bacala
watched Resident Smith dump out every ounce of alcohol into the bathroom toilet. After
leaving the now alcohol free room, an Incident Report was documented.
Students Involved
John Smith – 6/5/90 – mobile # (555) 123-4567 – resident of 122 Watson Hall
Tom Jones – 7/8/90 – mobile # (555) 765-4321 – resident of 122 Watson Hall
Alcohol Content
Approximately ¾ full bottle of Jack Daniels Whiskey (80 Proof, 40% Alcohol by
Volume)

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Model 2

Restaurant Family Cooking

Date of visit 15.5.10
Time of visit 12.15
-------- ------------------- ------------------- ----------

The meal
The meal was not very good. I ordered soup, chicken and fruit salad. The first
problem was the soup. This had a good flavour but it was not hot. The chicken
tasted good but looked very unattractive. The vegetables were fresh but they were
overcooked and had no flavour. I didn’t eat very much of it. For dessert the menu
said ‘fresh fruit salad’ but it was tinned! I complained to the manager about this.
He gave me the tin. The label said ‘FRESH FRUIT SALAD’.

Value for money

Very bad. The bill was £23.50. This is too expensive for such bad service and poor
cooking. ‘Family Cooking’ will not go into the Guide.

Language Notes

A. Past tenses appear more often in writing reports of incidents and events although it
is impossible to predict all the language you will need.

A complete past action → Past Simple

An action completed before a time in the past → Past Perfect
Something happens before and up to
a time in the past → Past Perfect Continuous
A hypothesis about the past → Would have done
A past action incomplete or interrupted → Past Continuous

C. Linking words are also used in this kind of writing, especially the types below:

Time links after (that) /before (that) /when/as soon as/immediately/while/…

Causal links because/sine/as/ for/so…that/now that/ since that/ so/

therefore/thus/.

Contrast links although/even though/however/but…

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Sequencing links
First/at first/ right from the start/ at the beginning
Before long/ previously
Then/after that/ next
It was then that…
The next thing was that…/to…
That was when
Finally/in the end/ eventually

Structural links
Left alone, she panicked
Waving goodbye to his hometown, Philip felt sick at heart.

Time reference
on (a day)/ in (a year/week/month)/ at (weekend/festival)
at (clock time)/ during (year/month)
about/ around (clock time)
last week/month/…
one day/ on one occasion

Sample Incident Record Form

Referrers name:

Referrers phone number:

Referrers position:

Child’s name:

Child’s address:

CONTACTED YES NO
Parents/careers names, address and phone number:

Child’s date of birth:

Date and time of any incident:

Your observations KEEP FACTUAL:

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Exactly what the child said (using the child’s language) and what you said:
(Remember, do not lead the child – record actual details. Continue on separate sheet if necessary)

Sign …………………………. Date ………………………….

Time ………………………….
DO NOT DELAY IN THE SUBMISSION OF THIS FORM BECAUSE YOU ARE
UNABLE TO COMPLETE ALL OF THE DETAILS, PLEASE CONTINUE TO NEXT
PAGE

Details of alleged / suspected abuser:

Name:
Their position:

Address:

Any other details that you feel will be important:

External agencies contacted in an emergency or when the Designated Officer was not contactable:

Police:
Name and number of contact:

Action Agreed:

Social Services:
Name and number of contact:

Action Agreed:

I can confirm that to the best of my knowledge the information provided above is correct, and that I will be available
to answer any further questions on this matter.
Referrers Signature:

Print name:

Date:

ANY INCIDENT MUST BE REPORTED IMMEDIATELY TO THE DESIGNATED OFFICER.

( Source: the Internet)

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 Supplementary Exercises

Past Tenses

Exercise 1. Underline the most suitable verb form in each sentence. The first one is
done for you.

a) I suddenly remembered that I forgot /had forgotten my keys.

b) While Diana watched / was watching her favourite television program, there was a
power-cut.
c) Tom used to live / would live in the house at the end of the street.
d) Who was driving / drove the car at the time of the accident?
e) By the time Sheila got back, Chris went / had gone.
f) David ate / had eaten Japanese food before, so he knew what to order.

g) I did/was doing some shopping yesterday, when I saw that Dutch friend of yours.
h) I used to like/was liking sweets much more than I do now.
i) What exactly were you doing/did you do when I came into your office yesterday?
j) Laura missed the party because no-one was telling/had told her about it.
k) Tanya would/used to be a doctor.

Exercise 2. Put each verb in brackets into a suitable past verb form. Only use the
past perfect where this is absolutely necessary.

a) While I (try) was trying to get my car started, a passing car (stop) …………and the
driver (offer) …………..to help me.
b) The police (pay) ……………no attention to Clare's complaint because she (phone)
……………them so many times before.
c) Mary (not wear) ……………her glasses at the time, so she (not notice)
……………what kind of car the man (drive).
d) Nick (lie) ……………down on the grass for a while, next to some tourists who
(feed) ……………the ducks.
e) Tony (admit) ……………that he (hit)…………… the other car, but said that he
(not damage) it.
f) Sorry, I (not listen) …………… to you. I (think) …………… about something else.
g) Helen (feel) ……………very tired, and when she (finish) her work, she (fall)
…………… asleep.
h) The police (get) ……………to Clare's house as fast as they could, but the burglars
(disappear) …………….
i) I (phone) ……………you last night but you (not answer) ……………. What

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…………… (you do)……………?

j) We (not go) ……………out yesterday because it (rain) …………… .

Exercise 3. Decide whether the verb form in italics is suitable or unsuitable.

a) While I had a bath, someone knocked on the door. ...unsuitable...

b) Sally didn't go to a boxing match before. ...unsuitable...
c) Harry tried to repair the car, but he didn't really know what he was
doing. ...suitable...
d) What did you wear to the Ponsonby's party? ........................
e) Were you eating spaghetti every day when you lived in Italy? ........................
f) I didn't know you had bought a new car. ........................
g) They all wanted to believe her, but suspected she was lying. ........................
h) As Peggy walked home, she tried to remember what happened. ........................
i) 'What a terrible day!' thought Lucy. Everything had gone wrong! ........................
j) Although it rained a lot, I was enjoying my holiday last year. ........................

Exercise 4. Put each verb in brackets into a suitable past verb form.

When Professor Mallory, the famous archaeologist, (1) (invite) invited me to take part
in his expedition to find the Lost City of the Himalayas, I (2) (not hesitate)………….
to accept his invitation. Mallory (3) (discover) ………….an ancient map showing the
position of the city, although no European (4) (ever go) ……………to the area before.
In fact, most of Mallory's colleagues either (5) (believe) …………that the city (6)
(never exist) ……………….or (7) (feel)…………… that it (8) (vanish) …………..
long ago and (9) (become) ………………… simply a legend. According to the
Professor, the builders of the city (10) (hide) ……………..it among the mountains in
order to protect its immense riches. He (11) (believe) …………….that the descendants
of these ancient people (12) (still keep) ……………. themselves apart from the rest of
mankind for the very same reasons. So when we (13) (set off) …………….. on a cool
May morning towards the distant mountains, each of us (14) (look forward)
…………… to exciting discoveries. For a week or more we (15) (climb) ……………
higher and higher, following the map, which Mallory (16) (study) ……………. from
time to time. Then one afternoon, while we (17) (rest) ……………..at the top of a
valley, we (18) (notice) …………… that a rider on a horse (19) (wave) …………….at
us from the other side of the valley. A rider whose clothes (20) (shine) ……………..
like gold!

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 PRACTICEm.

 Practice 1

Last weekend, you and your group attended a parade for celebrating the Unification
Day of your country. Report this event. Discuss with your group’s members on the
ideas you want to include in the report and how to organize them. Make sure your
report will be what it should be.

 Practice 2

Write a report on a book you recently read.

 Practice 3

Write a report recommending a new policy for your school or place of work.

 Practice 4

Write a report on a lecture, TV documentary, or radio talk you heard.

 Practice 5

Write a report on problems you had with something you just bought or rented.

 Practice 6

Write a report on a meeting of an organization you belong to.

 Practice 7

Write a short account of an incident when

- someone tried to snatch your bag;
- you saw a man trying to steal someone’s wallet.

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 Practice 8

Report your class’s two-day camping trip on the occasion of celebrating Vietnamese
Youth Union Birthday last weekend to your form teacher. Remember to include some
memorable events in the account.

Source: the Internet

 Practice 9

Write a report recommending a new policy for your school. If helpful, include some
facts, pictures, etc. to illustrate your report.

2.3 REPORTING EXPERIENCES

More or less this type of report sounds like story-telling, so it shares the common
features of writing narratives. Anyway, you should follow the basic steps of getting a
well-written piece of writing while recreating the experience you had.

Model 1

Two lunchtimes a week I take part in my school's Earth Dwellers Recycling

Club. I take part in recycling as I feel that I am actually making a
difference to the local environment's current litter pollution issues. By
recycling, more pollution is cut down from our school, and hopefully, our
school fraternity will look up to our example and perhaps be inspired to do
the same in their future years. I also hoped to gain skills such as teamwork,

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social-skills, and any other to be achieved. The school does not have to pay
extra fees to hire garbage collectors within school, so a lot of hard labour
and money is saved. This activity only requires some time, effort and
consideration from pupils belonging to the school. The activities affected
other members of staff as they did not have to partake in any tasks and
simply had to dispose of their litter with more thought and not have to do
our job, which was nevertheless achieved in our spare time. I believe I
gained a lot of social-interaction skills.

Model 2
My most memorable day started out with my brother and me visiting my
grandmother by bicycle for lunch on a Saturday.
We rode our bikes without incident to her house but on the return trip, my
brother's bike broke. I got off my bike and walked it with him until we got
to a long steep hill that led to the railroad tracks we needed to cross.
Before the railroad tracks there was a small dirt jump built by some kids a
few weeks back. I left my brother and rode down the hill to pick up speed to
go off the jump. As I reached the bottom of the hill, I could feel the wind
ripping at my face so I looked down at my bike computer and saw that I was
going 30mph. Tried to slow down, but with no success due to the loose gravel
this made me go off the jump and slightly turned to the right. I flew off the
jump go about 15 feet of air, and landed on the other side of the railroad
tracks.
When I landed, however, my front tire hit a large rock and sent me and the
bike into cartwheels. As I was tumbling in the air, I could hear my bike
crashing and smashing against the rocks; just as I noticed my bike my head
landed directly on top of another large rock, I heard a snap. My back felt
like it was on fire from being twisted like a pretzel. My nose I could feel was
swollen to about twice its normal size.
As I reached up to feel my nose, I felt that my entire face was covered
with blood. I reached up to wipe my eyes so that I could see what had
happened and my hands felt more blood. I thought that I was nauseated by
the fact that there was so much blood, but it was due to the blood pouring
into my mouth from my twisted and probably broken nose. I tried to stand
up but immediately fell back down in pain . . .

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Tips
Try to use a wide range of words to make your story more interesting. Remember that
you can "exaggerate" when you tell a story or report your experience, so instead of
using words like "nice" or "bad", experiment with more interesting words, such as
"beautiful", "fabulous", "wonderful", "horrible", "awful" or "terrible".

 PRACTICEm.

 Practice 1
While walking home from a late movie, you have had to cut through a cemetery.
Write your experience.

 Practice 2
You and your mother are home alone when suddenly a tornado is spotted coming
toward your house. Tell about your experience.

 Practice 3
Imagine you are walking outside. A spring storm is coming. Describe for your
classmates what you see, hear, smell, taste, and touch.

 Practice 4
Recall such a turning point in your life, and present it so as to give the reader a sense
of what your life was like before the event and how it changed afterward.

 Practice 5
Sometimes a significant relationship with someone can help us to grow mature, easily
or painfully. Recount the story of such a relationship in your own life or in the life of
someone you know well. If this relationship marked a turning point in your life or if it
provided you with an important change of self-image, present enough information so
that readers can understand the causes and effects of the change and can recognize the
before-and-after portraits.

 Practice 6
Without getting too sentimental or cute, recreate your childhood perspective of a
particular family or community ritual. Your purpose might be to highlight the division
between the child's perspective and the adult's, or it might be to illustrate the child's
movement toward an adult perspective.

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2.4 REPORTING RESULTS OF A SURVEY

survey - an investigation of the opinions, behaviour, etc. of a particular group of people,

which is usually done by asking them questions: eg.
1 A recent survey showed 75% of those questioned were in favour of the plan. 2 The
survey revealed that …
- general study, view or description or something: eg. a comprehensive survey of
modern music

When reporting the results of a survey, very often you have to describe them by
visualizing the information through graphs and tables. This means that you have to use
terms and expressions to indicate changes over time. In other words, the increase or
decrease of some factor over a period of time – the trend – are depicted to show
comparisons, contrasts or correlations.

Kinds of graphs
a. Line graph b. Bar chart (column chart) c. Pie chart
d. Table e. Diagram (pictures) f. Flow chart

Language Notes

Like other types of writing, a passage of describing trend should have three parts
- introduction, body, and conclusion.

Introductory Expressions

The graph /table shows /indicates /illustrates /reveals /represents …

It is clear from the graph/table …
It can be seen from the graph …
As the graph /table shows,…
As can be seen from the graph /table, …
As is shown by the graph /table, …
As is illustrated by the graph /table, …
From the graph /table it is clear …

Useful Expressions of Time

(in) the period from ….. to ……
(in) the period between …… and …….
in the first/last tree months of the year

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over the period ……. to ………..

over the next year/decades/quarter of the century etc.
over a ten year period.
throughout the 19th century
from that time on
after that
then
in the 1980s
Note that you can refer to a decade as the 1980s etc. There is no apostrophe ‘ before
the s.

Verbs of Change

Upward movement Downward movement

Transitive Intransitive Transitive Intransitive

increase increase decrease decrease

raise rise drop fall
put/push/step up go/be up put/push down drop
extend grow cut go/be down
expand expand reduce decline
improve boom collapse
rocket slump
soar plummet
gain plunge
improve tumble
advance dip
jump slip
take off shrink
double half

Other Verbs

To fluctuate
We use this expression to describe when there has been a serious of changes both
up and down.
Prices have fluctuated wildly since the beginning of the year.

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To stand at
We use this expression to focus on a particular point, often before we talk about the
trends of movement.
At the beginning of the year, sales in India stood at €200,000.

To reach a peak
We use this expression to talk about the highest point of a trend.
Late last year, sales of our new product reached a peak of 12,000 units.

To bottom out
We use this expression to talk about the lowest point of a trend.
The share price of OPP bank bottomed out at €1.50.

To level off
We use this expression to talk about the point when a changing trend
becomes stable.
After a long period of decline, the share price finally levelled off at
€5.25.

To constitute, make up, comprise, account for, amount to, equal, represent, become,
include, consist of
Fossil fuel emissions accounted for the majority of greenhouse gases.
Women made up/constituted a significant percentage of the workforce.

Adverbials (= Adverbs and Adverbial phrases) to Modify Verbs of Change

over
under
just over/under
approximately
dramatically
significantly
sharply = steeply
considerably
gradually = steadily
slightly = a little
gradually
close to
almost (almost exactly twice as many)

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Nouns of Change

Upward movement Downward movement

increase decrease
rise fall
growth drop
extension decline
expansion cut
boom reduction
gain collapse
improvement slump
dip

Adjectives to Modify Nouns of Change

high slight
low gradual
large/great dramatic (not dramatical )
sharp significant
substantial considerable/remarkable
steady widespread

Expressions of Measurement

amount quantity number

figure the total the total amount
the total quantity the total number all of the
the whole of the the whole amount the full amount
the majority the greatest amount the greatest number
the maximum the minimum

Eg. The amount of production increased in the last 20 years.

The number of cars on the roads went up in the last 10 years.

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Model 1

Reasons for Choosing a University

How do foreign students choose which university to go to in the UK?
The graph below gives some of the reasons for choosing a university. Bar charts
giving reasons why foreign students choose to study in the UK.

The chart shows 11 reasons why first-year students from overseas chose a particular
university. The survey of 1,000 first year overseas students was carried out at universities in
the UK. The top three reasons are language of tuition, quality of teachers, and up-to-date
teaching facilities.

According to the graph, the main reason is the language of tuition. At 95 percent of the
sample, it was the main reason most students gave for choosing a university. The second
biggest factor was quality of teachers, at 90%, followed by facilities, also at 90%.

Non-teaching factors were also important. Tuition costs were quoted as a reason by 75%, and
location was mentioned by 70% of students. The cost of accommodation is also an important
factor for 80% of respondents. Almost two-thirds of students said that the friendliness of the
university was important.

In conclusion the various factors can be divided into two groups, namely those related to
teaching and non-teaching related. However, the most important are the language and the
teachers.

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Model 2

Pie Chart: US Food expenditure

The chart shows how Americans spend money on food in the home (not in restaurants).

The graph shows American spending on food for the home. Overall, the biggest areas
of expenditure are on meats, fish and eggs, cereals and dairy products.

The biggest percentage of spending is on meats, fish and eggs. This totals over a
quarter of the food budget. The second biggest area is cereals and bakery products.
These account for 16% of spending. Dairy products comprise just over one-tenth of
expenditure on food, while fruit and vegetables together account for almost 20% of
spending.

Just under one-tenth of spending goes on beverages such as coffee, tea, and soda. The
smallest categories in the typical US food budget are fats and oils, at 3%, and sugar
and sweets, at 4%. Finally, miscellaneous food items comprise 15% of purchases.

In conclusion, dairy products, cereals, meat and fish constitute more than half of
expenditure, while fruits and vegetables add up to a further 20%.

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Model 3

Changes in Milk Consumption

The graph shows changes in the amount of milk consumed per person per year in liters
in the US between 1950 and 2000.

The graph shows differences in the consumption of milk in the US between 1950 and
2000. Overall, American consumers are drinking much less milk now than at the start
of the period.

The biggest change was the dramatic drop in total milk consumption. It fell from 130
liters per person in 1950 to just 90 liters in 2000. The second major change was in the
type of milk. Whole milk was more popular in 1950, at 120 liters, but it fell sharply to
just 30 liters in 2000. In contrast, the amount of low fat milk consumed shot up. It rose
from only 10 in 1950 to almost 60 liters in 2000, becoming twice as popular as whole
milk.

In conclusion, the consumption of dairy products among Americans have changed

significantly over the last half century.

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Model 4

The table shows sources of student income over a ten-year period in the
United Kingdom

Sources of student income (aged under 26 in higher education)

United Kingdom Percentages
1988/89 1992/93 1995/96 1998/99
Student loan 8 14 24
Parental contribution 32 26 22 16
Grant 38 38 23 14
Earnings 6 7 14 12
Other 24 21 27 34
All income (=100%) 4,395 4,048 4,951 5,575
(£ per student per year at
July 1999 prices)
Source: Student income and Expenditure Survey, Department for Education and Traning

Introduction: what the diagram shows

The table shows the trend which took place in student income in the United Kingdom during
the ten-year period from 1988 to 1999.

The body of the report – giving details, numbers

Even though the data of student loan is not presented in 1988/89, there was a dramatic
increase from 8% in 1992/93 to 24% in 1998/99. The percentage of earnings also rose sharply
from 6% in 1988/89 and reached the peak at 14% in 1995/96, then fell slightly by 2% in
1998/99. (51 words)

On the other hand, there was a steep fall in parental contribution from 32% in 1988/89 to
16% in 1998/99. At the same time, grant went down by 24% from 38% in 1988/89 to 14% in
1998/99. (37 words)

Conclusion: Overall statement about the trend (analysis)

Overall, the annual income per student rose gradually from 4,395 pounds in 1988/89 to 5,575
pounds in 1998/99, and there was a shift from being dependent to independent of the
students at that period.

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 Supplementary Exercises

Exercise 1: Gap-Filling

Who Uses the Internet?

%
60 53
45 44
50 41 39 37 Less than 15
40
Percent

16 - 30 years
30
31 to 50 years
20 50 or more
8 8 9 10
10 2 4
0
1998 1999 2000

Fill in the blanks with words or expressions from the box below.

stood significantly made up share age groups steadily

decreased proportion registered Internet users dropped
slightly time period accounted gradually
declined decrease considerably substantially

This bar chart indicates the percentage of (1) __________________ from 1998 to the
year 2000. The users are divided into four groups: those less than 15, those between 16
- 30 years, those between 31 to 50 years and finally those 50 and above. There are
several features that we can take note of according to (2) _________________ and the
(3) ___________________.

Turning to the (4) ___________________, it is clear that the people aged 16 to 30 (5)
________________ the greatest percentage of internet users. This age group (6)
___________________ for an average of 47 percent of all users. The second highest
(7) _________________ of users was the 31 to 50 year olds whose average (8)
____________________ at 39. The other two groups scored (9)
___________________________less in terms of the (10) _______________ of all
users.

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Looking at the time period from 1998 to 2000, for the 16 to 30 year olds there was a
(11) ___________________ in their usage of the internet. In 1998, they (12)
______________________ 53 percent of all users, but this mark (13)
______________________ by the year 2000 to 37 percent. In terms of low end users,
the 50 and above age group started off in 1998 at 2 percent, but (14)
______________________ increased to 9 percent in 2000.

To sum up, the overall picture tells us that the percentage of 16 to 30 and 31 to 50 year
olds (15) _____________________gradually while the proportion of less than 15 year
olds and the 50 and above age group (16) ______________ increased.

Exercise 2 Make all the possible matches between the expressions in the table on the
left with those on the right.

1. The graph shows /indicates a) that the population of Asia grew

2. It is clear from the table
3. It can be seen the graph
4. As the table shows,
5. As can be seen from the graph,
6. As is shown /illustrated by the
graph,
7. From the graph it is clear
in the 20th century.
b) the growth in the size of the
population of Asia.
c) the population of Asia grew in the
20th century.

Exercise 3 In describing graphs and tables, sentences containing verb phrases such
as fell steadily can be often be rewritten using the correct form of there is/are and a
related noun. Read the examples. Then rewrite sentences a-j below.

Examples
The consumption of chocolate fell steadily. (verb + adverb)
There was a steady fall in the consumption of chocolate. (there was a
+ adjective + noun)

There has been a dramatic rise in the production of films. (there has been a +
adjective + noun)
The production of films has risen dramatically. (verb + adverb)

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 Writing 2 - Chapter 2

a. Spice export from Africa fluctuated wildly over the period.

There was………………………………………………………………………
b. The development of new products fell gradually.
There was………………………………………………………………………
c. There has been a noticeable decrease in research investment.
Research….………………………………………………………………………
d. The purchases of tickets dropped significantly last month.
There was………………………………………………………………………
e. On the Internet, the number of sites rose significantly.
There was………………………………………………………………………
f. There was a sudden decrease in the sale of mangos.
The sale….………………………………………………………………………
g. At the theme park, there were very slight fluctuations in the number of visitors.
The number………………………………………………………………………
h. There was a gradual decline in sugar imports.
Sugar……………………………………………………………………………..
i. The quality of food in supermarkets has increased slowly.
There has…………………………………………………………………………
j. The number of air travellers fluctuated remarkably.
There……………………………………………………………………………..

Exercise 4: Fill in the blanks with words or expressions given below.

1 ounce = 31 grams
24 Carat:Feb 15, 2011:
1 gram = 163 Dirhams

steady increase stood at rocketed peaked peaked rise sharply

fell sharply dropped fell slightly sudden increase remained reached

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 Writing 2 - Chapter 2

1. In 1991, the price of gold _______________ at $380 an ounce.

2. From 1991 to 1993, the price of oil _______________ .
3. The price __________________ stable at just under $400 an ounce between 1994
and 1996.
4. From 1997 to 2000, the price ________________ from $380 to about $250.
5. There was a _______________ in 2000 to about $300 an ounce.
6. From 2001 to 2006, there was a ____________ in the price of gold.
7. The price ____________ in mid-2006 at $700 an ounce.
8. It continued to __________________ and __________ again in mid-2008 at $1000
an ounce.
9. In 2009, the gold price ____________ to about $700 an ounce.
10. From 2009 to the present, the price ____________ until it ________________
its current price of $1400 an ounce in early 2011.

Exercise 5

Pie Charts: Valentine's Day Gifts

The graphs below show the types of gifts that men and women in the USA buy for
each other on Valentine's Day.

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 Writing 2 - Chapter 2

A. Answer the following questions

 What are the top three gifts?

 What is the most popular gift?
 What percentage of men buy Valentine's Day cards?
 What percentage of women buy Valentine's Day cards?
 Are there any differences in the second most common gift?
 What is the second most popular gift bought by men?
 What percentage of men bought this gift for their loved one?
 What is the second most popular gift that women give men?
 What is the third most popular gift bought by men for women?

B. Now finish the incomplete sentences below.

The two ……… ……… ……… the types of ……… that men and women in the US
buy for each other. There are three items which are most popular with both sexes.
These are ………., ………… ……. …………. These three presents make nearly 50%
of total male purchases, and are almost equally divided in popularity, with cards most
popular by 2%, followed by flowers, and candy third.

…………. spend nearly 60% on these items, but prefer cards over their second choice,
candy, by a distinct margin. The third choice, flowers, accounts for about half the
expenditure on candy, and nearly one third of the money spent on cards.

Apart from major, but unspecified spending on “other” – 25% for men and 17% for
women - and almost identical spending on jewelry, there are no other noticeable
similarities in the smaller categories. …………… spend more on lingerie than on
perfume for women, ………. women do the opposite.

In general the two sexes ………… in similar ways for the most important categories,
but have different spending patterns for the less standard presents.

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 Writing 2 - Chapter 2

Exercise 6 A. Which is the best introductory sentence for a description of this graph
from the following?
World Meat Production, 1950 - 1990

80
70
60
50
40
30
20
10
0
1950 1960 1970 1980 1990

(From the lowest line to the highest one: Sheep/Goats- Poultry – Beef/Buffalo – Pork)

a) The graph shows the changes in world meat production between 1950-1990.
b) From this graph we can see that most meat production is a lot higher in
1990 than in 1950.
c) Between 1950-1990 meat production in the world rose significantly for
all kinds of meat except sheep and goat meat.
d) The graph shows that in 1950 production of poultry and sheep and goat
meat was less than 5 million tons, while production of pork and beef
and buffalo meat was around 20 million tons.

B. Look again at the graph of World Meat Production and complete the following
statements with a suitable expression of time.
1. The production of sheep and goat meat remained almost
unchanged……………. .
2. ………………… the production of pork rose sharply.
3. Poultry population increased slowly…………….. and ……………… rose
dramatically.
4. Beef and buffalo production experienced steady growth ……………………...

C. Fill in the gaps in the following description of the graph, using appropriate

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expressions.
World meat production (1)…………… in all types of meat except for / apart from
sheep and goats between 1950 and 1990. There was a (2)………… rise in the
production of pork and beef/buffalo meat (3)…………. to 1980, but after this pork
production increased more rapidly. Poultry production showed a (4)……………. trend.
Starting from a low base of just 5 million tons, it increased relatively slowly for the
first 20 years of the reported period. However, after that it increased (5)…………….,
until by 1990 it had reached over 30 million tons. Meanwhile/On the other hand, the
production of sheep and goat meat remained (6)…………….. throughout the period at
around 5 million tons.

Exercise 7 Check your prepositions, at, in, to, of , b y, f r o m. Choose a

preposition from the box below to go into each of the gaps in the sentences .
1. There was an increase…………50,000 between 1990 and 1992.
2. ………..1994 ……..1997, sales rose steadily……….. over 2000.
3. Overall sales peaked ……………nearly 60,000 ………….1992, but then
plummeted ………….. about 10000 over the next two years.
4. In the year 2000, sales started ……………. around 10,000. In the first
month, there was a rise ………… around 2000.
5. After some fluctuations, sales in 2000 reached their peak………….just
over 15,000, a rise …………5000 since the beginning of the year.
6. Sales increased ……………over 10,000 between 1994 and 1997, but
then dropped …………..more than 10,000 between 1997 and 1999.

Exercise 8 Expressing Result and Purpose: these types of relation are found quite
often when talking about changes of something.
A. Decide whether the linking phrases below express result or purpose.
so therefore in order to consequently so as to as a result
with the aim of and so so that for this reason
hence which leads to as a consequence which means that

Expressing Result Expressing Purpose

………………………………. ……………………………….
………………………………. ……………………………….
………………………………. ……………………………….
………………………………. ……………………………….

B. For each idea below, continue the sentence or write a follow-on sentence
using your own ideas to express Result or Purpose.

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 Writing 2 - Chapter 2

1. Children are know learning how to do mental arithmetic again.

………………………………………………………………………………………
2. Parents no longer have enough time to spend at home with their children.
………………………………………………………………………………………
3. Machines are manufactured to break down after a certain time.
………………………………………………………………………………………

 PRACTICEm.

 Practice 1
In group of four or five, take a survey using the form below to report to your teacher
on the number of hours your classmate spending doing their homework, hobbies, and
housework or some part-time job.

Taking a Survey
A: Excuse me, I’m doing a survey on __________
Would it be OK if I asked you a few questions?
B: Sure. Go ahead.

Name Question #1 Question #2 Question #3

Reporting Results:
The majority of the people in this class . . .
Most people in this class . . .
Quite a few people in this class . . .
About half of the people in this class . . .
Hardly any of the people in this class . . .
Almost no one in this class . . .

Write up your results: ………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………...
…………………………………………………………………………………………………………………………………………………………………...

Source: the Internet

 Practice 2

Individually, decide what you would like to take a mini survey on, and write the report
of the results of the survey you have done.

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 Writing 2 - Chapter 2

2.5 REPORTING SPEECH

This kind of reporting work is very similar to indirect speech indeed.

A Interview B Report of Interview

I: Was it easy for you when you
were young ?
G: No – it wasn’t – indeed not – it
still isn't.
Acting – true acting – never
really gets any easier because the
demands made of an actor will
always be the same.
I: The same? What do you mean
by that?
When Sir John was asked (3) if it had
been (1) easy for him (2) as a young man,
he emphatically denied (3) that it had been
easy (1) or that it was now (1). He
explained (3) that true acting never really
got (1) any easier and that this was (1)
because the demands made of an actor
would (1) always be the same.
When asked what he meant by this (2) ,
he said that whether he was (1) there (2)
or at Pinewood or on stage one had to (1)
beware of the banal and the tawdry.

G: Well ... whether I’m here, or at

Pinewood, or on stage, one must
beware of the banal and tawdry.

Language Notes

When you do some speech reporting, you must remember three things: (these are
marked 1, 2, 3 in the above passage)

(1) After a past tense speech verb (told / asked / said), all tenses move back in time
(one-tense-back rule). Look at the examples of (2) above. When questions are reported,
there is both shifted tense and changed word order.

(2) When speech is reported, some reference words of time and location change. Look
at the examples of (2) above.
(3) There are many ‘speech’ words in English, and you will find some of them in the
examples of (3) above.

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 Supplementary Exercises

Exercise 1 Special reporting verbs: Choose the suitable verb.

1) Direct = “Why don't we go to the cinema?” he said.

Indirect = He to the cinema.
a) suggested going b) thanked for going
c) promised to go d) warned against going

2) Direct = “Watch out! The bull looks dangerous,” they said

Indirect = They the dangerous bull.
a) denied going to b) warned us against
c) accused us of coming to d) promised not to come

3) Direct = “Daddy, I'm going out with John,” she said.

Indirect = Sue with John.
a) denied going out b) confessed that she was going
c) apologized for going out d) regretted going out

4) Direct = “What a pity I didn't see the ceremony,” he said.

Indirect = He not seeing the ceremony.
a) regretted b) accused
c) denied d) advised

5) Direct = “You are right. It was a mistake to get up so early,” Chris said.
Indirect = Chris early was a mistake.
a) admitted getting up b) begged getting up
c) denied to get up d) advised getting up

6) Direct = “Thank you very much indeed,” he said.

Indirect = He Susan.
a) refused b) thanked
c) promised d) explained

7) Direct = “Robert, welcome to our city!” the Lord Mayor said.

Indirect = The Lord Mayor Robert.
a) explained b) admitted
c) thanked d) greeted

8) Direct = “Look, he is a thief!” the greengrocer said.

Indirect = The greengrocer him of being a thief.
a) accused b) advised
c) greeted d) regretted

9) Direct = “I will help you, Tom, for sure,” the teacher said.
Indirect = The teacher to help Tom.
a) promised b) denied
c) suggested d) regretted
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 Writing 2 - Chapter 2

10) Direct = “Stay with us until tomorrow, OK. ?

Indirect = The uncle on our staying with them for the night.
a) admitted b) explained
c) begged d) insisted

11) Direct = “How about having a swim?” they said.

Indirect = They having a swim.
a) suggested b) warned
c) refused d) accused
12) Direct = “Mummy, buy me that toy, please, please,” the kid said.
Indirect = The kid her Mum to buy him a toy.
a) advised b) suggested
c) begged d) confessed

13) Direct = “It's a pity we didn't meet the president,” they said.
Indirect = They not meeting the president.
a) warned b) promised
c) regretted d) accused

14) Direct = “Look out! Timber!” the foreman said.

Indirect = The foreman the other workers against the falling tree.
a) promised b) insisted
c) suggested d) warned

15) Direct = “You'd better start learning for the exam, Roger,” the biology teacher said.
Indirect = The biology teacher Roger to start learning for the
exam.
a) promised b) advised
c) suggested d) denied

Exercise 2 Mixed Reported Speech (Statements, Questions, Requests and Orders)

Change the direct speech into reported speech. Choose the past simple of 'ask', 'say'
or 'tell'.
1. "Come quickly!"
She……………………..............................................................................
2. "Did you arrive before seven?"
They……………………............................................................................
3. "How was your holiday?"
Janet…………………................................................................................
4. "I would have visited the hospital, if I had known you were sick"
She……………………..............................................................................
5. "Don't touch!"
Philip……………………...........................................................................
6. "Do you usually cook at home?"

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 Writing 2 - Chapter 2

Jolie………………….................................................................................
7. "They had never been to Scotland until last year"
He…………………….................................................................................
8. "Make sure you arrive early!"
The supervisor……………………..............................................................
9. "I should have studied harder for the exam"
Finn……………………...............................................................................
10. "Would you mind telling me how to get to the art gallery, please?"
Brad……………………...............................................................................
11. "Please don't forget my book"
She……………………................................................................................
12. "Make sure you pack all your personal things!"
He……………………..................................................................................
13. "Remember to study hard!"
Jenifer…………………….............................................................................
14. "Where do you want to eat tonight?"
Freeman…………………….........................................................................
15. "I usually drink coffee in the mornings"
He……………………...................................................................................
16. "Do you like studying English?"
Mary……………………...............................................................................
17. "I'll come and help you on Saturday"
He……………………...................................................................................
18. "Please buy some bread on your way home"
She…………………….................................................................................
19. "Please give this to John"
He……………………...................................................................................
20. "Could you give me the glass on the table, please?"
She…………………….................................................................................

Exercise 3
Change the following into reported speech by using the word in parentheses
at the end of the sentence.

1. “I’ll do the best possible work on this job at the lowest price I can,” said
the contractor. (promise)
2. “I’ll even throw in the paint at wholesale prices,” said the shop-keeper.
(offer)
3. “I plan to finish the job by Friday if nothing goes wrong,” he said (intend)

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4. “But if I can’t, would it be OK to finish it up on Saturday?” said the

account.
5. “I’ve never had a dissatisfied customer yet,” he said. (boast)

 PRACTICEm.

 Practice 1

Report the following conversation between an old woman and a young man in the
foyer of a hotel. Begin your piece of writing with the words, ‘I overheard a man
talking to an old woman ... he came in and ...’

Man: Excuse me. Are you sure the nine-sixteen is still only for Paris?
W: I’m afraid so, sir. Next year they’re going to start an air-service three
times a week, but in the meanwhile ... Here’s your key.
Man: I’m not going up thanks. Could you call Paris. The number’s 89-66.
W: Certainly, sir... 89-26... it’ll be through in five minutes...yes.
Ah...there’s also a telegram for you!
Man: Yes, I was quite expecting it. Keep it here for me for the moment. (Pause) Has
this place changed much in the last few years...I mean, who owns it now?
W: Don’t really know... the Esters?
Man: No- not the Esters. You don’t know then?
W: I’m afraid not.

 Practice 2 It is a conversation between Raman and a Police Officer at a police

station. Report the conversation between Raman and the Police Officer.
RAMAN: Excuse me, please!
POLICE OFFICER: Please have a seat. How can I help you?
RAMAN: I have to get a report registered.
POLICE OFFICER: What happened?
RAMAN: My car has been stolen.
POLICE OFFICER: Where was it parked?
RAMAN: It was parked in metro parking of South Extension.
POLICE OFFICER: Was it properly locked? And do you have the parking
receipt?
RAMAN: It was locked. Here is the receipt.
POLICE OFFICER: Tell me the detail of the car.
RAMAN: It is black Honda city, 2009 model. Its no. is ………

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 Writing 2 - Chapter 2

POLICE OFFICER: At what time did you know about the car theft?
RAMAN: I had parked it at 9 am while going to office. When I came back at 6
pm, my car was not there.
POLICE OFFICER: Did you enquire about it from the attendant at the parking?
RAMAN: Yes. He is unable to tell anything about it.
POLICE OFFICER: Could you submit photo copies of your identity proof,
driving license and Rc. of the car?
RAMAN: Definitely. But it will take me about ½ an hour to arrange them.
POLICE OFFICER: Please keep this copy of F.I.R with you. We’ll take action
as soon as you submit the copies of required documents.
RAMAN: Thanking you Officer.
POLICE OFFICER: Welcome sir !

 Practice 3 The following is a speech by Mrs. Margaret Thatcher, when she was
the Conservative Leader. Report what she said using the following words:

promised asserted claimed warned emphasized denied

‘I intend to put national interest above my party’s. For the Conservative Party ,politics
has always been about more than gaining power. It has been about serving the nation.
And now we need to know it. Britain is at the end of the road. As we all know, Mr.
Heath first said this, and he’s a man whose sincerity could not be doubted. Under
Labour the land of hope and glory has become the land of beg and borrow. Do we
want such policies? We don’t!’

…………………………………………………………………………………………

REVISION QUESTIONS

Question 1 Why should we study how to write reports?

Question 2 What should a writer bear in mind when writing a report?

Question 3 Does a report of incident need to be factual or narrative?

Question 4 What should a writer pay attention to when reporting an interview?

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