8eporLs and Lssays

An essay |s character|sed by be|ng one

piece of prose (or text)
A 7epo79 |s broken up |nto chunks or
sect|ons of wr|t|ng w|th spec|f|c
funct|ons or purposes
ssays
Lssays are sLrucLured around an lnLroducLlon
body and concluslon
and Lhe LexL lLself ls separaLed lnLo
paragraphs
1he structure of an essay ls noL as formallsed
as LhaL of a reporL
Llke reporLs however you musL sLlll provlde
an argumenL or poslLlon LhaL ls clearly
susLalned LhaL ls your reader musL be able Lo
follow whaL you have wrlLLen
, 8u 20078
%e essay is 9e 97adi9ionaI fo72 of
assess2en9 in ige7 educa9ion:
S9ages:
In97oduc9ion
Body (suppo79ing evidence)
ConcIusion
, 8u 20078
which bits octuo//y the question?
Ana|yse the ways |n wh|ch fam|ne and obes|ty
are infIuenced by techno|ogy econom|cs
po||t|cs and the med|a and eva|uate wh|ch of
these factors has had the greatest |nf|uence?
, 8u 20078
eginning the process...
Interpreting the Question
!robably the most common reason
for students failing essay
assignments is not answering the
question correctly. Thus the first
step is to 'decipher' the question.
#epo79s
Reports have a formalised structure (i.e.
executive summary, scope, discussion,
recommendations)
are written with a specific purpose in mind,
or with a particular focus.
ea9u7es of 7epo79s
Referencing and quotations in reports follow
the same guidelines required for essays.
For most reports, a system of 3:2-070/
sections with headings is used.
Just as in the essay, a good report will
analyse and evaluate as well as merely
describe.
The ability to respond to these academic
requirements separates the good or excellent
report from the average
&sing eadings
One of the more obvious differences between
reports and essays is that reports always use
sections with headings, and each of these
sections has a particular purpose.
As you will do in an essay, however, you are
also required to analyse, evaluate and produce
a line of argument to support your report
outcomes.
&suaI co2ponen9s of a 7epo79
%i9Ie
-explains the focus of the report
Execu9ive Su22a7y/abs97ac9
-appears at the beginning of the report so the
reader can know if it is relevant for them
(no bullet points to be used here)
is9 of Con9en9s
&suaI co2ponen9s of a 7epo79
In97oduc9ion (explains what the report is about)
Body (explains the issues)
ConcIusion (summarises what has been told)
#efe7ence Iis9
ppendices
.
EXECUTIVE SUMMARY
1 INTRODUCTION
1.1 The Current Situation 1
1.2 Scope oI Enquiry 1
1.3 Methodology 2
2 FINDINGS
2.1 Present Support Mechanisms
2.1.1 Induction Programme 2
2.1.2 Bridging Programme 2
2.1.3 PAT System 3
2.2 Academic Skills
2.2.1 Research
2.2.1.1 ShelI-based` 3
2.2.1.2 Electronic 4
2.2.1.3 Active Research 4
2.2.2 Writing
2.2.2.1 Essays 4
2.2.2.2 Reports 5
2.2.3 Spoken Skills
2.2.3.1 Tutorial Participation 5
2.2.3.2 Oral Presentations 6
2.3 Integration 6
2.4 International Students
2.4.1 Cultural Issues 7
2.4.2 Language 7
2.4.3 Visas 8
3.0 Conclusions 9
REFERENCES
BIBLIOGRAPHY
APPENDICES
!agina9ion
!age-numbering 8 rule-bound
the Execu9ive Su22a7y does not have a page-number, nor do
the Con9en9s !age, #efe7ence is9 o7 ppendices.
The main headings ('ntroduction', 'Results', 'Conclusions', etc.)
are not aIIoca9ed a page nu2be7 if 9ese sec9ions ave been
divided in9o sub-sec9ions, as no72aIIy 9ey wiII be.
So, of the sections in the example, only 'Conclusions' has a
page number because it is the only section which is not
subdivided.
%E
Only the Executive Summary, the Reference !age and
the appendices (each one) should have a 'new' page.
Other sections do not require new pages