Comprehensive Guide to Academic Report Writing: Structure, Planning, and Execution

Guide to Report Writing

How does a Report differ from an Essay?

“A report is a statement of an investigation or of any matter on which definitive information is required.” (Oxford English Dictionary, 2008)

“Essays are an intellectual exploration of a topic involving looking at different arguments and evidence and developing the writer’s perspective.” 

To compare reports and essays, look at Table 1 which outlines the main differences between the two styles of presentation.

Table 1: Main differences between a Report and an Essay

REPORT	ESSAY
Formal structure	Structure can be left to the discretion of the write but normally has paragraphs
Defined sections with headings and subsections	Does not contain subheadings
Commences with an Executive Summary or Abstract	Commences with an introduction – there is no abstract or summary
Systematically defines and analyses a subject or problem	Discusses, explains, analyses, interprets, or evaluates a topic
May include tables, figures, and illustrations	Often though not exclusively, no illustrative material accompanies prose
Information may be recorded in bullet points in sections where relevant to do so; should be linked to prose	Written as a narrative in continuous prose, synthesized together in paragraphs
Contains a conclusion and may make recommendations for future actions	Very unusual to make recommendations, although conclusions will be drawn

Layout: How to Structure a Report 

Reports are written for different audiences and consequently their exact layout may vary.  As a rule, the common elements include:

Title Page Title, Module Reference Number, Word Count

Contents Page List of section headings/ sub-headings with page numbers

List of illustrations (tables and figures separately)

List of Appendix

See Appendix I for example

Executive Summary Overview of the company (if appropriate), the situation, the analysis, 

the conclusions/recommendations. A distillation of what follows. 

Sections/Sub-sections               Relevant analysis and section conclusions addressing the issues.

Conclusion/ May not be relevant to all reports – include only if appropriate

Recommendations (for example, dissertations)

References Harvard or Vancouver Referencing/ citations

Appendices Detailed material that informed the report (if applicable).  Evidence not 

essential to the main argument – e.g., stats, questionnaires, interviews, etc

The Planning and Writing Process – 6 stage model for completing the task

Study the model on the following page(s) to complete the report planning and writing process in timely fashion.

PLANNING

STAGE 1:  Clarify the brief

• Make sure that the assignment brief is fully understood.
• What are the instructions?
• What was said at the assignment launch?
• What are the marking criteria?

STAGE 2: Doing the research

• Check the reading list for the assignment and any additional departmental reading lists.
• Be specific about what needs to be researched/analysed (if anything). What key words will inform your literature search?
• Use UCL Explore and other recommended data bases.
• Do not rely on the Internet – check the validity of the sites used.
• Use peer reviewed journals rather than the popular journals (although these can be a good starting point).
• Read abstracts and summaries and assess usefulness.
• Don’t forget books and e-books! The library has an extensive range!
• Check the contents and indices of books for relevant ideas.
• Ensure when making notes, all the details of each reference are recorded for the reference list.

STAGE 3: Do the analysis

• Re-examine the assignment brief.
• Review the notes made and group under the various headings.
• Be ruthless – discard anything that is not relevant or does not address the brief.
• Avoid padding.
• Make sure ideas are paraphrased into own words – avoid ‘copy and paste’ 
• Make sure the order is logical.

WRITING

STAGE 4:  Analysis

• Don’t be narrative and simply describe the information/data.
• Critically examine the material gathered.
• What evidence has been found to make or substantiate the points?
• Are there any contrasting/conflicting theories, ideas, or arguments?
• Does any of the research have limitations?
• Does the material relate to the assignment brief task?
• On balance, is there a compelling conclusion (even at the sub-section level)

STAGE 5: Drafting

• Follow the report structure.
• Be simple and concise; don’t include superfluous words and unnecessary detail.
• Avoid jargon but use correct technical terms.
• Include and refer to tables, graphs, and illustrations as appropriate.
• Include sub-headings for greater clarification.
• Read the draft and see if it is possible to remove 25% of the words without changing the meaning.
• Check assignment brief to ensure all aspects covered.
• Make changes – redraft.

STAGE 6: Proof Reading

• Use the spelling and grammar checker; be careful to set it to the UK version.
• Read the report out loud – this helps check punctuation and that sentences and paragraphs make sense.
• Check all names, businesses, individual places are consistently presented and spelling accurate.
• Acronyms (see Section 6: Getting it right)
• Check all ideas and work by other authors have been cited in the text and correctly referenced in the reference list.
• Check all tables, figures and illustrations are numbered, have titles and the source is acknowledged.
• Ensure that text is paraphrased (own words) and there is no ‘copy and paste’.
• Ensure, where necessary, quotation marks are in place and correctly cited.
• Check layout, contents page, page numbers, labelling/captions.

Presenting Data and Illustrations: tables, figures, diagrams, and photograph

In some assignment reports, it is part of the assessment to include a word-processed table or a series of graphs or charts. In other cases, a diagram, graph, table, or photograph can often save many words and display information in a relevant, clear manner that aids understanding. However, unless the illustration is labelled, introduced, and then discussed, it does not add value to the report and is a waste of time!

Remember the ‘illustration sandwich’: Introduce -> Insert illustration -> Discuss.

Tables

• Tables are used to present results or summarise written information, for example, to compare and contrast two processes. In certain circumstances, particularly if reporting interviews, Text boxes, Speech Bubbles or Word Clouds may be used; check assignment brief to see if this is acceptable for the report.
• Tables usually support or illustrate points in the text and should be signposted (for example ‘see Table 1’).
• The caption (title) is above the table.

For example:

Table 2 UK bat species population trends summary table, 2015

Bat Species	Survey type	No. sites trend analysis	Base year	Long term trend (since base year)%	Average annual change%
Whiskered/Brandt’s	Hibernation	189	1999	31.4	2.0
Natter’s	Hibernation	415	1999	93.6	4.8
Soprano Pipistrelle	Field	561	1999	19.2	1.3
Brown long eared	Roost	143	2001	12.4	1.0
Daubenton’s	Waterway	821	1999	4.5	0.3

    (Source: Adapted from NBMP Survey results, 2015)

Figures

These include everything that is not a table – graphs, charts, diagrams, photographs.

The type of figure chosen will depend on the nature of the data and the purpose for which it is to be used.

• Numerical data can often be more clearly understood as a graph or chart, for example line, scatter plot, histogram, bar chart, and pie chart.
• Processes can often be made more explicit by a flow chart.
• Complicated machines or interrelationships lend themselves to diagrams.
• Photographs can illustrate many things such as diseases, landscape features or machinery; they can be of great use if annotated.
• Figures (like tables) should be signposted in the text (see Figure 1).

Whatever type of figure used, the caption (title) goes below it and below the source (where the data is sourced from elsewhere).

Diagrams

These may be compiled from information to present it in an easier format e.g., a flow chart of a process. Diagrams may also be illustrative e.g., the workings of an engine or a body part such as the heart. Again, copyright must be checked for using diagrams from certain organisations; be careful if copying from the internet.

The source of the diagram if not the author’s own must also be acknowledged.

Listing

• Tables and figures should be listed after the contents list, on the contents page.
• Tables should be numbered sequentially throughout the report. Figures should be numbered sequentially throughout the report.

Writing the Report – Essential Characteristics: useful tips for writing summaries, introductions, main text, and conclusions

Executive Summary – for an example of a GOOD and a POOR Executive Summary see Appendix II.

Main Sections/ Sub-Sections of the Report

Conclusion/ Recommendations

In an assignment report, it is not necessary to start each section on a new page; however, in some assignment briefs there may be a specific request to, for example, include the Executive Summary/Abstract on a separate page or on the front cover. Read the brief!

Avoiding Common Mistakes

Abbreviations/

Acronyms and

Initials Abbreviations could be used for common terms such as cm (centimetre), Dr (doctor), et al (and others) £3m (three million pounds) etc. But you must ensure these are common to both your discipline and reader before using them. If in doubt use the full term.

Acronyms are a form of abbreviation. It is acceptable to use acronyms for names of important features, organisations, or places within a report; however, the first time used, the name should be written in full with the abbreviation following in brackets. E.g., Department for Environment, Food and Rural Affairs (DEFRA).

Once the acronym has been used, be consistent; do not go back to writing the name/term in full.

A note of caution – too many abbreviations in a paragraph and report can cause the reader to disengage from the meaning of the text.

If a lot of abbreviations are used it may be appropriate to include a list after the Contents Page. See Glossary.

Citation/Reference In UCL School of Management Harvard is the preferred referencing system.  Mendeley.com is a free reference manager and can support your work.   See UCL guide to referencing/citations: https://www.ucl.ac.uk/library/libraryskills-ucl/guides-and-elearning/references-citations-and-avoiding-plagiarism

Font size/style             Font size should be no less than 11. Report writing fonts may be specified in the assignment brief but if not, use sans serif such as Calibri, Arial Tahoma.    

Personal Pronouns     Reports are written impersonally so personal pronouns – I, we, you – should not be used. E.g., ‘It is thought that….’ not ‘I think that….’

Only if the report is a reflective one, is it acceptable to use the first person; this should be checked with the brief.

Appendix I: Contents page (example only)

Case study example: Haier’s Quest to be the first Chinese Global Brand, Marketing 

Table of contents

1.   Executive Summary
2. Evaluation of Haier’s International Expansion Strategy
   1.  Entry modes 

     2.2 Three-in-one system

3.  Haier’s progress towards being the first Chinese global brand

List of Tables

Table 1:  CAGE model of US and China

Table 2:  Expansions strategies

Table 3:  Modes of entry, etc….

List of Figures

Figure 1:  Hofstede dimensions of US and China

Figure 2:  International expansion strategy

Figure 3:  Market map, etc….

Appendix II: Example of a Good and Poor Executive Summary

Executive Summary (good example)This report was commissioned to examine why the sales volume of Choice Chocolate has dropped over the past two years since its peak in 1998 and to recommend ways of increasing the volume.  The research draws attention to the fact that in 1998, the market share of Choice Chocolate was 37%. The shares of their key competitors such as Venus and Bradbury were 22% and 18% respectively. The size of the chocolate market then was $36 million. Over the next two years, although Choice Chocolate retained its market share the volume of sales in the whole market decreased to $29 million. Further investigations reveal that this market shrinkage coincided with an increase in health awareness amongst consumers who regard the milk and sugar ingredients in chocolate as negative; moreover, since the second half of 1999, an increasing number of rival ‘health candies’ had appeared on the market. These claimed to offer the consumers a healthy alternative. These factors appear to be the major causes of the decreased sales volume of Choice Chocolate.  Slim Choice is the latest chocolate range put forward by the R & D Department of Choice Chocolate. The report evaluates this range and concludes that it would be an ideal candidate to meet the challenge presented by the market and could satisfy the new consumer demand since it uses significantly reduced milk and sugar ingredients and is endorsed by renowned health experts. According to 97% of the 2000 subjects tested recently, it also retains the same flavour as the original range. It is recommended:  that Choice Chocolate take immediate measures to launch and promote Slim Choice alongside its existing product range;  that Slim Choice adopt a fresh and healthy image;  that part of the launch campaign contains product endorsement statements by renowned health experts;  that Slim Choice be available in health food shops as well as in traditional chocolate retail outlets

Terms of reference Statement of problem/ topic Formal language appropriate to report writing Key findings summarised Problem solution summarised Recommendations summarised

Executive Summary (poor example) Every time a business or consumer purchases products or services they display forms of buyer behaviour that are influenced by many factors. The following report looks at the fast-food industry and will analyse four McDonalds’ key products and services. It highlights what type of consumer buying or business buying behaviours are displayed in the purchase of a product or service and explains why each behaviour may occur. This enables a conclusion to be drawn from applying theory to reality. Although a full comprehension of buying behaviour is impossible, since everyone is an individual, it is useful to reflect on common behaviours and attempt to divide behaviours in types and stages. Even McDonalds, a leader in marketing cannot always predict consumer behaviour.

Background to problem Report’s aims Outlines what information the report deals with but FAILS to provide a summary of the results gained, conclusions drawn, and recommendations made. These are the functions of an executive summary and are absent in this example. The information in this executive summary is vague rather than summarising what the report found.