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Report writing

What is a report and how does it differ from writing an essay? Reports are concise and have a formal structure. They are often used to communicate the results or findings of a project.

Essays by contrast are often used to show a tutor what you think about a topic. They are discursive and the structure can be left to the discretion of the writer.

Who and what is the report for?

Before you write a report, you need to be clear about who you are writing the report for and why the report has been commissioned.

Keep the audience in mind as you write your report, think about what they need to know. For example, the report could be for:

  • the general public
  • academic staff
  • senior management
  • a customer/client.

Reports are usually assessed on content, structure, layout, language, and referencing. You should consider the focus of your report, for example:

  • Are you reporting on an experiment?
  • Is the purpose to provide background information?
  • Should you be making recommendations for action?

Language of report writing

Reports use clear and concise language, which can differ considerably from essay writing.

They are often broken down in to sections, which each have their own headings and sub-headings. These sections may include bullet points or numbering as well as more structured sentences. Paragraphs are usually shorter in a report than in an essay.

Both essays and reports are examples of academic writing. You are expected to use grammatically correct sentence structure, vocabulary and punctuation.

Academic writing is formal so you should avoid using apostrophes and contractions such as “it’s” and "couldn't". Instead, use “it is” and “could not”.

Structure and organisation

Reports are much more structured than essays. They are divided in to sections and sub-sections that are formatted using bullet points or numbering.

Report structures do vary among disciplines, but the most common structures include the following:

The title page needs to be informative and descriptive, concisely stating the topic of the report.

Abstract (or Executive Summary in business reports)

The abstract is a brief summary of the context, methods, findings and conclusions of the report. It is intended to give the reader an overview of the report before they continue reading, so it is a good idea to write this section last.

An executive summary should outline the key problem and objectives, and then cover the main findings and key recommendations.

Table of contents

Readers will use this table of contents to identify which sections are most relevant to them. You must make sure your contents page correctly represents the structure of your report.

Take a look at this sample contents page.

Introduction

In your introduction you should include information about the background to your research, and what its aims and objectives are. You can also refer to the literature in this section; reporting what is already known about your question/topic, and if there are any gaps. Some reports are also expected to include a section called ‘Terms of references’, where you identify who asked for the report, what is covers, and what its limitations are.

Methodology

If your report involved research activity, you should state what that was, for example you may have interviewed clients, organised some focus groups, or done a literature review. The methodology section should provide an accurate description of the material and procedures used so that others could replicate the experiment you conducted.

Results/findings

The results/findings section should be an objective summary of your findings, which can use tables, graphs, or figures to describe the most important results and trends. You do not need to attempt to provide reasons for your results (this will happen in the discussion section).

In the discussion you are expected to critically evaluate your findings. You may need to re-state what your report was aiming to prove and whether this has been achieved. You should also assess the accuracy and significance of your findings, and show how it fits in the context of previous research.

Conclusion/recommendations

Your conclusion should summarise the outcomes of your report and make suggestions for further research or action to be taken. You may also need to include a list of specific recommendations as a result of your study.

The references are a list of any sources you have used in your report. Your report should use the standard referencing style preferred by your school or department eg Harvard, Numeric, OSCOLA etc.

You should use appendices to expand on points referred to in the main body of the report. If you only have one item it is an appendix, if you have more than one they are called appendices. You can use appendices to provide backup information, usually data or statistics, but it is important that the information contained is directly relevant to the content of the report.

Appendices can be given alphabetical or numerical headings, for example Appendix A, or Appendix 1. The order they appear at the back of your report is determined by the order that they are mentioned in the body of your report. You should refer to your appendices within the text of your report, for example ‘see Appendix B for a breakdown of the questionnaire results’. Don’t forget to list the appendices in your contents page.

Presentation and layout

Reports are written in several sections and may also include visual data such as figures and tables. The layout and presentation is therefore very important.

Your tutor or your module handbook will state how the report should be presented in terms of font sizes, margins, text alignment etc.

You will need good IT skills to manipulate graphical data and work with columns and tables. If you need to improve these skills, try the following online resources:

  • Microsoft online training through Linkedin Learning
  • Engage web resource on using tables and figures in reports

How to Write a Report: A Guide to Report Format and Best Practice

Matt Ellis

A report is a nonfiction account that presents and/or summarizes the facts about a particular event, topic, or issue. The idea is that people who are unfamiliar with the subject can find everything they need to know from a good report. 

Reports make it easy to catch someone up to speed on a subject, but actually writing a report is anything but easy. So to help you understand what to do, below we present a little report of our own, all about report writing and report format best practices. 

Communicate with confidence Grammarly helps you write the way you intend Write with Grammarly

Table of contents

What is a report?

Types of report formats

What is the structure of a report, what should be included in a report, how to write a report in 7 steps, what is a report .

In technical terms, the definition of a report is pretty vague: any account, spoken or written, of the matters concerning a particular topic. This could refer to anything from a courtroom testimony to a grade schooler’s book report . 

Really, when people talk about “reports,” they’re usually referring to official documents outlining the facts of a topic, typically written by an expert on the subject or someone assigned to investigate it. There are different types of reports, explained in the next section, but they mostly fit this description. 

What kind of information is shared in reports? Although all facts are welcome, reports, in particular, tend to feature these types of content: 

  • Details of an event or situation
  • The consequences or ongoing effect of an event or situation
  • Evaluation of statistical data or analytics
  • Interpretations from the information in the report
  • Predictions or recommendations based on the information in the report
  • How the information relates to other events or reports

Reports are closely related to essay writing , although there are some clear distinctions. While both rely on facts, essays add the personal opinions and arguments of the authors. Reports typically stick only to the facts, although they may include some of the author’s interpretation of these facts, most likely in the conclusion. 

Moreover, reports are heavily organized, commonly with tables of contents and copious headings and subheadings. This makes it easier for readers to scan reports for the information they’re looking for. Essays, on the other hand, are meant to be read start to finish, not browsed for specific insights. 

There are a few different types of reports, depending on the purpose and to whom you present your report. Here’s a quick list of the common types of reports:

  • Academic report: Tests a student’s comprehension of the subject matter, such as book reports, reports on historical events, and biographies 
  • Business reports: Identifies information useful in business strategy, such as marketing reports, internal memos, SWOT analysis, and feasibility reports
  • Scientific reports: Shares research findings, such as research papers and case studies, typically in science journals

Reports can be further divided into categories based on how they are written. For example, a report could be formal or informal, short or long, and internal or external. In business, a vertical report shares information with people on different levels of the hierarchy (i.e., people who work above you and below you), while a lateral report is for people on the author’s same level, but in different departments. 

There are as many types of reports as there are writing styles, but in this guide, we focus on academic reports, which tend to be formal and informational. 

>>Read More: What Is Academic Writing?

The report format depends on the type of report and the requirements of the assignment. While reports can use their own unique structure, most follow this basic template:

  • Executive summary: Just like an abstract in an academic paper, an executive summary is a standalone section that summarizes the findings in your report so readers know what to expect. These are mostly for official reports and less so for school reports. 
  • Introduction: Setting up the body of the report, your introduction explains the overall topic that you’re about to discuss, with your thesis statement and any need-to-know background information before you get into your own findings. 
  • Body: The body of the report explains all your major discoveries, broken up into headings and subheadings. The body makes up the majority of the entire report; whereas the introduction and conclusion are just a few paragraphs each, the body can go on for pages. 
  • Conclusion: The conclusion is where you bring together all the information in your report and come to a definitive interpretation or judgment. This is usually where the author inputs their own personal opinions or inferences.  

If you’re familiar with how to write a research paper , you’ll notice that report writing follows the same introduction-body-conclusion structure, sometimes adding an executive summary. Reports usually have their own additional requirements as well, such as title pages and tables of content, which we explain in the next section. 

There are no firm requirements for what’s included in a report. Every school, company, laboratory, task manager, and teacher can make their own format, depending on their unique needs. In general, though, be on the lookout for these particular requirements—they tend to crop up a lot: 

  • Title page: Official reports often use a title page to keep things organized; if a person has to read multiple reports, title pages make them easier to keep track of. 
  • Table of contents: Just like in books, the table of contents helps readers go directly to the section they’re interested in, allowing for faster browsing. 
  • Page numbering: A common courtesy if you’re writing a longer report, page numbering makes sure the pages are in order in the case of mix-ups or misprints.
  • Headings and subheadings: Reports are typically broken up into sections, divided by headings and subheadings, to facilitate browsing and scanning. 
  • Citations: If you’re citing information from another source, the citations guidelines tell you the recommended format.
  • Works cited page: A bibliography at the end of the report lists credits and the legal information for the other sources you got information from. 

As always, refer to the assignment for the specific guidelines on each of these. The people who read the report should tell you which style guides or formatting they require. 

Now let’s get into the specifics of how to write a report. Follow the seven steps on report writing below to take you from an idea to a completed paper. 

1 Choose a topic based on the assignment

Before you start writing, you need to pick the topic of your report. Often, the topic is assigned for you, as with most business reports, or predetermined by the nature of your work, as with scientific reports. If that’s the case, you can ignore this step and move on. 

If you’re in charge of choosing your own topic, as with a lot of academic reports, then this is one of the most important steps in the whole writing process. Try to pick a topic that fits these two criteria: 

  • There’s adequate information: Choose a topic that’s not too general but not too specific, with enough information to fill your report without padding, but not too much that you can’t cover everything. 
  • It’s something you’re interested in: Although this isn’t a strict requirement, it does help the quality of a report if you’re engaged by the subject matter. 

Of course, don’t forget the instructions of the assignment, including length, so keep those in the back of your head when deciding. 

2 Conduct research

With business and scientific reports, the research is usually your own or provided by the company—although there’s still plenty of digging for external sources in both. 

For academic papers, you’re largely on your own for research, unless you’re required to use class materials. That’s one of the reasons why choosing the right topic is so crucial; you won’t go far if the topic you picked doesn’t have enough available research. 

The key is to search only for reputable sources: official documents, other reports, research papers, case studies, books from respected authors, etc. Feel free to use research cited in other similar reports. You can often find a lot of information online through search engines, but a quick trip to the library can also help in a pinch. 

3 Write a thesis statement

Before you go any further, write a thesis statement to help you conceptualize the main theme of your report. Just like the topic sentence of a paragraph, the thesis statement summarizes the main point of your writing, in this case, the report. 

Once you’ve collected enough research, you should notice some trends and patterns in the information. If these patterns all infer or lead up to a bigger, overarching point, that’s your thesis statement. 

For example, if you were writing a report on the wages of fast-food employees, your thesis might be something like, “Although wages used to be commensurate with living expenses, after years of stagnation they are no longer adequate.” From there, the rest of your report will elaborate on that thesis, with ample evidence and supporting arguments. 

It’s good to include your thesis statement in both the executive summary and introduction of your report, but you still want to figure it out early so you know which direction to go when you work on your outline next. 

4 Prepare an outline

Writing an outline is recommended for all kinds of writing, but it’s especially useful for reports given their emphasis on organization. Because reports are often separated by headings and subheadings, a solid outline makes sure you stay on track while writing without missing anything. 

Really, you should start thinking about your outline during the research phase, when you start to notice patterns and trends. If you’re stuck, try making a list of all the key points, details, and evidence you want to mention. See if you can fit them into general and specific categories, which you can turn into headings and subheadings respectively. 

5 Write a rough draft

Actually writing the rough draft , or first draft, is usually the most time-consuming step. Here’s where you take all the information from your research and put it into words. To avoid getting overwhelmed, simply follow your outline step by step to make sure you don’t accidentally leave out anything. 

Don’t be afraid to make mistakes; that’s the number one rule for writing a rough draft. Expecting your first draft to be perfect adds a lot of pressure. Instead, write in a natural and relaxed way, and worry about the specific details like word choice and correcting mistakes later. That’s what the last two steps are for, anyway. 

6 Revise and edit your report

Once your rough draft is finished, it’s time to go back and start fixing the mistakes you ignored the first time around. (Before you dive right back in, though, it helps to sleep on it to start editing fresh, or at least take a small break to unwind from writing the rough draft.) 

We recommend first rereading your report for any major issues, such as cutting or moving around entire sentences and paragraphs. Sometimes you’ll find your data doesn’t line up, or that you misinterpreted a key piece of evidence. This is the right time to fix the “big picture” mistakes and rewrite any longer sections as needed. 

If you’re unfamiliar with what to look for when editing, you can read our previous guide with some more advanced self-editing tips . 

7 Proofread and check for mistakes

Last, it pays to go over your report one final time, just to optimize your wording and check for grammatical or spelling mistakes. In the previous step you checked for “big picture” mistakes, but here you’re looking for specific, even nitpicky problems. 

A writing assistant like Grammarly flags those issues for you. Grammarly’s free version points out any spelling and grammatical mistakes while you write, with suggestions to improve your writing that you can apply with just one click. The Premium version offers even more advanced features, such as tone adjustments and word choice recommendations for taking your writing to the next level. 

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How to write a report

This brief, easy-to-follow video takes you through the key elements of writing a professional report and looks at what each of the sections of the report should include. 

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Successful University Writing

  • Before You Start Writing...
  • Structuring an essay
  • Report writing
  • Annotated bibliography
  • Literature review
  • Reflective writing
  • Using Ideas from sources in your writing
  • Writing concisely and editing your work
  • Student Success study support

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What is a report?

A report is an informative piece of writing. It looks to present and analyse information uncovered via an investigation of a topic, problem, situation, experience or event. Ideally, reports do more than simply present findings. Rather, these findings should be discussed and analysed, with many reports offering recommendations that come from these findings.

Formal reports, usually written with a clear audience in mind, follow a specific structure to help the document to be easily read and navigated. The structure may differ slightly, depending on the style and nature of the report, but there are fundamental sections and approaches that are consistent across all reports. This guide looks at the structure and format of a formal academic report, which is likely to contain the following sections in this order below.

Report Structure and Format

  • Executive Summary
  • Table of Contents

List of figures

Introduction.

  • Conclusions

Recommendations

  • Glossary and Appendices (not always required)

The title page should clearly state the following information:

  • The title of the report, or if appropriate, a re-statement of the assignment task or topic.
  • Clarification of the audience for whom the report is prepared. For an academic submission and part of an assignment, you would include the course lecturer's name. Other types of reports would include a client or organisation name here.
  • Submission date
  • Student name and number

Some published reports may include images or graphics on a report cover or title page. This is not usually required for an academic report.

Executive summary

The executive summary (in some cases referred to as an abstract) captures the main aspects of the report and summarises them in a way that allows the reader to have a sense of the report's purpose, processes of analysis, findings and recommendations, to help make an informed decision as to the report's relevance for their needs. Written well, the executive summary should encourage the reader to continue to read the whole report.

As the executive summary captures aspects of the whole report, including recommendations, it should be written last. That said, it is a key component of the report and should be written carefully and not considered as an afterthought.

In general, the length of the executive summary should be about 10 to 15 percent of the total report and should rarely be longer than one page. It is important to remember that the executive summary is not included in the word count of the report. It would generally be single spaced and witten in paragraph form without subheadings, direct quotes or bullet points. Key parts that should be included in the executive summary are:

  • the purpose and scope of the report
  • a description of the type of analysis and methods used to investigate the issue or topic
  • an outline of the main findings of the report
  • a summary of the key recommendations.

The executive summary should be numbered using the lower case roman numerals i . If the summary is long and goes over the page, continue the numbering in the same way, ii .

Table of contents

The table of contents should be listed on a new page of the report, with page numbers continuing on from the executive summary with roman numerals (e.g. ii ).

List the sections in the order they appear in the report and include page numbers. Note that the introduction, which follows the table of contents,  will usually be Page 1 of the report and will be expressed using Arabic numerals (1, 2...).

Look at the following table of contents. Note that sections are numbered using decimal notation, and that subsections are listed using the same system.

write a report university

This is is a contents page for the report and assists the reader in locating included graphics. In addition to the graphic title, citation details and the page location are included.

It should begin on a new page, directly after the Table of Contents , but before the Introduction .

List of figures sample

There are three main aspects that should be addressed in the report introduction.

The purpose and audience

  • Name the audience for whom the report is being produced.
  • Include clear statement outlining the problem to be addressed or the question/s that the report will attempt to answer.
  • Include a brief summary of what is included in the report,
  • Briefly escribe how information will be presented and research methods employed.

Limitations

  • Acknowledge limitations of the report.

The body of the report contains discussion and analysis, and should consistently link information back to the objective of the report. Organise the body into sections and use decimal notation to number the headings and subheadings ( see a sample Table of Contents to illustrate decimal notation ).

Typically, the report body should:

  • Provide some historical background or context relevant to the report subject.
  • Name, discuss and analyse relevant data.
  • Present ideas and theories, using illustrations, tables and graphics to convey key or complex information.
  • Break the information down into logical sections to assist with selective reading and understanding.
  • Use evidence to support any independent research that is included.

The conclusion of the report should tie together the main points and findings that were presented in the body. The purpose of the conclusion is to connect all of the information presented in such as way as to make sense of it as a whole. One way to look at this is to treat the conclusion as as a response to the question, "What is the significance of the findings of this report?"

The conclusion should make reference to the purpose of the report. Was the purpose and reason for the report fulfilled? Were the initial questions to be answered sufficiently addressed? What insights might have been gleaned through the report? Have the stated areas of investigation been addressed sufficiently?

Recommendations are a significant aspect of report writing. After all, reports are generally commissioned to investigate a particular area of focus so as to inform potential action. Often, analytical reports reports seek to suggest solutions to specific problems. Recommendations should be made on the basis of the report's findings and be tailored to the audience.

The report's recommendations should commence with a brief persuasive statement, followed by numbered or bulleted recommendations.

Recommendations should flow logically from the report's conclusion.  It is useful to think about this as, "the reports concludes that... therefore the following action should be taken". Think about how the recommendations might be implemented, how realistic they are and what the implications might be.

A good tip when phrasing recommendations is to begin with a verb - after all they should refer to actions. Some examples of verbal phrasing might include:

  • Offer industry incentives...
  • Establish a fund to...
  • Revise current arrangements...
  • Increase payments to...
  • Continue to research...
  • Promote awareness through...
  • Engage stakeholders by...
  • Extend access hours to...

References should be included using the style stipulated by your school or discipline.

Usually, a glossary is only required if a considerable amount of jargon or a number of technical terms, which need to be explained to readers, have been included.

Begin the glossary on a new page. The term to be explained should be listed on the left, with an explanation and reference added on the right hand side.

Appendices can include material that is supplementary to information that is present in the body of the report. Appendix material should help to deepen a reader's understanding of the topic and the particular appendix should be referred to in the relevant body section. 

Some examples of appendices could include resources such as:

  • questionnaires
  • tables 

Number the appendices sequentially (i.e. 1, 2, 3...) and provide a title for each one.

Begin each appendix on a new page.

Ensure that information included in the appendices is properly acknowledged and referenced.

Grellier, J. & Goerke, V. (2006). Communication skills toolkit: Unlocking the secrets of tertiary success. Cengage

Summers, J. & Smith, B. (2010). Communication skills handbook (3rd ed.). Wiley.

Turner, K., Krenus, B., Ireland, L., & Pointon, L. (2011).  Essential academic skills  (2nd ed.). Oxford University Press.

Success Now! workshops are available live online or on campus. Register here for workshops on research and writing . You can also organise an individual consultation here to talk to a learning advisor about planning your assignments.

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The Writing Center • University of North Carolina at Chapel Hill

Scientific Reports

What this handout is about.

This handout provides a general guide to writing reports about scientific research you’ve performed. In addition to describing the conventional rules about the format and content of a lab report, we’ll also attempt to convey why these rules exist, so you’ll get a clearer, more dependable idea of how to approach this writing situation. Readers of this handout may also find our handout on writing in the sciences useful.

Background and pre-writing

Why do we write research reports.

You did an experiment or study for your science class, and now you have to write it up for your teacher to review. You feel that you understood the background sufficiently, designed and completed the study effectively, obtained useful data, and can use those data to draw conclusions about a scientific process or principle. But how exactly do you write all that? What is your teacher expecting to see?

To take some of the guesswork out of answering these questions, try to think beyond the classroom setting. In fact, you and your teacher are both part of a scientific community, and the people who participate in this community tend to share the same values. As long as you understand and respect these values, your writing will likely meet the expectations of your audience—including your teacher.

So why are you writing this research report? The practical answer is “Because the teacher assigned it,” but that’s classroom thinking. Generally speaking, people investigating some scientific hypothesis have a responsibility to the rest of the scientific world to report their findings, particularly if these findings add to or contradict previous ideas. The people reading such reports have two primary goals:

  • They want to gather the information presented.
  • They want to know that the findings are legitimate.

Your job as a writer, then, is to fulfill these two goals.

How do I do that?

Good question. Here is the basic format scientists have designed for research reports:

  • Introduction

Methods and Materials

This format, sometimes called “IMRAD,” may take slightly different shapes depending on the discipline or audience; some ask you to include an abstract or separate section for the hypothesis, or call the Discussion section “Conclusions,” or change the order of the sections (some professional and academic journals require the Methods section to appear last). Overall, however, the IMRAD format was devised to represent a textual version of the scientific method.

The scientific method, you’ll probably recall, involves developing a hypothesis, testing it, and deciding whether your findings support the hypothesis. In essence, the format for a research report in the sciences mirrors the scientific method but fleshes out the process a little. Below, you’ll find a table that shows how each written section fits into the scientific method and what additional information it offers the reader.

Thinking of your research report as based on the scientific method, but elaborated in the ways described above, may help you to meet your audience’s expectations successfully. We’re going to proceed by explicitly connecting each section of the lab report to the scientific method, then explaining why and how you need to elaborate that section.

Although this handout takes each section in the order in which it should be presented in the final report, you may for practical reasons decide to compose sections in another order. For example, many writers find that composing their Methods and Results before the other sections helps to clarify their idea of the experiment or study as a whole. You might consider using each assignment to practice different approaches to drafting the report, to find the order that works best for you.

What should I do before drafting the lab report?

The best way to prepare to write the lab report is to make sure that you fully understand everything you need to about the experiment. Obviously, if you don’t quite know what went on during the lab, you’re going to find it difficult to explain the lab satisfactorily to someone else. To make sure you know enough to write the report, complete the following steps:

  • What are we going to do in this lab? (That is, what’s the procedure?)
  • Why are we going to do it that way?
  • What are we hoping to learn from this experiment?
  • Why would we benefit from this knowledge?
  • Consult your lab supervisor as you perform the lab. If you don’t know how to answer one of the questions above, for example, your lab supervisor will probably be able to explain it to you (or, at least, help you figure it out).
  • Plan the steps of the experiment carefully with your lab partners. The less you rush, the more likely it is that you’ll perform the experiment correctly and record your findings accurately. Also, take some time to think about the best way to organize the data before you have to start putting numbers down. If you can design a table to account for the data, that will tend to work much better than jotting results down hurriedly on a scrap piece of paper.
  • Record the data carefully so you get them right. You won’t be able to trust your conclusions if you have the wrong data, and your readers will know you messed up if the other three people in your group have “97 degrees” and you have “87.”
  • Consult with your lab partners about everything you do. Lab groups often make one of two mistakes: two people do all the work while two have a nice chat, or everybody works together until the group finishes gathering the raw data, then scrams outta there. Collaborate with your partners, even when the experiment is “over.” What trends did you observe? Was the hypothesis supported? Did you all get the same results? What kind of figure should you use to represent your findings? The whole group can work together to answer these questions.
  • Consider your audience. You may believe that audience is a non-issue: it’s your lab TA, right? Well, yes—but again, think beyond the classroom. If you write with only your lab instructor in mind, you may omit material that is crucial to a complete understanding of your experiment, because you assume the instructor knows all that stuff already. As a result, you may receive a lower grade, since your TA won’t be sure that you understand all the principles at work. Try to write towards a student in the same course but a different lab section. That student will have a fair degree of scientific expertise but won’t know much about your experiment particularly. Alternatively, you could envision yourself five years from now, after the reading and lectures for this course have faded a bit. What would you remember, and what would you need explained more clearly (as a refresher)?

Once you’ve completed these steps as you perform the experiment, you’ll be in a good position to draft an effective lab report.

Introductions

How do i write a strong introduction.

For the purposes of this handout, we’ll consider the Introduction to contain four basic elements: the purpose, the scientific literature relevant to the subject, the hypothesis, and the reasons you believed your hypothesis viable. Let’s start by going through each element of the Introduction to clarify what it covers and why it’s important. Then we can formulate a logical organizational strategy for the section.

The inclusion of the purpose (sometimes called the objective) of the experiment often confuses writers. The biggest misconception is that the purpose is the same as the hypothesis. Not quite. We’ll get to hypotheses in a minute, but basically they provide some indication of what you expect the experiment to show. The purpose is broader, and deals more with what you expect to gain through the experiment. In a professional setting, the hypothesis might have something to do with how cells react to a certain kind of genetic manipulation, but the purpose of the experiment is to learn more about potential cancer treatments. Undergraduate reports don’t often have this wide-ranging a goal, but you should still try to maintain the distinction between your hypothesis and your purpose. In a solubility experiment, for example, your hypothesis might talk about the relationship between temperature and the rate of solubility, but the purpose is probably to learn more about some specific scientific principle underlying the process of solubility.

For starters, most people say that you should write out your working hypothesis before you perform the experiment or study. Many beginning science students neglect to do so and find themselves struggling to remember precisely which variables were involved in the process or in what way the researchers felt that they were related. Write your hypothesis down as you develop it—you’ll be glad you did.

As for the form a hypothesis should take, it’s best not to be too fancy or complicated; an inventive style isn’t nearly so important as clarity here. There’s nothing wrong with beginning your hypothesis with the phrase, “It was hypothesized that . . .” Be as specific as you can about the relationship between the different objects of your study. In other words, explain that when term A changes, term B changes in this particular way. Readers of scientific writing are rarely content with the idea that a relationship between two terms exists—they want to know what that relationship entails.

Not a hypothesis:

“It was hypothesized that there is a significant relationship between the temperature of a solvent and the rate at which a solute dissolves.”

Hypothesis:

“It was hypothesized that as the temperature of a solvent increases, the rate at which a solute will dissolve in that solvent increases.”

Put more technically, most hypotheses contain both an independent and a dependent variable. The independent variable is what you manipulate to test the reaction; the dependent variable is what changes as a result of your manipulation. In the example above, the independent variable is the temperature of the solvent, and the dependent variable is the rate of solubility. Be sure that your hypothesis includes both variables.

Justify your hypothesis

You need to do more than tell your readers what your hypothesis is; you also need to assure them that this hypothesis was reasonable, given the circumstances. In other words, use the Introduction to explain that you didn’t just pluck your hypothesis out of thin air. (If you did pluck it out of thin air, your problems with your report will probably extend beyond using the appropriate format.) If you posit that a particular relationship exists between the independent and the dependent variable, what led you to believe your “guess” might be supported by evidence?

Scientists often refer to this type of justification as “motivating” the hypothesis, in the sense that something propelled them to make that prediction. Often, motivation includes what we already know—or rather, what scientists generally accept as true (see “Background/previous research” below). But you can also motivate your hypothesis by relying on logic or on your own observations. If you’re trying to decide which solutes will dissolve more rapidly in a solvent at increased temperatures, you might remember that some solids are meant to dissolve in hot water (e.g., bouillon cubes) and some are used for a function precisely because they withstand higher temperatures (they make saucepans out of something). Or you can think about whether you’ve noticed sugar dissolving more rapidly in your glass of iced tea or in your cup of coffee. Even such basic, outside-the-lab observations can help you justify your hypothesis as reasonable.

Background/previous research

This part of the Introduction demonstrates to the reader your awareness of how you’re building on other scientists’ work. If you think of the scientific community as engaging in a series of conversations about various topics, then you’ll recognize that the relevant background material will alert the reader to which conversation you want to enter.

Generally speaking, authors writing journal articles use the background for slightly different purposes than do students completing assignments. Because readers of academic journals tend to be professionals in the field, authors explain the background in order to permit readers to evaluate the study’s pertinence for their own work. You, on the other hand, write toward a much narrower audience—your peers in the course or your lab instructor—and so you must demonstrate that you understand the context for the (presumably assigned) experiment or study you’ve completed. For example, if your professor has been talking about polarity during lectures, and you’re doing a solubility experiment, you might try to connect the polarity of a solid to its relative solubility in certain solvents. In any event, both professional researchers and undergraduates need to connect the background material overtly to their own work.

Organization of this section

Most of the time, writers begin by stating the purpose or objectives of their own work, which establishes for the reader’s benefit the “nature and scope of the problem investigated” (Day 1994). Once you have expressed your purpose, you should then find it easier to move from the general purpose, to relevant material on the subject, to your hypothesis. In abbreviated form, an Introduction section might look like this:

“The purpose of the experiment was to test conventional ideas about solubility in the laboratory [purpose] . . . According to Whitecoat and Labrat (1999), at higher temperatures the molecules of solvents move more quickly . . . We know from the class lecture that molecules moving at higher rates of speed collide with one another more often and thus break down more easily [background material/motivation] . . . Thus, it was hypothesized that as the temperature of a solvent increases, the rate at which a solute will dissolve in that solvent increases [hypothesis].”

Again—these are guidelines, not commandments. Some writers and readers prefer different structures for the Introduction. The one above merely illustrates a common approach to organizing material.

How do I write a strong Materials and Methods section?

As with any piece of writing, your Methods section will succeed only if it fulfills its readers’ expectations, so you need to be clear in your own mind about the purpose of this section. Let’s review the purpose as we described it above: in this section, you want to describe in detail how you tested the hypothesis you developed and also to clarify the rationale for your procedure. In science, it’s not sufficient merely to design and carry out an experiment. Ultimately, others must be able to verify your findings, so your experiment must be reproducible, to the extent that other researchers can follow the same procedure and obtain the same (or similar) results.

Here’s a real-world example of the importance of reproducibility. In 1989, physicists Stanley Pons and Martin Fleischman announced that they had discovered “cold fusion,” a way of producing excess heat and power without the nuclear radiation that accompanies “hot fusion.” Such a discovery could have great ramifications for the industrial production of energy, so these findings created a great deal of interest. When other scientists tried to duplicate the experiment, however, they didn’t achieve the same results, and as a result many wrote off the conclusions as unjustified (or worse, a hoax). To this day, the viability of cold fusion is debated within the scientific community, even though an increasing number of researchers believe it possible. So when you write your Methods section, keep in mind that you need to describe your experiment well enough to allow others to replicate it exactly.

With these goals in mind, let’s consider how to write an effective Methods section in terms of content, structure, and style.

Sometimes the hardest thing about writing this section isn’t what you should talk about, but what you shouldn’t talk about. Writers often want to include the results of their experiment, because they measured and recorded the results during the course of the experiment. But such data should be reserved for the Results section. In the Methods section, you can write that you recorded the results, or how you recorded the results (e.g., in a table), but you shouldn’t write what the results were—not yet. Here, you’re merely stating exactly how you went about testing your hypothesis. As you draft your Methods section, ask yourself the following questions:

  • How much detail? Be precise in providing details, but stay relevant. Ask yourself, “Would it make any difference if this piece were a different size or made from a different material?” If not, you probably don’t need to get too specific. If so, you should give as many details as necessary to prevent this experiment from going awry if someone else tries to carry it out. Probably the most crucial detail is measurement; you should always quantify anything you can, such as time elapsed, temperature, mass, volume, etc.
  • Rationale: Be sure that as you’re relating your actions during the experiment, you explain your rationale for the protocol you developed. If you capped a test tube immediately after adding a solute to a solvent, why did you do that? (That’s really two questions: why did you cap it, and why did you cap it immediately?) In a professional setting, writers provide their rationale as a way to explain their thinking to potential critics. On one hand, of course, that’s your motivation for talking about protocol, too. On the other hand, since in practical terms you’re also writing to your teacher (who’s seeking to evaluate how well you comprehend the principles of the experiment), explaining the rationale indicates that you understand the reasons for conducting the experiment in that way, and that you’re not just following orders. Critical thinking is crucial—robots don’t make good scientists.
  • Control: Most experiments will include a control, which is a means of comparing experimental results. (Sometimes you’ll need to have more than one control, depending on the number of hypotheses you want to test.) The control is exactly the same as the other items you’re testing, except that you don’t manipulate the independent variable-the condition you’re altering to check the effect on the dependent variable. For example, if you’re testing solubility rates at increased temperatures, your control would be a solution that you didn’t heat at all; that way, you’ll see how quickly the solute dissolves “naturally” (i.e., without manipulation), and you’ll have a point of reference against which to compare the solutions you did heat.

Describe the control in the Methods section. Two things are especially important in writing about the control: identify the control as a control, and explain what you’re controlling for. Here is an example:

“As a control for the temperature change, we placed the same amount of solute in the same amount of solvent, and let the solution stand for five minutes without heating it.”

Structure and style

Organization is especially important in the Methods section of a lab report because readers must understand your experimental procedure completely. Many writers are surprised by the difficulty of conveying what they did during the experiment, since after all they’re only reporting an event, but it’s often tricky to present this information in a coherent way. There’s a fairly standard structure you can use to guide you, and following the conventions for style can help clarify your points.

  • Subsections: Occasionally, researchers use subsections to report their procedure when the following circumstances apply: 1) if they’ve used a great many materials; 2) if the procedure is unusually complicated; 3) if they’ve developed a procedure that won’t be familiar to many of their readers. Because these conditions rarely apply to the experiments you’ll perform in class, most undergraduate lab reports won’t require you to use subsections. In fact, many guides to writing lab reports suggest that you try to limit your Methods section to a single paragraph.
  • Narrative structure: Think of this section as telling a story about a group of people and the experiment they performed. Describe what you did in the order in which you did it. You may have heard the old joke centered on the line, “Disconnect the red wire, but only after disconnecting the green wire,” where the person reading the directions blows everything to kingdom come because the directions weren’t in order. We’re used to reading about events chronologically, and so your readers will generally understand what you did if you present that information in the same way. Also, since the Methods section does generally appear as a narrative (story), you want to avoid the “recipe” approach: “First, take a clean, dry 100 ml test tube from the rack. Next, add 50 ml of distilled water.” You should be reporting what did happen, not telling the reader how to perform the experiment: “50 ml of distilled water was poured into a clean, dry 100 ml test tube.” Hint: most of the time, the recipe approach comes from copying down the steps of the procedure from your lab manual, so you may want to draft the Methods section initially without consulting your manual. Later, of course, you can go back and fill in any part of the procedure you inadvertently overlooked.
  • Past tense: Remember that you’re describing what happened, so you should use past tense to refer to everything you did during the experiment. Writers are often tempted to use the imperative (“Add 5 g of the solid to the solution”) because that’s how their lab manuals are worded; less frequently, they use present tense (“5 g of the solid are added to the solution”). Instead, remember that you’re talking about an event which happened at a particular time in the past, and which has already ended by the time you start writing, so simple past tense will be appropriate in this section (“5 g of the solid were added to the solution” or “We added 5 g of the solid to the solution”).
  • Active: We heated the solution to 80°C. (The subject, “we,” performs the action, heating.)
  • Passive: The solution was heated to 80°C. (The subject, “solution,” doesn’t do the heating–it is acted upon, not acting.)

Increasingly, especially in the social sciences, using first person and active voice is acceptable in scientific reports. Most readers find that this style of writing conveys information more clearly and concisely. This rhetorical choice thus brings two scientific values into conflict: objectivity versus clarity. Since the scientific community hasn’t reached a consensus about which style it prefers, you may want to ask your lab instructor.

How do I write a strong Results section?

Here’s a paradox for you. The Results section is often both the shortest (yay!) and most important (uh-oh!) part of your report. Your Materials and Methods section shows how you obtained the results, and your Discussion section explores the significance of the results, so clearly the Results section forms the backbone of the lab report. This section provides the most critical information about your experiment: the data that allow you to discuss how your hypothesis was or wasn’t supported. But it doesn’t provide anything else, which explains why this section is generally shorter than the others.

Before you write this section, look at all the data you collected to figure out what relates significantly to your hypothesis. You’ll want to highlight this material in your Results section. Resist the urge to include every bit of data you collected, since perhaps not all are relevant. Also, don’t try to draw conclusions about the results—save them for the Discussion section. In this section, you’re reporting facts. Nothing your readers can dispute should appear in the Results section.

Most Results sections feature three distinct parts: text, tables, and figures. Let’s consider each part one at a time.

This should be a short paragraph, generally just a few lines, that describes the results you obtained from your experiment. In a relatively simple experiment, one that doesn’t produce a lot of data for you to repeat, the text can represent the entire Results section. Don’t feel that you need to include lots of extraneous detail to compensate for a short (but effective) text; your readers appreciate discrimination more than your ability to recite facts. In a more complex experiment, you may want to use tables and/or figures to help guide your readers toward the most important information you gathered. In that event, you’ll need to refer to each table or figure directly, where appropriate:

“Table 1 lists the rates of solubility for each substance”

“Solubility increased as the temperature of the solution increased (see Figure 1).”

If you do use tables or figures, make sure that you don’t present the same material in both the text and the tables/figures, since in essence you’ll just repeat yourself, probably annoying your readers with the redundancy of your statements.

Feel free to describe trends that emerge as you examine the data. Although identifying trends requires some judgment on your part and so may not feel like factual reporting, no one can deny that these trends do exist, and so they properly belong in the Results section. Example:

“Heating the solution increased the rate of solubility of polar solids by 45% but had no effect on the rate of solubility in solutions containing non-polar solids.”

This point isn’t debatable—you’re just pointing out what the data show.

As in the Materials and Methods section, you want to refer to your data in the past tense, because the events you recorded have already occurred and have finished occurring. In the example above, note the use of “increased” and “had,” rather than “increases” and “has.” (You don’t know from your experiment that heating always increases the solubility of polar solids, but it did that time.)

You shouldn’t put information in the table that also appears in the text. You also shouldn’t use a table to present irrelevant data, just to show you did collect these data during the experiment. Tables are good for some purposes and situations, but not others, so whether and how you’ll use tables depends upon what you need them to accomplish.

Tables are useful ways to show variation in data, but not to present a great deal of unchanging measurements. If you’re dealing with a scientific phenomenon that occurs only within a certain range of temperatures, for example, you don’t need to use a table to show that the phenomenon didn’t occur at any of the other temperatures. How useful is this table?

A table labeled Effect of Temperature on Rate of Solubility with temperature of solvent values in 10-degree increments from -20 degrees Celsius to 80 degrees Celsius that does not show a corresponding rate of solubility value until 50 degrees Celsius.

As you can probably see, no solubility was observed until the trial temperature reached 50°C, a fact that the text part of the Results section could easily convey. The table could then be limited to what happened at 50°C and higher, thus better illustrating the differences in solubility rates when solubility did occur.

As a rule, try not to use a table to describe any experimental event you can cover in one sentence of text. Here’s an example of an unnecessary table from How to Write and Publish a Scientific Paper , by Robert A. Day:

A table labeled Oxygen requirements of various species of Streptomyces showing the names of organisms and two columns that indicate growth under aerobic conditions and growth under anaerobic conditions with a plus or minus symbol for each organism in the growth columns to indicate value.

As Day notes, all the information in this table can be summarized in one sentence: “S. griseus, S. coelicolor, S. everycolor, and S. rainbowenski grew under aerobic conditions, whereas S. nocolor and S. greenicus required anaerobic conditions.” Most readers won’t find the table clearer than that one sentence.

When you do have reason to tabulate material, pay attention to the clarity and readability of the format you use. Here are a few tips:

  • Number your table. Then, when you refer to the table in the text, use that number to tell your readers which table they can review to clarify the material.
  • Give your table a title. This title should be descriptive enough to communicate the contents of the table, but not so long that it becomes difficult to follow. The titles in the sample tables above are acceptable.
  • Arrange your table so that readers read vertically, not horizontally. For the most part, this rule means that you should construct your table so that like elements read down, not across. Think about what you want your readers to compare, and put that information in the column (up and down) rather than in the row (across). Usually, the point of comparison will be the numerical data you collect, so especially make sure you have columns of numbers, not rows.Here’s an example of how drastically this decision affects the readability of your table (from A Short Guide to Writing about Chemistry , by Herbert Beall and John Trimbur). Look at this table, which presents the relevant data in horizontal rows:

A table labeled Boyle's Law Experiment: Measuring Volume as a Function of Pressure that presents the trial number, length of air sample in millimeters, and height difference in inches of mercury, each of which is presented in rows horizontally.

It’s a little tough to see the trends that the author presumably wants to present in this table. Compare this table, in which the data appear vertically:

A table labeled Boyle's Law Experiment: Measuring Volume as a Function of Pressure that presents the trial number, length of air sample in millimeters, and height difference in inches of mercury, each of which is presented in columns vertically.

The second table shows how putting like elements in a vertical column makes for easier reading. In this case, the like elements are the measurements of length and height, over five trials–not, as in the first table, the length and height measurements for each trial.

  • Make sure to include units of measurement in the tables. Readers might be able to guess that you measured something in millimeters, but don’t make them try.
  • Don’t use vertical lines as part of the format for your table. This convention exists because journals prefer not to have to reproduce these lines because the tables then become more expensive to print. Even though it’s fairly unlikely that you’ll be sending your Biology 11 lab report to Science for publication, your readers still have this expectation. Consequently, if you use the table-drawing option in your word-processing software, choose the option that doesn’t rely on a “grid” format (which includes vertical lines).

How do I include figures in my report?

Although tables can be useful ways of showing trends in the results you obtained, figures (i.e., illustrations) can do an even better job of emphasizing such trends. Lab report writers often use graphic representations of the data they collected to provide their readers with a literal picture of how the experiment went.

When should you use a figure?

Remember the circumstances under which you don’t need a table: when you don’t have a great deal of data or when the data you have don’t vary a lot. Under the same conditions, you would probably forgo the figure as well, since the figure would be unlikely to provide your readers with an additional perspective. Scientists really don’t like their time wasted, so they tend not to respond favorably to redundancy.

If you’re trying to decide between using a table and creating a figure to present your material, consider the following a rule of thumb. The strength of a table lies in its ability to supply large amounts of exact data, whereas the strength of a figure is its dramatic illustration of important trends within the experiment. If you feel that your readers won’t get the full impact of the results you obtained just by looking at the numbers, then a figure might be appropriate.

Of course, an undergraduate class may expect you to create a figure for your lab experiment, if only to make sure that you can do so effectively. If this is the case, then don’t worry about whether to use figures or not—concentrate instead on how best to accomplish your task.

Figures can include maps, photographs, pen-and-ink drawings, flow charts, bar graphs, and section graphs (“pie charts”). But the most common figure by far, especially for undergraduates, is the line graph, so we’ll focus on that type in this handout.

At the undergraduate level, you can often draw and label your graphs by hand, provided that the result is clear, legible, and drawn to scale. Computer technology has, however, made creating line graphs a lot easier. Most word-processing software has a number of functions for transferring data into graph form; many scientists have found Microsoft Excel, for example, a helpful tool in graphing results. If you plan on pursuing a career in the sciences, it may be well worth your while to learn to use a similar program.

Computers can’t, however, decide for you how your graph really works; you have to know how to design your graph to meet your readers’ expectations. Here are some of these expectations:

  • Keep it as simple as possible. You may be tempted to signal the complexity of the information you gathered by trying to design a graph that accounts for that complexity. But remember the purpose of your graph: to dramatize your results in a manner that’s easy to see and grasp. Try not to make the reader stare at the graph for a half hour to find the important line among the mass of other lines. For maximum effectiveness, limit yourself to three to five lines per graph; if you have more data to demonstrate, use a set of graphs to account for it, rather than trying to cram it all into a single figure.
  • Plot the independent variable on the horizontal (x) axis and the dependent variable on the vertical (y) axis. Remember that the independent variable is the condition that you manipulated during the experiment and the dependent variable is the condition that you measured to see if it changed along with the independent variable. Placing the variables along their respective axes is mostly just a convention, but since your readers are accustomed to viewing graphs in this way, you’re better off not challenging the convention in your report.
  • Label each axis carefully, and be especially careful to include units of measure. You need to make sure that your readers understand perfectly well what your graph indicates.
  • Number and title your graphs. As with tables, the title of the graph should be informative but concise, and you should refer to your graph by number in the text (e.g., “Figure 1 shows the increase in the solubility rate as a function of temperature”).
  • Many editors of professional scientific journals prefer that writers distinguish the lines in their graphs by attaching a symbol to them, usually a geometric shape (triangle, square, etc.), and using that symbol throughout the curve of the line. Generally, readers have a hard time distinguishing dotted lines from dot-dash lines from straight lines, so you should consider staying away from this system. Editors don’t usually like different-colored lines within a graph because colors are difficult and expensive to reproduce; colors may, however, be great for your purposes, as long as you’re not planning to submit your paper to Nature. Use your discretion—try to employ whichever technique dramatizes the results most effectively.
  • Try to gather data at regular intervals, so the plot points on your graph aren’t too far apart. You can’t be sure of the arc you should draw between the plot points if the points are located at the far corners of the graph; over a fifteen-minute interval, perhaps the change occurred in the first or last thirty seconds of that period (in which case your straight-line connection between the points is misleading).
  • If you’re worried that you didn’t collect data at sufficiently regular intervals during your experiment, go ahead and connect the points with a straight line, but you may want to examine this problem as part of your Discussion section.
  • Make your graph large enough so that everything is legible and clearly demarcated, but not so large that it either overwhelms the rest of the Results section or provides a far greater range than you need to illustrate your point. If, for example, the seedlings of your plant grew only 15 mm during the trial, you don’t need to construct a graph that accounts for 100 mm of growth. The lines in your graph should more or less fill the space created by the axes; if you see that your data is confined to the lower left portion of the graph, you should probably re-adjust your scale.
  • If you create a set of graphs, make them the same size and format, including all the verbal and visual codes (captions, symbols, scale, etc.). You want to be as consistent as possible in your illustrations, so that your readers can easily make the comparisons you’re trying to get them to see.

How do I write a strong Discussion section?

The discussion section is probably the least formalized part of the report, in that you can’t really apply the same structure to every type of experiment. In simple terms, here you tell your readers what to make of the Results you obtained. If you have done the Results part well, your readers should already recognize the trends in the data and have a fairly clear idea of whether your hypothesis was supported. Because the Results can seem so self-explanatory, many students find it difficult to know what material to add in this last section.

Basically, the Discussion contains several parts, in no particular order, but roughly moving from specific (i.e., related to your experiment only) to general (how your findings fit in the larger scientific community). In this section, you will, as a rule, need to:

Explain whether the data support your hypothesis

  • Acknowledge any anomalous data or deviations from what you expected

Derive conclusions, based on your findings, about the process you’re studying

  • Relate your findings to earlier work in the same area (if you can)

Explore the theoretical and/or practical implications of your findings

Let’s look at some dos and don’ts for each of these objectives.

This statement is usually a good way to begin the Discussion, since you can’t effectively speak about the larger scientific value of your study until you’ve figured out the particulars of this experiment. You might begin this part of the Discussion by explicitly stating the relationships or correlations your data indicate between the independent and dependent variables. Then you can show more clearly why you believe your hypothesis was or was not supported. For example, if you tested solubility at various temperatures, you could start this section by noting that the rates of solubility increased as the temperature increased. If your initial hypothesis surmised that temperature change would not affect solubility, you would then say something like,

“The hypothesis that temperature change would not affect solubility was not supported by the data.”

Note: Students tend to view labs as practical tests of undeniable scientific truths. As a result, you may want to say that the hypothesis was “proved” or “disproved” or that it was “correct” or “incorrect.” These terms, however, reflect a degree of certainty that you as a scientist aren’t supposed to have. Remember, you’re testing a theory with a procedure that lasts only a few hours and relies on only a few trials, which severely compromises your ability to be sure about the “truth” you see. Words like “supported,” “indicated,” and “suggested” are more acceptable ways to evaluate your hypothesis.

Also, recognize that saying whether the data supported your hypothesis or not involves making a claim to be defended. As such, you need to show the readers that this claim is warranted by the evidence. Make sure that you’re very explicit about the relationship between the evidence and the conclusions you draw from it. This process is difficult for many writers because we don’t often justify conclusions in our regular lives. For example, you might nudge your friend at a party and whisper, “That guy’s drunk,” and once your friend lays eyes on the person in question, she might readily agree. In a scientific paper, by contrast, you would need to defend your claim more thoroughly by pointing to data such as slurred words, unsteady gait, and the lampshade-as-hat. In addition to pointing out these details, you would also need to show how (according to previous studies) these signs are consistent with inebriation, especially if they occur in conjunction with one another. To put it another way, tell your readers exactly how you got from point A (was the hypothesis supported?) to point B (yes/no).

Acknowledge any anomalous data, or deviations from what you expected

You need to take these exceptions and divergences into account, so that you qualify your conclusions sufficiently. For obvious reasons, your readers will doubt your authority if you (deliberately or inadvertently) overlook a key piece of data that doesn’t square with your perspective on what occurred. In a more philosophical sense, once you’ve ignored evidence that contradicts your claims, you’ve departed from the scientific method. The urge to “tidy up” the experiment is often strong, but if you give in to it you’re no longer performing good science.

Sometimes after you’ve performed a study or experiment, you realize that some part of the methods you used to test your hypothesis was flawed. In that case, it’s OK to suggest that if you had the chance to conduct your test again, you might change the design in this or that specific way in order to avoid such and such a problem. The key to making this approach work, though, is to be very precise about the weakness in your experiment, why and how you think that weakness might have affected your data, and how you would alter your protocol to eliminate—or limit the effects of—that weakness. Often, inexperienced researchers and writers feel the need to account for “wrong” data (remember, there’s no such animal), and so they speculate wildly about what might have screwed things up. These speculations include such factors as the unusually hot temperature in the room, or the possibility that their lab partners read the meters wrong, or the potentially defective equipment. These explanations are what scientists call “cop-outs,” or “lame”; don’t indicate that the experiment had a weakness unless you’re fairly certain that a) it really occurred and b) you can explain reasonably well how that weakness affected your results.

If, for example, your hypothesis dealt with the changes in solubility at different temperatures, then try to figure out what you can rationally say about the process of solubility more generally. If you’re doing an undergraduate lab, chances are that the lab will connect in some way to the material you’ve been covering either in lecture or in your reading, so you might choose to return to these resources as a way to help you think clearly about the process as a whole.

This part of the Discussion section is another place where you need to make sure that you’re not overreaching. Again, nothing you’ve found in one study would remotely allow you to claim that you now “know” something, or that something isn’t “true,” or that your experiment “confirmed” some principle or other. Hesitate before you go out on a limb—it’s dangerous! Use less absolutely conclusive language, including such words as “suggest,” “indicate,” “correspond,” “possibly,” “challenge,” etc.

Relate your findings to previous work in the field (if possible)

We’ve been talking about how to show that you belong in a particular community (such as biologists or anthropologists) by writing within conventions that they recognize and accept. Another is to try to identify a conversation going on among members of that community, and use your work to contribute to that conversation. In a larger philosophical sense, scientists can’t fully understand the value of their research unless they have some sense of the context that provoked and nourished it. That is, you have to recognize what’s new about your project (potentially, anyway) and how it benefits the wider body of scientific knowledge. On a more pragmatic level, especially for undergraduates, connecting your lab work to previous research will demonstrate to the TA that you see the big picture. You have an opportunity, in the Discussion section, to distinguish yourself from the students in your class who aren’t thinking beyond the barest facts of the study. Capitalize on this opportunity by putting your own work in context.

If you’re just beginning to work in the natural sciences (as a first-year biology or chemistry student, say), most likely the work you’ll be doing has already been performed and re-performed to a satisfactory degree. Hence, you could probably point to a similar experiment or study and compare/contrast your results and conclusions. More advanced work may deal with an issue that is somewhat less “resolved,” and so previous research may take the form of an ongoing debate, and you can use your own work to weigh in on that debate. If, for example, researchers are hotly disputing the value of herbal remedies for the common cold, and the results of your study suggest that Echinacea diminishes the symptoms but not the actual presence of the cold, then you might want to take some time in the Discussion section to recapitulate the specifics of the dispute as it relates to Echinacea as an herbal remedy. (Consider that you have probably already written in the Introduction about this debate as background research.)

This information is often the best way to end your Discussion (and, for all intents and purposes, the report). In argumentative writing generally, you want to use your closing words to convey the main point of your writing. This main point can be primarily theoretical (“Now that you understand this information, you’re in a better position to understand this larger issue”) or primarily practical (“You can use this information to take such and such an action”). In either case, the concluding statements help the reader to comprehend the significance of your project and your decision to write about it.

Since a lab report is argumentative—after all, you’re investigating a claim, and judging the legitimacy of that claim by generating and collecting evidence—it’s often a good idea to end your report with the same technique for establishing your main point. If you want to go the theoretical route, you might talk about the consequences your study has for the field or phenomenon you’re investigating. To return to the examples regarding solubility, you could end by reflecting on what your work on solubility as a function of temperature tells us (potentially) about solubility in general. (Some folks consider this type of exploration “pure” as opposed to “applied” science, although these labels can be problematic.) If you want to go the practical route, you could end by speculating about the medical, institutional, or commercial implications of your findings—in other words, answer the question, “What can this study help people to do?” In either case, you’re going to make your readers’ experience more satisfying, by helping them see why they spent their time learning what you had to teach them.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

American Psychological Association. 2010. Publication Manual of the American Psychological Association . 6th ed. Washington, DC: American Psychological Association.

Beall, Herbert, and John Trimbur. 2001. A Short Guide to Writing About Chemistry , 2nd ed. New York: Longman.

Blum, Deborah, and Mary Knudson. 1997. A Field Guide for Science Writers: The Official Guide of the National Association of Science Writers . New York: Oxford University Press.

Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.

Briscoe, Mary Helen. 1996. Preparing Scientific Illustrations: A Guide to Better Posters, Presentations, and Publications , 2nd ed. New York: Springer-Verlag.

Council of Science Editors. 2014. Scientific Style and Format: The CSE Manual for Authors, Editors, and Publishers , 8th ed. Chicago & London: University of Chicago Press.

Davis, Martha. 2012. Scientific Papers and Presentations , 3rd ed. London: Academic Press.

Day, Robert A. 1994. How to Write and Publish a Scientific Paper , 4th ed. Phoenix: Oryx Press.

Porush, David. 1995. A Short Guide to Writing About Science . New York: Longman.

Williams, Joseph, and Joseph Bizup. 2017. Style: Lessons in Clarity and Grace , 12th ed. Boston: Pearson.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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  • Writing well

How to write a report

  • Starting well
  • How to write an annotated bibliography
  • How to write a case study response
  • How to write a critique
  • How to write an empirical article
  • How to write an essay
  • How to write a literature review
  • How to write a reflective task
  • Finishing well

Elements of a report

Example report structure.

This page should include:

  • the report title, which states the report’s purpose
  • your name and the name of the person receiving the report (place in the bottom right-hand corner)
  • the submission date.

Executive summary

An executive summary is a paragraph that provides the reader with a quick overview of the entire report, including its purpose, context, methods, major findings, conclusions and recommendations. It is often easier to write the executive summary once the report has been completed.

This is placed on a separate page between the title page and the table of contents. This may often be the only part of the report that is actually read.

Table of contents

The table of contents lists the main sections (headings) of the report, and the page on which each begins. If your report includes tables, diagrams or illustrations, these are listed separately on the page after the table of contents.

Introduction

The introduction should:

  • discuss the importance or significance of the research or problem to be reported
  • define the purpose of the report
  • outline the issues to be discussed (scope)
  • inform the reader of any limitations to the report, or any assumptions made.

Discussion or body

This contains the main substance of the report, organised into sections with headings and subheadings rather than paragraphs. The body of a report can include the following:

  • A description of the issue or situation which is being reported on. This may include a literature review of the research on that issue.
  • The method of data collection, if applicable - this should include what you did and why, such as a survey or interview, and the size and selection criteria of the study sample.
  • A discussion and analysis of the data collected - this should comment on the reliability and accuracy of the data and relate the findings to your report’s purpose and current literature.

This summarises the key findings from the discussion section and may be numbered here for clarity. Relate your conclusion to the objectives of the report and arrange your points logically so that major conclusions are presented first. Some reports may require a discussion of recommendations, rather than a conclusion.

Recommendations

These are subjective opinions about what action you think could be followed. They must be realistic, achievable and clearly relate to the conclusion of the report.

Reference list

This must contain all the material cited in the report. It must be accurate and consistent with a standard referencing style. Refer to QUT cite .

These contain extra supporting information that is put at the end of the report so as not to distract the reader from the main issues. They contain detailed information, such as questionnaires, tables, graphs and diagrams. Appendices should be clearly set out and numbered in the order they are mentioned in the text.

Note that this is a generic example only. Your table of contents may vary depending on the type and function of your report. Please check with your lecturer which headings are appropriate for your purposes.

1. Introduction

1.1 Purpose of the report 1.2 Issues to be discussed and their significance 1.3 Research methods 1.4 Limitations and assumptions

2. Discussion

2.1 Literature review 2.1.1 Issue 1 2.1.2 Issue 2 2.1.3 Issue 3
2.2.1 Procedures 2.2.2 Sample size 2.2.3 Selection criteria

2.3 Discussion and analysis of data

2.3.1 Issue 1 2.3.2 Issue 2 2.3.3 Issue 3 2.3.4 Reliability and accuracy of data

3. Conclusions

4. recommendations.

4.1 Recommendation 1 4.2 Recommendation 2

5. References

6. appendices.

  • Read the assignment criteria clearly and clarified what needs to be in the report and what type of report it is to be?
  • Provided a title page?
  • Provided an executive summary?
  • Provided a table of contents?
  • Provided an introduction?
  • Provided the literature review?
  • Explained the method of how the data was gathered?
  • Discussed the results and findings?
  • Come to a conclusion?
  • Made some recommendations?
  • Provided references in the correct format?
  • Included any appendices?
  • Checked punctuation and spelling?

Further information

  • University of NSW: Report Writing Support

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Report writing

  • Features of good reports
  • Types of Report

Introduction

Organising your information, abstract / executive summary, literature review, results / data / findings, reference list / bibliography.

  • Writing up your report

Useful links for report writing

  • Study Advice Helping students to achieve study success with guides, video tutorials, seminars and one-to-one advice sessions.
  • Maths Support A guide to Maths Support resources which may help if you're finding any mathematical or statistical topic difficult during the transition to University study.

write a report university

  • Academic Phrasebank Use this site for examples of linking phrases and ways to refer to sources.
  • Academic writing LibGuide Expert guidance on punctuation, grammar, writing style and proof-reading.
  • Reading and notemaking LibGuide Expert guidance on managing your reading and making effective notes.
  • Guide to citing references Includes guidance on why, when and how to use references correctly in your academic writing.

The structure of a report has a key role to play in communicating information and enabling the reader to find the information they want quickly and easily. Each section of a report has a different role to play and a writing style suited to that role. Therefore, it is important to understand what your audience is expecting in each section of a report and put the appropriate information in the appropriate sections.

The guidance on this page explains the job each section does and the style in which it is written. Note that all reports are different so you must pay close attention to what you are being asked to include in your assignment brief. For instance, your report may need all of these sections, or only some, or you may be asked to combine sections (e.g. introduction and literature review, or results and discussion). The video tutorial on structuring reports below will also be helpful, especially if you are asked to decide on your own structure.

  • Finding a structure for your report (video) Watch this brief video tutorial for more on the topic.
  • Finding a structure for your report (transcript) Read along while watching the video tutorial.

write a report university

  • When writing an essay, you need to place your information  to make a strong argument
  • When writing a report, you need to place your information  in the appropriate section

Consider the role each item will play in communicating information or ideas to the reader, and place it in the section where it will best perform that role. For instance:

  • Does it provide background to your research? ( Introduction  or  Literature Review )
  • Does it describe the types of activity you used to collect evidence? ( Methods )
  • Does it present factual data? ( Results )
  • Does it place evidence in the context of background? ( Discussion )
  • Does it make recommendations for action? ( Conclusion )

write a report university

  • the purpose of the work
  • methods used for research
  • main conclusions reached
  • any recommendations

The introduction … should explain the rationale for undertaking the work reported on, and the way you decided to do it. Include what you have been asked (or chosen) to do and the reasons for doing it.

- State what the report is about. What is the question you are trying to answer? If it is a brief for a specific reader (e.g. a feasibility report on a construction project for a client), say who they are.

- Describe your starting point and the background to the subject: e.g., what research has already been done (if you have to include a Literature Review, this will only be a brief survey); what are the relevant themes and issues; why are you being asked to investigate it now?

- Explain how you are going to go about responding to the brief. If you are going to test a hypothesis in your research, include this at the end of your introduction. Include a brief outline of your method of enquiry. State the limits of your research and reasons for them, e.g.

write a report university

Introduce your review by explaining how you went about finding your materials, and any clear trends in research that have emerged. Group your texts in themes. Write about each theme as a separate section, giving a critical summary of each piece of work, and showing its relevance to your research. Conclude with how the review has informed your research (things you'll be building on, gaps you'll be filling etc).

  • Literature reviews LibGuide Guide on starting, writing and developing literature reviews.
  • Doing your literature review (video) Watch this brief video tutorial for more on the topic.
  • Doing your literature review (transcript) Read along while watching the video tutorial.

The methods  should be written in such a way that a reader could replicate the research you have done. State clearly how you carried out your investigation. Explain why you chose this particular method (questionnaires, focus group, experimental procedure etc). Include techniques and any equipment you used. If there were participants in your research, who were they? How many? How were they selected?

Write this section  concisely  but  thoroughly  – Go through what you did step by step, including everything that is relevant. You know what you did, but could a reader follow your description?

write a report university

Label your graphs and tables clearly. Give each figure a title and describe in words what the figure demonstrates. Save your interpretation of the results for the Discussion section.

The discussion ...is probably the longest section. It brings everything together, showing how your findings respond to the brief you explained in your introduction and the previous research you surveyed in your literature review. This is the place to mention if there were any problems (e.g. your results were different from expectations, you couldn't find important data, or you had to change your method or participants) and how they were, or could have been, solved.

  • Writing up your report page More information on how to write your discussion and other sections.

The conclusions ...should be a short section with no new arguments or evidence. This section should give a feeling of closure and completion to your report. Sum up the main points of your research. How do they answer the original brief for the work reported on? This section may also include:

  • Recommendations for action
  • Suggestions for further research

write a report university

If you're unsure about how to cite a particular text, ask at the Study Advice Desk on the Ground Floor of the Library or contact your Academic Liaison Librarian for help.

  • Contact your Academic Liaison Librarian

The appendices ...include any additional information that may help the reader but is not essential to the report's main findings. The report should be able to stand alone without the appendices. An appendix can include for instance: interview questions; questionnaires; surveys; raw data; figures; tables; maps; charts; graphs; a glossary of terms used.

  • A separate appendix should be used for each distinct topic or set of data.
  • Order your appendices in the order in which you refer to the content in the text.
  • Start each appendix on a separate page and label sequentially with letters or numbers e.g. Appendix A, Appendix B,…
  • Give each Appendix a meaningful title e.g. Appendix A: Turnover of Tesco PLC 2017-2021.
  • Refer to the relevant appendix where appropriate in the main text e.g. 'See Appendix A for an example questionnaire'.
  • If an appendix contains multiple figures which you will refer to individually then label each one using the Appendix letter and a running number e.g. Table B1, Table B2. Do not continue the numbering of any figures in your text, as your text should be able to stand alone without the appendices.
  • If your appendices draw on information from other sources you should include a citation and add the full details into your list of references (follow the rules for the referencing style you are using).

For more guidance see the following site:

  • Appendices guidance from University of Southern California Detailed guidance on using appendices. Part of the USC's guide to Organizing Your Social Sciences Research Paper.
  • << Previous: Types of Report
  • Next: Writing up your report >>
  • Last Updated: Jan 29, 2024 11:27 AM
  • URL: https://libguides.reading.ac.uk/reports

write a report university

Related topics

  • Critical thinking
  • Finding information
  • Understanding assessments
  • Note-taking
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  • Paraphrasing and quoting
  • Referencing and avoiding plagiarism

See all available workshops .

Short on time? Watch a video on:

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  • Using active and passive voice – 9:58
  • Editing your work – 5:12

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Report structure and tips

The following guide has been created for you by the  Student Learning Advisory Service . For more detailed guidance and to speak to one of our advisers, please book an  appointment  or join one of our  workshops . Alternatively, have a look at our  SkillBuilder  skills videos.   

Reports are formal documents which can include headings, sub-headings, numbered sections, bullet point text, and graphics such as flow charts, diagrams or graphs. All of these devices may be used to help the reader navigate the report and understand its content.

A report is likely to include some or all of these elements, typically ordered as follows:

Title page: clearly identifying the subject of the report and the author Acknowledgements: naming third parties who have helped create the document Executive summary: an abbreviated, stand-alone overview of the report. Similar to the abstract of a journal article Contents page: allowing the reader to find their way quickly to sections of interest. This may or may not also include a table of figures or tables Introduction: outlining the main context, aims and objectives of the report Background information: anything essential to a full understanding of the report Methodology: describing how the report’s objectives were met or how the research was conducted Findings: what the report found Analysis: what these findings mean; their relevance and importance Conclusion: summarising the key things the report learned or established Recommendations: suggestions for action based on the report’s findings Bibliography: a full list of sources used to compile the report Appendices: containing supplementary information referred to in the report Glossary: definitions of technical terms used in the report

Common requirements

Different types of report – from technical reports to business reports - can vary widely in length, format and function. However, with every report:

Objectives: should be clearly defined Structure: should be logical and easy to navigate Writing: should be clear, succinct, and easy to understand Evidence: should support all conclusions made

Report writing tips

  • Often, reports are written about a collaborative project. If this is the case, make sure you know who is doing what and how the report will come together, including timeframes. Make sure to include time to share the report with the rest of the team before it is ‘published’, and that any requirements from external stakeholders or project partners are clearly outlined and factored in
  • Before you start writing, clarify the aims, structure and content of your report
  • Write in the 3rd person (This report will show…) to emphasise your objectivity
  • Use clear, formal language, avoiding slang, jargon and contractions such as don’t or can’t
  • Write sections as and when you are able, not necessarily in order of appearance
  • Have a system of version control (numbered drafts)
  • Write freely, whilst allowing time for editing and proof-reading later
  • Keep the report’s title in mind, and stay focussed on fulfilling its objectives
  • Each finding should have a conclusion; each leading to a recommendation

Report writing in the sciences

  • Writing in a scientific context This resource offers an introduction to writing in an engineering or scientific context, offering an outline of some of the most common conventions in technical writing . 
  • Structure and content of lab reports This resource offers an introduction to structuring and writing both simple and extended lab reports .  
  • Writing for publication in the biosciences This resource presents guidelines on getting published in Molecular Microbiology .

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Library Guides

Report writing: overview.

  • Scientific Reports
  • Business Reports

Reports are typical workplace writing. Writing reports as coursework can help you prepare to write better reports in your work life.

Reports are always written for a specific purpose and audience. They can present findings of a research; development of a project; analysis of a situation; proposals or solutions for a problem. They should inlcude referenced data or facts. 

Reports should be structured in headings and sub-headings, and easy to navigate. They should be written in a very clear and concise language.

What makes a good report?

Following the instructions 

You may have been given a report brief that provides you with instructions and guidelines. The report brief may outline the purpose, audience and problem or issue that your report must address, together with any specific requirements for format or structure. Thus, always check the report guidelines before starting your assignment. 

An effective report presents and analyses evidence that is relevant to the specific problem or issue you have been instructed to address. Always think of the audience and purpose of your report. 

All sources used should be acknowledged and referenced throughout. You can accompany your writing with necessary diagrams, graphs or tables of gathered data.

The data and information presented should be analysed. The type of analysis will depend on your subject. For example, business reports may use SWOT or PESTLE analytical frameworks. A lab report may require to analyse and interpret the data originated from an experiment you performed in light of current theories. 

A good report has a clear and accurately organised structure, divided in headings and sub-headings. The paragraphs are the fundamental unit of reports. (See boxes below.)

The language of reports is formal, clear, succinct, and to the point. (See box below.)

Writing style

The language of reports should be:

Formal  – avoid contractions and colloquial expressions.

Direct  – avoid jargon and complicated sentences. Explain any technical terms.

Precise  – avoid vague language e.g. 'almost'  and avoid generalisations e.g. 'many people'

Concise  – avoid repetition and redundant phrases. Examples of redundant phrases:

  • contributing factor = factor
  • general consensus = consensus
  • smooth to the touch = smooth

Strong paragraphs

Paragraphs, and namely strong paragraphs, are an essential device to keep your writing organised and logical. 

A paragraph is a group of sentences that are linked coherently around one central topic/idea.   Paragraphs should be the building blocks of academic writing. Each paragraph should be doing a job, moving the argument forward and guiding your reading through your thought process.

Paragraphs should be 10-12 lines long, but variations are acceptable. Do not write one-sentence long paragraphs; this is journalistic style, not academic.

You need to write so-called strong paragraphs wherein you present a topic, discuss it and conclude it, as afar as reasonably possible.  Strong paragraphs may not always be feasible, especially in introductions and conclusions, but should be the staple of the body of your written work. 

Topic sentence : Introduces the topic and states what your paragraph will be about

Development : Expand on the point you are making: explain, analyse, support with examples and/or evidence.

Concluding sentence : Summarise how your evidence backs up your point. You can also introduce what will come next.

PEEL technique

This is a strategy to write strong paragraphs. In each paragraph you should include the following:

P oint : what do you want to talk about?

E vidence : show me!

E valuation : tell me!

L ink : what's coming next?

Example of a strong paragraph, with PEEL technique:

write a report university

Paragraph bridges

Paragraphs may be linked to each other through "paragraph bridges". One simple way of doing this is by repeating a word or phrase.

Check the tabs of this guide for more information on writing business reports and scientific reports. 

Report Structure

Generally, a report will include some of the following sections: Title Page, Terms of Reference, Summary, Table of Contents, Introduction, Methods, Results, Main body, Conclusion, Recommendations, Appendices, and Bibliography. This structure may vary according to the type of report you are writing, which will be based on your department or subject field requirements. Therefore, it is always best to check your departmental guidelines or module/assignment instructions first.  

You should follow any guidelines specified by your module handbook or assignment brief in case these differ, however usually the title page will include the title of the report, your number, student ID and module details.

Terms of Reference

You may be asked to include this section to give clear, but brief, explanations for the reasons and purpose of the report, which may also include who the intended audience is and how the methods for the report were undertaken.

(Executive) Summary 

It is often best to write this last as it is harder to summarise a piece of work that you have not written yet. An executive summary is a shorter replica of the entire report. Its length should be about 10% of the length of the report, 

Contents (Table of Contents)

Please follow any specific style or formatting requirements specified by the module handbook or assignment brief. The contents page contains a list of the different chapters or headings and sub-headings along with the page number so that each section can be easily located within the report. Keep in mind that whatever numbering system you decide to use for your headings, they need to remain clear and consistent throughout. 

Introduction

This is where you set the scene for your report. The introduction should clearly articulate the purpose and aim (and, possibly, objectives) of the report, along with providing the background context for the report's topic and area of research. A scientific report may have an hypothesis in addition or in stead of aims and objectives. It may also provide any definitions or explanations for the terms used in the report or theoretical underpinnings of the research so that the reader has a clear understanding of what the research is based upon. It may be useful to also indicate any limitations to the scope of the report and identify the parameters of the research. 

The methods section includes any information on the methods, tools and equipment used to get the data and evidence for your report. You should justify your method (that is, explain why your method was chosen), acknowledge possible problems encountered during the research, and present the limitations of your methodology. 

If you are required to have a separate results and discussion section, then the results section should only include a summary of the findings, rather than an analysis of them - leave the critical analysis of the results for the discussion section. Presenting your results may take the form of graphs, tables, or any necessary diagrams of the gathered data. It is best to present your results in a logical order, making them as clear and understandable as possible through concise titles, brief summaries of the findings, and what the diagrams/charts/graphs or tables are showing to the reader. 

This section is where the data gathered and your results are truly put to work. It is the main body of your report in which you should critically analyse what the results mean in relation to the aims and objectives (and/or, in scientific writing, hypotheses) put forth at the beginning of the report. You should follow a logical order, and can structure this section in sub-headings. 

Conclusion 

The conclusion should not include any new material but instead show a summary of your main arguments and findings. It is a chance to remind the reader of the key points within your report, the significance of the findings and the most central issues or arguments raised from the research. The conclusion may also include recommendations for further research, or how the present research may be carried out more effectively in future.

Recommendations

You can have a separate section on recommendations, presenting the action you recommend be taken, drawing from the conclusion. These actions should be concrete and specific. 

The appendices may include all the supporting evidence and material used for your research, such as interview transcripts, surveys, questionnaires, tables, graphs, or other charts and images that you may not wish to include in the main body of the report, but may be referred to throughout your discussion or results sections.

Bibliography

Similar to your essays, a report still requires a bibliography of all the published resources you have referenced within your report. Check your module handbook for the referencing style you should use as there are different styles depending on your degree. If it is the standard Westminster Harvard Referencing style, then follow these guidelines and remember to be consistent. 

Formatting reports

You can format your document using the outline and table of contents functions in Word

write a report university

  • Next: Scientific Reports >>
  • Last Updated: Jan 19, 2023 10:14 AM
  • URL: https://libguides.westminster.ac.uk/report-writing

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How to Write a Report

Last Updated: December 4, 2023 Fact Checked

This article was co-authored by Emily Listmann, MA and by wikiHow staff writer, Amy Bobinger . Emily Listmann is a private tutor in San Carlos, California. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. There are 22 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 8,695,939 times.

When you’re assigned to write a report, it can seem like an intimidating process. Fortunately, if you pay close attention to the report prompt, choose a subject you like, and give yourself plenty of time to research your topic, you might actually find that it’s not so bad. After you gather your research and organize it into an outline, all that’s left is to write out your paragraphs and proofread your paper before you hand it in!

Sample Reports

write a report university

Selecting Your Topic

Step 1 Read the report prompt or guidelines carefully.

  • The guidelines will also typically tell you the requirements for the structure and format of your report.
  • If you have any questions about the assignment, speak up as soon as possible. That way, you don’t start working on the report, only to find out you have to start over because you misunderstood the report prompt.

Step 2 Choose a topic

  • For instance, if your report is supposed to be on a historical figure, you might choose someone you find really interesting, like the first woman to be governor of a state in the U.S., or the man who invented Silly Putty.
  • If your report is about information technology , you could gather information about the use of computers to store, retrieve, transmit, and manipulate data or information.
  • Even if you don’t have the option to choose your topic, you can often find something in your research that you find interesting. If your assignment is to give a report on the historical events of the 1960s in America, for example, you could focus your report on the way popular music reflected the events that occurred during that time.

Tip: Always get approval from your teacher or boss on the topic you choose before you start working on the report!

Step 3 Try to pick a topic that is as specific as possible.

  • If you’re not sure what to write about at first, pick a larger topic, then narrow it down as you start researching.
  • For instance, if you wanted to do your report on World Fairs, then you realize that there are way too many of them to talk about, you might choose one specific world fair, such as the Panama-Pacific International Exposition, to focus on.
  • However, you wouldn’t necessarily want to narrow it down to something too specific, like “Food at the Panama-Pacific International Exposition,” since it could be hard to find sources on the subject without just listing a lot of recipes.

Researching the Report

Step 1 Include a variety...

  • If you don’t have guidelines on how many sources to use, try to find 1-2 reputable sources for each page of the report.
  • Sources can be divided into primary sources, like original written works, court records, and interviews, and secondary sources, like reference books and reviews.
  • Databases, abstracts, and indexes are considered tertiary sources, and can be used to help you find primary and secondary sources for your report. [5] X Research source
  • If you’re writing a business report , you may be given some supplementary materials, such as market research or sales reports, or you may need to compile this information yourself. [6] X Research source

Step 2 Visit the library first if you’re writing a report for school.

  • Librarians are an excellent resource when you're working on a report. They can help you find books, articles, and other credible sources.
  • Often, a teacher will limit how many online sources you can use. If you find most of the information you need in the library, you can then use your online sources for details that you couldn’t find anywhere else.

Tip: Writing a report can take longer than you think! Don't put off your research until the last minute , or it will be obvious that you didn't put much effort into the assignment.

Step 3 Use only scholarly sources if you do online research.

  • Examples of authoritative online sources include government websites, articles written by known experts, and publications in peer-reviewed journals that have been published online.

Step 4 Cross-reference your sources to find new material.

  • If you’re using a book as one of your sources, check the very back few pages. That’s often where an author will list the sources they used for their book.

Step 5 Keep thorough notes...

  • Remember to number each page of your notes, so you don’t get confused later about what information came from which source!
  • Remember, you’ll need to cite any information that you use in your report; however, exactly how you do this will depend on the format that was assigned to you.

Step 6 Use your research...

  • For most reports, your thesis statement should not contain your own opinions. However, if you're writing a persuasive report, the thesis should contain an argument that you will have to prove in the body of the essay.
  • An example of a straightforward report thesis (Thesis 1) would be: “The three main halls of the Panama-Pacific International Exposition were filled with modern creations of the day and were an excellent representation of the innovative spirit of the Progressive era.”
  • A thesis for a persuasive report (Thesis 2) might say: “The Panama-Pacific International Exposition was intended as a celebration of the Progressive spirit, but actually harbored a deep racism and principle of white supremacy that most visitors chose to ignore or celebrate.”

Step 7 Organize your notes...

  • The purpose of an outline is to help you to visualize how your essay will look. You can create a straightforward list or make a concept map , depending on what makes the most sense to you.
  • Try to organize the information from your notes so it flows together logically. For instance, it can be helpful to try to group together related items, like important events from a person’s childhood, education, and career, if you’re writing a biographical report.
  • Example main ideas for Thesis 1: Exhibits at the Court of the Universe, Exhibits at the Court of the Four Seasons, Exhibits at the Court of Abundance.

Tip: It can help to create your outline on a computer in case you change your mind as you’re moving information around.

Writing the First Draft

Step 1 Format the report according to the guidelines you were given.

  • Try to follow any formatting instructions to the letter. If there aren't any, opt for something classic, like 12-point Times New Roman or Arial font, double-spaced lines, and 1 in (2.5 cm) margins all around.
  • You'll usually need to include a bibliography at the end of the report that lists any sources you used. You may also need a title page , which should include the title of the report, your name, the date, and the person who requested the report.
  • For some types of reports, you may also need to include a table of contents and an abstract or summary that briefly sums up what you’ve written. It’s typically easier to write these after you’ve finished your first draft. [14] X Research source

Step 2 State your thesis...

  • Example Intro for Thesis 1: “The Panama-Pacific International Exposition (PPIE) of 1915 was intended to celebrate both the creation of the Panama Canal, and the technological advancements achieved at the turn of the century. The three main halls of the PPIE were filled with modern creations of the day and were an excellent representation of the innovative spirit of the Progressive era.”

Step 3 Start each paragraph in the body of the report with a topic sentence.

  • Typically, you should present the most important or compelling information first.
  • Example topic sentence for Thesis 1: At the PPIE, the Court of the Universe was the heart of the exposition and represented the greatest achievements of man, as well as the meeting of the East and the West.

Tip: Assume that your reader knows little to nothing about the subject. Support your facts with plenty of details and include definitions if you use technical terms or jargon in the paper.

Step 4 Support each topic sentence with evidence from your research.

  • Paraphrasing means restating the original author's ideas in your own words. On the other hand, a direct quote means using the exact words from the original source in quotation marks, with the author cited.
  • For the topic sentence listed above about the Court of the Universe, the body paragraph should go on to list the different exhibits found at the exhibit, as well as proving how the Court represented the meeting of the East and West.
  • Use your sources to support your topic, but don't plagiarize . Always restate the information in your own words. In most cases, you'll get in serious trouble if you just copy from your sources word-for-word. Also, be sure to cite each source as you use it, according to the formatting guidelines you were given. [18] X Research source

Step 5 Follow your evidence with commentary explaining why it links to your thesis.

  • Your commentary needs to be at least 1-2 sentences long. For a longer report, you may write more sentences for each piece of commentary.

Step 6 Summarize your research...

  • Avoid presenting any new information in the conclusion. You don’t want this to be a “Gotcha!” moment. Instead, it should be a strong summary of everything you’ve already told the reader.

Revising Your Report

Step 1 Scan the report to make sure everything is included and makes sense.

  • A good question to ask yourself is, “If I were someone reading this report for the first time, would I feel like I understood the topic after I finished reading?

Tip: If you have time before the deadline, set the report aside for a few days . Then, come back and read it again. This can help you catch errors you might otherwise have missed.

Step 2 Check carefully for proofreading errors.

  • Try reading the report to yourself out loud. Hearing the words can help you catch awkward language or run-on sentences you might not catch by reading it silently.

Step 3 Read each sentence from the end to the beginning.

  • This is a great trick to find spelling errors or grammatical mistakes that your eye would otherwise just scan over.

Step 4 Have someone else proofread it for you.

  • Ask your helper questions like, “Do you understand what I am saying in my report?” “Is there anything you think I should take out or add?” And “Is there anything you would change?”

Step 5 Compare your report to the assignment requirements to ensure it meets expectations.

  • If you have any questions about the assignment requirements, ask your instructor. It's important to know how they'll be grading your assignment.

Expert Q&A

Emily Listmann, MA

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  • ↑ https://libguides.reading.ac.uk/reports/writing-up
  • ↑ https://emory.libanswers.com/faq/44525
  • ↑ https://opentextbc.ca/writingforsuccess/chapter/chapter-7-sources-choosing-the-right-ones/
  • ↑ https://libguides.merrimack.edu/research_help/Sources
  • ↑ https://www.wgtn.ac.nz/__data/assets/pdf_file/0010/1779625/VBS-Report-Writing-Guide-2017.pdf
  • ↑ https://www.library.illinois.edu/hpnl/tutorials/primary-sources/
  • ↑ https://libguides.scu.edu.au/harvard/secondary-sources
  • ↑ https://learningcenter.unc.edu/tips-and-tools/taking-notes-while-reading/
  • ↑ https://wts.indiana.edu/writing-guides/how-to-write-a-thesis-statement.html
  • ↑ https://libguides.usc.edu/writingguide/outline
  • ↑ https://ecampusontario.pressbooks.pub/engl250oer/chapter/10-4-table-of-contents/
  • ↑ https://writingcenter.unc.edu/tips-and-tools/thesis-statements/
  • ↑ https://www.yourdictionary.com/articles/report-writing-format
  • ↑ https://www.monash.edu/rlo/assignment-samples/assignment-types/writing-an-essay/writing-body-paragraphs
  • ↑ https://www.grammarly.com/blog/5-most-effective-methods-for-avoiding-plagiarism/
  • ↑ https://wts.indiana.edu/writing-guides/using-evidence.html
  • ↑ https://www.student.unsw.edu.au/writing-report
  • ↑ https://writingcenter.unc.edu/tips-and-tools/revising-drafts/
  • ↑ https://writing.wisc.edu/handbook/grammarpunct/proofreading/
  • ↑ https://opentextbc.ca/writingforsuccess/chapter/chapter-12-peer-review-and-final-revisions/
  • ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/

About This Article

Emily Listmann, MA

It can seem really hard to write a report, but it will be easier if you choose an original topic that you're passionate about. Once you've got your topic, do some research on it at the library and online, using reputable sources like encyclopedias, scholarly journals, and government websites. Use your research write a thesis statement that sums up the focus of your paper, then organize your notes into an outline that supports that thesis statement. Finally, expand that outline into paragraph form. Read on for tips from our Education co-author on how to format your report! Did this summary help you? Yes No

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How To Write A Lab Report | Step-by-Step Guide & Examples

Published on May 20, 2021 by Pritha Bhandari . Revised on July 23, 2023.

A lab report conveys the aim, methods, results, and conclusions of a scientific experiment. The main purpose of a lab report is to demonstrate your understanding of the scientific method by performing and evaluating a hands-on lab experiment. This type of assignment is usually shorter than a research paper .

Lab reports are commonly used in science, technology, engineering, and mathematics (STEM) fields. This article focuses on how to structure and write a lab report.

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Table of contents

Structuring a lab report, introduction, other interesting articles, frequently asked questions about lab reports.

The sections of a lab report can vary between scientific fields and course requirements, but they usually contain the purpose, methods, and findings of a lab experiment .

Each section of a lab report has its own purpose.

  • Title: expresses the topic of your study
  • Abstract : summarizes your research aims, methods, results, and conclusions
  • Introduction: establishes the context needed to understand the topic
  • Method: describes the materials and procedures used in the experiment
  • Results: reports all descriptive and inferential statistical analyses
  • Discussion: interprets and evaluates results and identifies limitations
  • Conclusion: sums up the main findings of your experiment
  • References: list of all sources cited using a specific style (e.g. APA )
  • Appendices : contains lengthy materials, procedures, tables or figures

Although most lab reports contain these sections, some sections can be omitted or combined with others. For example, some lab reports contain a brief section on research aims instead of an introduction, and a separate conclusion is not always required.

If you’re not sure, it’s best to check your lab report requirements with your instructor.

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Your title provides the first impression of your lab report – effective titles communicate the topic and/or the findings of your study in specific terms.

Create a title that directly conveys the main focus or purpose of your study. It doesn’t need to be creative or thought-provoking, but it should be informative.

  • The effects of varying nitrogen levels on tomato plant height.
  • Testing the universality of the McGurk effect.
  • Comparing the viscosity of common liquids found in kitchens.

An abstract condenses a lab report into a brief overview of about 150–300 words. It should provide readers with a compact version of the research aims, the methods and materials used, the main results, and the final conclusion.

Think of it as a way of giving readers a preview of your full lab report. Write the abstract last, in the past tense, after you’ve drafted all the other sections of your report, so you’ll be able to succinctly summarize each section.

To write a lab report abstract, use these guiding questions:

  • What is the wider context of your study?
  • What research question were you trying to answer?
  • How did you perform the experiment?
  • What did your results show?
  • How did you interpret your results?
  • What is the importance of your findings?

Nitrogen is a necessary nutrient for high quality plants. Tomatoes, one of the most consumed fruits worldwide, rely on nitrogen for healthy leaves and stems to grow fruit. This experiment tested whether nitrogen levels affected tomato plant height in a controlled setting. It was expected that higher levels of nitrogen fertilizer would yield taller tomato plants.

Levels of nitrogen fertilizer were varied between three groups of tomato plants. The control group did not receive any nitrogen fertilizer, while one experimental group received low levels of nitrogen fertilizer, and a second experimental group received high levels of nitrogen fertilizer. All plants were grown from seeds, and heights were measured 50 days into the experiment.

The effects of nitrogen levels on plant height were tested between groups using an ANOVA. The plants with the highest level of nitrogen fertilizer were the tallest, while the plants with low levels of nitrogen exceeded the control group plants in height. In line with expectations and previous findings, the effects of nitrogen levels on plant height were statistically significant. This study strengthens the importance of nitrogen for tomato plants.

Your lab report introduction should set the scene for your experiment. One way to write your introduction is with a funnel (an inverted triangle) structure:

  • Start with the broad, general research topic
  • Narrow your topic down your specific study focus
  • End with a clear research question

Begin by providing background information on your research topic and explaining why it’s important in a broad real-world or theoretical context. Describe relevant previous research on your topic and note how your study may confirm it or expand it, or fill a gap in the research field.

This lab experiment builds on previous research from Haque, Paul, and Sarker (2011), who demonstrated that tomato plant yield increased at higher levels of nitrogen. However, the present research focuses on plant height as a growth indicator and uses a lab-controlled setting instead.

Next, go into detail on the theoretical basis for your study and describe any directly relevant laws or equations that you’ll be using. State your main research aims and expectations by outlining your hypotheses .

Based on the importance of nitrogen for tomato plants, the primary hypothesis was that the plants with the high levels of nitrogen would grow the tallest. The secondary hypothesis was that plants with low levels of nitrogen would grow taller than plants with no nitrogen.

Your introduction doesn’t need to be long, but you may need to organize it into a few paragraphs or with subheadings such as “Research Context” or “Research Aims.”

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A lab report Method section details the steps you took to gather and analyze data. Give enough detail so that others can follow or evaluate your procedures. Write this section in the past tense. If you need to include any long lists of procedural steps or materials, place them in the Appendices section but refer to them in the text here.

You should describe your experimental design, your subjects, materials, and specific procedures used for data collection and analysis.

Experimental design

Briefly note whether your experiment is a within-subjects  or between-subjects design, and describe how your sample units were assigned to conditions if relevant.

A between-subjects design with three groups of tomato plants was used. The control group did not receive any nitrogen fertilizer. The first experimental group received a low level of nitrogen fertilizer, while the second experimental group received a high level of nitrogen fertilizer.

Describe human subjects in terms of demographic characteristics, and animal or plant subjects in terms of genetic background. Note the total number of subjects as well as the number of subjects per condition or per group. You should also state how you recruited subjects for your study.

List the equipment or materials you used to gather data and state the model names for any specialized equipment.

List of materials

35 Tomato seeds

15 plant pots (15 cm tall)

Light lamps (50,000 lux)

Nitrogen fertilizer

Measuring tape

Describe your experimental settings and conditions in detail. You can provide labelled diagrams or images of the exact set-up necessary for experimental equipment. State how extraneous variables were controlled through restriction or by fixing them at a certain level (e.g., keeping the lab at room temperature).

Light levels were fixed throughout the experiment, and the plants were exposed to 12 hours of light a day. Temperature was restricted to between 23 and 25℃. The pH and carbon levels of the soil were also held constant throughout the experiment as these variables could influence plant height. The plants were grown in rooms free of insects or other pests, and they were spaced out adequately.

Your experimental procedure should describe the exact steps you took to gather data in chronological order. You’ll need to provide enough information so that someone else can replicate your procedure, but you should also be concise. Place detailed information in the appendices where appropriate.

In a lab experiment, you’ll often closely follow a lab manual to gather data. Some instructors will allow you to simply reference the manual and state whether you changed any steps based on practical considerations. Other instructors may want you to rewrite the lab manual procedures as complete sentences in coherent paragraphs, while noting any changes to the steps that you applied in practice.

If you’re performing extensive data analysis, be sure to state your planned analysis methods as well. This includes the types of tests you’ll perform and any programs or software you’ll use for calculations (if relevant).

First, tomato seeds were sown in wooden flats containing soil about 2 cm below the surface. Each seed was kept 3-5 cm apart. The flats were covered to keep the soil moist until germination. The seedlings were removed and transplanted to pots 8 days later, with a maximum of 2 plants to a pot. Each pot was watered once a day to keep the soil moist.

The nitrogen fertilizer treatment was applied to the plant pots 12 days after transplantation. The control group received no treatment, while the first experimental group received a low concentration, and the second experimental group received a high concentration. There were 5 pots in each group, and each plant pot was labelled to indicate the group the plants belonged to.

50 days after the start of the experiment, plant height was measured for all plants. A measuring tape was used to record the length of the plant from ground level to the top of the tallest leaf.

In your results section, you should report the results of any statistical analysis procedures that you undertook. You should clearly state how the results of statistical tests support or refute your initial hypotheses.

The main results to report include:

  • any descriptive statistics
  • statistical test results
  • the significance of the test results
  • estimates of standard error or confidence intervals

The mean heights of the plants in the control group, low nitrogen group, and high nitrogen groups were 20.3, 25.1, and 29.6 cm respectively. A one-way ANOVA was applied to calculate the effect of nitrogen fertilizer level on plant height. The results demonstrated statistically significant ( p = .03) height differences between groups.

Next, post-hoc tests were performed to assess the primary and secondary hypotheses. In support of the primary hypothesis, the high nitrogen group plants were significantly taller than the low nitrogen group and the control group plants. Similarly, the results supported the secondary hypothesis: the low nitrogen plants were taller than the control group plants.

These results can be reported in the text or in tables and figures. Use text for highlighting a few key results, but present large sets of numbers in tables, or show relationships between variables with graphs.

You should also include sample calculations in the Results section for complex experiments. For each sample calculation, provide a brief description of what it does and use clear symbols. Present your raw data in the Appendices section and refer to it to highlight any outliers or trends.

The Discussion section will help demonstrate your understanding of the experimental process and your critical thinking skills.

In this section, you can:

  • Interpret your results
  • Compare your findings with your expectations
  • Identify any sources of experimental error
  • Explain any unexpected results
  • Suggest possible improvements for further studies

Interpreting your results involves clarifying how your results help you answer your main research question. Report whether your results support your hypotheses.

  • Did you measure what you sought out to measure?
  • Were your analysis procedures appropriate for this type of data?

Compare your findings with other research and explain any key differences in findings.

  • Are your results in line with those from previous studies or your classmates’ results? Why or why not?

An effective Discussion section will also highlight the strengths and limitations of a study.

  • Did you have high internal validity or reliability?
  • How did you establish these aspects of your study?

When describing limitations, use specific examples. For example, if random error contributed substantially to the measurements in your study, state the particular sources of error (e.g., imprecise apparatus) and explain ways to improve them.

The results support the hypothesis that nitrogen levels affect plant height, with increasing levels producing taller plants. These statistically significant results are taken together with previous research to support the importance of nitrogen as a nutrient for tomato plant growth.

However, unlike previous studies, this study focused on plant height as an indicator of plant growth in the present experiment. Importantly, plant height may not always reflect plant health or fruit yield, so measuring other indicators would have strengthened the study findings.

Another limitation of the study is the plant height measurement technique, as the measuring tape was not suitable for plants with extreme curvature. Future studies may focus on measuring plant height in different ways.

The main strengths of this study were the controls for extraneous variables, such as pH and carbon levels of the soil. All other factors that could affect plant height were tightly controlled to isolate the effects of nitrogen levels, resulting in high internal validity for this study.

Your conclusion should be the final section of your lab report. Here, you’ll summarize the findings of your experiment, with a brief overview of the strengths and limitations, and implications of your study for further research.

Some lab reports may omit a Conclusion section because it overlaps with the Discussion section, but you should check with your instructor before doing so.

If you want to know more about AI for academic writing, AI tools, or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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A lab report conveys the aim, methods, results, and conclusions of a scientific experiment . Lab reports are commonly assigned in science, technology, engineering, and mathematics (STEM) fields.

The purpose of a lab report is to demonstrate your understanding of the scientific method with a hands-on lab experiment. Course instructors will often provide you with an experimental design and procedure. Your task is to write up how you actually performed the experiment and evaluate the outcome.

In contrast, a research paper requires you to independently develop an original argument. It involves more in-depth research and interpretation of sources and data.

A lab report is usually shorter than a research paper.

The sections of a lab report can vary between scientific fields and course requirements, but it usually contains the following:

  • Abstract: summarizes your research aims, methods, results, and conclusions
  • References: list of all sources cited using a specific style (e.g. APA)
  • Appendices: contains lengthy materials, procedures, tables or figures

The results chapter or section simply and objectively reports what you found, without speculating on why you found these results. The discussion interprets the meaning of the results, puts them in context, and explains why they matter.

In qualitative research , results and discussion are sometimes combined. But in quantitative research , it’s considered important to separate the objective results from your interpretation of them.

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Key features of academic reports

Smiling student in library in placements meeting

Written assignments

Explore common components in academic reports you could use in your studies

You may need to submit multiple academic reports during your degree. Here, we explore the general features of academic reports.

You course will probably only need some of these features, and you have other requirements that aren't included here. Report requirements vary across departments so you should check your course handbook or ask your subject tutor or lecturer if you're unsure what you need in your report.

Key parts of an academic report

A report is different to an essay . There is no single right way to structure a report – the structure depends on the purpose. In general, however, academic reports feature some of the sections below.

1. Title page

2. author declaration.

This is a form you need to sign and include with any report or essay written that you submit confirm that the assignment is entirely your own work. You can pick up these forms at your faculty department office.

3. Abstract (or Executive Summary)

An abstract is a short (around 150 words) summary of the whole report. It should be written last. Unlike a conclusion, the abstract needs to include a brief overview of all the stages of the report, not just the results. One purpose of an abstract is to give just enough information to enable a prospective reader to judge whether they need to read the full report.

If you are new to writing abstracts, one approach is to write one or two sentences to represent each of the sections of your report. Have a look at abstracts or executive summaries in reports in the Library or online to get an idea of the style they use.

4. Acknowledgements

This is a separate page acknowledging the support of those people who have contributed to the assignment. An acknowledgements page is normally necessary only in major reports.

5. Table of Contents

This should list clearly all the sections and subsections of your report and the page numbers where each of those sections begins. A common (but not compulsory) way to organise reports is to use hierarchically numbered headings.

For example:

After the Table of Contents comes a separate list of any tables, charts or diagrams that you have included in the report. Tables should be called ‘Table 1 [plus the title]’, ‘Table 2’, so on and so forth. Charts or diagrams should be called ‘Figure 1 [plus the title]’, ‘Figure 2’ and so on. Include in this separate list the page number of each table or chart.

6. Introduction

In the introduction you should describe the purpose (aim) of the report and explain why it is necessary and/or useful. Depending on the purpose of the report, you might break down the overall aim into specific objectives. Additionally, you might define key terms (words) that you use in the report, so that your reader is quite clear what you mean when you use those terms.

The following four sections are normally used only in reports about primary (your own) research, such as an experiment, survey or observation. If your report is based entirely on reading, you will probably replace these four sections with a number of topic headings of your choice.

7. Literature review

In this section you describe previous and current thinking and research on the topic. In other words, you report by summarising what others have written about the topic. Because you are reporting others’ work, your literature review will probably contain many in-text citations  to the books and articles you have read. In more scientific research it is common to end the literature review with one or more hypotheses for your own research. In many reports the literature review is incorporated into the introduction and may have a simpler title, such as ‘Background’.

8. Method(s) (or Methodology or Research design)

These three terms – ‘method’, ‘methodology’ and ‘research design’ – actually have slightly different meanings; consult a research methods text for more information. This section, however, is where you tell the reader how you collected the data used in the report (i.e. your methods). You might, for example, describe, step-by-step, an experiment you carried out or describe a situation you observed. This description normally needs to be quite detailed. It is also normally necessary to explain why you collected the data in that way and justify your methods, which may need to be quite detailed.

You might include some in-text references to research methods literature to help explain your choice of methods.

9. Results (or Findings)

This is where you present the results of your research – ‘what you found out’. There should be no discussion or analysis of those results. This section often includes tables or charts.

If you have created one or more hypotheses for your report, you should state in this section whether you can accept or reject them.

10. Discussion of results (or Analysis or Interpretation)

This is often the most important part of a report, because it shows what you think about your results. In the discussion you should comment on your results. This can include:

  • Describing and suggesting reasons for any patterns in the results, possibly including anomalies (results that don’t ‘fit in with’ the rest).
  • Explaining what you found (perhaps with reference to theory).
  • Commenting on how much your findings agree or disagree with the literature.
  • Considering the accuracy and reliability of your results (and how the methods you used might have affected that accuracy).
  • Considering the implications of your results – what they might mean for your practice, for example.
  • Discussing what further research in this area might be useful in future.

11. Conclusions

In the conclusions you summarise the key findings of your report. (Imagine you have to reduce everything you found out down to just five or six sentences.) No new information should be included. It can be helpful to revisit the aim(s) and objectives from your introduction, and perhaps to comment also on how well those aims and objectives have been met.

12. Recommendations

Not all reports include recommendations. But if your report is on a work-related issue or case study, and especially if the issue concerns problem-solving or improving practice, it may well be appropriate to make recommendations. These are suggestions for future action on the issue in the report. Usually, these will be suggestions, arising from your research, which you think will improve a situation.

13. References (or Reference list or Bibliography)

This is a list, written in a very particular style, of the books and articles you read for and used in the report. A bibliography includes all sources you have used whereas a reference list contains only sources you have actually cited in your text.

14. Appendices

Appendices are extra sections at the very back of a report in which supplementary information is stored. This could be tables of data, copies of observation forms or notes, extracts (not photocopies) from large documents (for example, Parliamentary Enquiries) to which you have referred, or any other essential information which you have mentioned in your report and to which you would like your reader to be able to refer. Put each source in a separate Appendix; Appendix A [or 1], Appendix B [or 2], and so on.

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Paragraphs main body of an assessment

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Home Faculty & Staff Planning and Institutional Effectiveness Assessment and Review Academic Program Review Report Format

Report Format

The program review report should demonstrate the critical review of the current effectiveness of the program.  The primary audience for the report is the external reviewer, in its initial draft, and the dean and provost in its final form.  While some description and context may be necessary for the committee to understand the programs’ analysis, the majority of the report should focus on evaluating and interpreting the findings of the process.  Departments are encouraged to strive for brevity and reports are typically not to exceed 35 pages.

Program Review Guide and Template : Programs are required to use this template to complete their program review. The guide includes detailed questions to be addressed during the review process, prompts for discussions with faculty and students, templates for tables, and information on the review process.

Examples of successful program reviews

The components of the report are as follows:

Background – Program Context The purpose of this section is to provide the external reviewer and APBP with the context to read and understand the program review.

Component 1 — Review of the Current Program: Curriculum The purpose of this section is to review the effectiveness of the current curriculum in addressing student learning outcomes and examine the program’s contribution to achieving the university’s fundamental competencies or graduate-level competencies. PIE will provide programs with data tables for this section.

Component 2 — Review of the Current Program: Faculty, Resources, and Cooperation The purpose of this section is to assess the current faculty roster to ensure that the program has sufficient faculty qualified to teach in the program’s field of study, efforts to promote civic engagement and service, and the adequacy of the program’s physical resources. PIE will provide programs with data on program faculty.

Component 3 – Benchmarking of Program The purpose of this section is to explore how Marymount’s program compares to similar programs at other institutions and to professional standards in content and focus. It should also identify additional resources needed for the program to remain competitive and up to date.

  • Helpful resource: Marymount’s annual Benchmarking Report

Component 4 – Enrollment, Graduation, and Alumni Outcomes The purpose of this section is to discuss trends in enrollment, graduation, and alumni outcomes.

  • Helpful resource: Data Resources

Component 5 – Student Input The purpose of this section is the gather information on the experiences of students enrolled in the program and in particular their perception of academic rigor, the quality of instruction, and advising.

  • Helpful resource: Strengths, Weaknesses, Opportunities, and Threats (SWOT) worksheet

Component 6 — Advising/Mentoring The purpose of this section is to examine the quality of academic advising and mentoring for students enrolled in the program. (This section completes the first draft of the report.)

  • Helpful resource:  Program Review Checklist Rubric

Component 7 – External Reviewer The purpose of this section is to obtain an external and objective perspective about the program.

  • Helpful resource: The External Review, The External Reviewer Site Visit

Component 8– Developing an Action Plan The purpose of this section is to synthesize the findings of the program review and develop an action plan based on its findings.   (This section completes the report.)

  • Helpful resource: TOWS Analysis planning worksheet

Component 9 – Reporting on Action Plan Progress The purpose of this section is to report on progress with the action plan.  This report should be submitted with the program’s Student Learning Outcomes Assessment report one year after the program review is completed.

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Fiona Nash, Education Minister Jason Clare and Mary O'Kane sit at a table.

Universities Accord final report: what is it, and what does it recommend?

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Education Editor, The Conversation, Australia

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Federal education Minister Jason Clare has released the highly-anticipated Universities Accord final report, billing it as a “blueprint” to change higher education for decades to come.

It is the first broad review of the sector since 2008. As The University of Melbourne’s Gwilym Croucher has noted it “could mean the most significant changes to higher education in a generation”.

More than a year in the making, the final report is 400 pages and contains 47 recommendations.

Where did it come from?

The Universities Accord started as a pre-election promise when Labor was in opposition. In 2021, then Labor education spokesperson Tanya Plibersek proposed to

seek to end some of the political bickering over higher education policy by establishing an Australian universities accord.

As higher education expert Gavin Moodie has written , the name invokes the landmark Prices and Incomes Accord , negotiated by the Hawke government and union movement.

But when the accord process was set up by Clare in November 2022, the emphasis was more on creating “lasting reform” and a “long-term plan” for higher education.

Clare appointed an expert panel to undertake a review for the accord. It has been led by Mary O'Kane, former vice-chancellor of the University of Adelaide and includes former Labor minister Jenny Macklin and former Nationals minister Fiona Nash.

Graduating students throw their mortar boards up in the air.

What has happened so far?

The review has involved more than 820 public submissions and 180 meetings with stakeholders. It has covered almost every aspect of higher education from student fees, to research, teaching, student and staff welfare, and international students.

The emphasis from the government and review team has been on ideas that can last for decades.

O'Kane called on contributors to “be bold. Think big and think beyond the immediate challenges”. An interim report was released in July, seeking feedback on more than 70 “spiky” policy ideas, such as a levy on international student fees (which is noticeably missing from the final document).

What’s in the final report?

The final report finds “significant change” is needed in higher education if Australia is going to have the skills and knowledge it needs to support its economy and society. It sets “ambitious targets”, including:

increasing the tertiary education attainment rate from the current 60% to at least 80% of Australians in the workforce by 2050

increasing the proportion of university educated Australians aged 25 to 34 from 45% to 55% by 2050.

It says to achieve this increase, the government will need to more than double the number of Commonwealth supported students at university from 860,000 to 1.8 million by 2050.

This is going to require more people from disadvantaged backgrounds (including Indigenous students, students in regional areas and students from low socioeconomic backgrounds) to go to university. The review wants to see these students achieve “participation parity” by 2050.

Read more: These 5 equity ideas should be at the heart of the Universities Accord

More financial help for students

Other recommendations cover support for students on the way through their study as well as what happens to their loans once they graduate. These include:

a “jobs broker” to help university students find part-time work and work experience

increased availability of fee-free preparation courses for university

financial support for compulsory work placements

“higher and more accessible” income support for university students

ditching the Job-ready Graduates scheme (which made arts degrees so expensive) and replacing it with course fees based on students’ lifetime earnings

“fairer and simpler” indexation for HELP loans .

International students

The review notes how important international students are to Australia’s economy and higher education sector (international education is Australia’s fourth largest export). The report calls for

less reliance on just a handful of source countries

more international students studying in regional campuses.

Read more: We are hurtling towards a million international students in Australia – migration changes will only slow this growth, not stop it

While it didn’t include precise dollar figures in the report, the review made multiple recommendations around funding arrangements in different parts of the system. These include:

new targets for how much Australia spends on research and development as a proportion of GDP

a fund to support universities to solve challenges facing Australia

developing a “pathway” to fund the “full economic cost of research”

a new “ needs based ” funding system that provides extra funding to universities for educating students from disadvantaged backgrounds

and a “Higher Education Future Fund” with contributions from universities and government to build infrastructure (like student housing).

Read more: Nobel laureate Brian Schmidt's big ideas for how Australia funds and uses research

What happens now?

Ultimately, the review panel wants to see a new Australian Tertiary Education Commission set up to oversee the reforms and the sector as a whole.

But it does not recommend quick change. Rather, it initially calls for a committee to oversee implementation and for a “staged approach”.

The federal government, (which has had the report since December) is now “considering” the recommendations. Clare is already managing expectations about timing. As he said on Sunday:

This is a plan not for one budget, but a blueprint for the next decade and beyond.
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