REPORT WRITING TRAINING MANUAL FOR

CBOs AND NGOs

Overall Goal:

To improve report writing skills of the staff in CBOs/local NGOs

Teaching Methods
I. Participatory
II. Empowerment
III. Group work

1
TABLE OF CONTENTS
Report Writing Training - Pre Test ............................................................................................... 3
Session I: Getting to know each other ......................................................................................... 4
Session- II What makes writing effective ................................................................................... 7
Handout 1: sample (monthly report) ..................................................................................... 11
Session III: Four steps in writing report ................................................................................ 12
HANDOUT 2: Sample data ..................................................................................................... 16
Handout - 3: different steps of analysis.................................................................................. 17
Session IV: Good organization and mind mapping ..................................................................... 19
Handout 4: mind mapping ..................................................................................................... 21
Session V: Deductive and Inductive reasoning ..................................................................... 23
Handout: examples of inductive and deductive reasoning ..................................................... 28
HANDOUT 5: Deductive and Inductive reasoning ................................................................... 29
Session VI: Reporting Format .................................................................................................... 33
Session VII: Write Clearly .......................................................................................................... 34
HANDOUT 6: Functions of language...................................................................................... 39
Session: VIII: Writing a report.............................................................................................. 41
HANDOUT 7: What Makes a Paragraph Effective? ................................................................ 43
Session IX: Introducing IRC reporting Format as a report example ....................................... 44
HANDOUT 8: IRC QUARTERLY NARRATIVE REPORT ................................................................ 46
Report Writing Training - Post- Test........................................................................................... 47
Reference: ................................................................................................................................ 48

2
 REPORT WRITING TRAINING - PRE TEST

1. What are the important steps in writing a report?

2. What makes writing effective?

3. Why do you need to have clear objective when you write a report?

4. How can you organize a good report?

5. What can you organize your ideas?

6. What are the functions of language?

7. Why is your style of writing important in report writing?

8. Why is it important to use appropriate language for different readers?

9. What is a good report?

10. What other information (appendices) are useful to include in a report?

3
SESSION I: GETTING TO KNOW EACH OTHER

After this session, the participants:

1) Will be familiar with other participants and facilitator/s and will know their work
experience related to report writing
2) Will get to know the main topics this report writing workshop will cover and
3) Will get chance to know expectations and concerns of other participants

Material needed: Name tags, a soccer ball (small size), flipchart paper, post-it or ¼
A4 paper

Time needed: About 2 hours

Preparation:
Prepare the name tags of each participant using the names they want other people to
call them during the workshop.

Steps
Warm up
1. The facilitator can start this exercise when waiting for late participants who are still
trying to finish pre-test and registration. Ask the participants to stand in circle. Tell

4
 them that the one who cannot catch the ball has to stay in the middle of the circle
and need to catch the balloon (mad dog) while other people are throwing at each
other.

2. When all the participants are together, explain them the objective of this exercise.
The one who is holding the ball needs to introduce him/herself by telling:
• their name,
• their organization name and
• experience related to report writing

After introducing him/herself, ask her to throw the ball to someone s/he does
not know well in the circle. When everyone in the circle including the facilitator/s
finishes introducing themselves, the activity can be concluded.

Forming group

3. Ask participants to stand in order of day of birth and then ask them to divide into 4
or 5 groups depending on the size of the participants. Ask the groups to give the
name of their group, and write down their members’ name on a piece of flipchart.

4. The facilitator asks them to make a pair with the person next to them and tell
him/her their strength/s and weakness in report writing. Ask them to tell him/her
the area they want to improve in report writing. Then ask them to write down their
expectation/s on paper and stick on the flipchart.

5. Then the facilitator needs to read all the expectations and explains to them the
topics which will be covered and objectives of the training as follows:

At the end of this training workshop,

The participants are able to:
1) Analyze the data they have for report
2) Plan a report systematically
3) Understand different functions of language and how to write effectively and
4) Draft and edit a report

5
 Topics to be covered

How to write a report

Types of report
What makes writing effective

Report writing

IRC reporting format

as an example

Analyze Plan Draft Edit

6
SESSION- II WHAT MAKES WRITING EFFECTIVE

After this session, the participants will:

1) Get chance to know different types of report they all are writing and
2) Understand important aspects of effective writing

Material needed: Flipchart, marker.

Total Time Needed: about 2 hours.

Steps:
1. Ask the following questions to think of the report/s they have to write. Each group
has to share their experiences and one representative of each group to share the
presentation.

Please make a list of different reports you have to write.

• Evaluation report
• Monitoring report
• Progress report etc
• To whom? For what? How often?

7
Type of report To whom? Purpose How often

2. The facilitator explains about the information normally included in a monthly report
as a sample 1.

3. Then ask participants to make group discussion on the following questions. How do
you usually write a report?
• Are you comfortable to write report?
• Why is it important to write well?
• What makes writing effective?
• Have you ever read report/s written by others?
• If so, what kind of report do you want to read? Why?
After discussion (for 30 minutes), ask the groups to share their discussion in plenary.

4. When all the groups finish presentation, the facilitator shares a sample report (see in
annex) and using the table below, ask them to analyze the report.

1
The reporting skills and professional writing handbook, a practical guide for development professionals,
2nd edition, Feb 2008 an ELD publication

8
 Aspect of Writing
Clear Objective
Good Organisation
Clear, Brief and Concise
Appropriate Language
Modern, Relaxed Style
Accurate

Then explain to the participants that different aspects of the writing can convey
different messages to the readers;

What makes writing effective -

9
Writing sends a message:

Aspect of Writing Message

Clear Objective • We are results-focused
• We don’t lose sight of the ‘big picture’
Good Organisation • We can organise our thinking and our action
effectively
• We prioritise tasks
• We are confident in our point of view
Clear, Brief and Concise • We are efficient
• We get maximum results with minimum resources
Appropriate Language • We are clear and direct in all our dealings
• We do not hide behind terminologies
• We seek to be understood and transparent
Modern, Relaxed Style • We are confident
• We are approachable
Accurate • We are thorough
• We pay attention to detail

10
 SESSION-2 -
Handout 1: sample (monthly report)

Aspect of Writing Message

Clear Objective • We are results-focused
• We don’t lose sight of the ‘big picture’
Good Organisation • We can organise our thinking and our action
effectively
• We prioritise tasks
• We are confident in our point of view
Clear, Brief and Concise • We are efficient
• We get maximum results with minimum resources
Appropriate Language • We are clear and direct in all our dealings
• We do not hide behind terminologies
• We seek to be understood and transparent
Modern, Relaxed Style • We are confident
• We are approachable
Accurate • We are thorough
• We pay attention to detail

11
SESSION III: FOUR STEPS IN WRITING REPORT

After this session, the participants will:

1) understand four stages in report writing
2) understand analysis procedure

Materials needed: sample data, flipchart paper, markers

Time needed: 45 - 60 Minutes

Steps:
1) The facilitator briefly explains about four major steps of writing: Analyze, plan,
draft, edit.

-What information do we have?

Analyze -How to present it?
-Gather and sort out

- SPR analysis
Plan - Report format?
- Decide what to include where? How?

Draft Follow the plan.

-Objectives – clear?
-good organization?
Edit -flow of ideas – ok?
-appropriate language and style?

12
2) The facilitator needs to think about the report topic all the participants know
well. E.g. Life of migrant workers in Chiang Mai. Participants can choose different
sub-topics: e.g. health, job opportunities, living situation, how they arrive to
Chiang Mai, vulnerability etc.

3) Explain to the participants to follow the steps (mentioned below) with the data
they have.
• Step One: Read through all the Information
Read through all the data/information they have or they gathered.
• Step Two: Clustering
Put together the data/information which can support an idea or an evidence.
• Step Three: Identify Patterns, Associations and Relationships
All these clustered information need to be arranged in logical order or
systematic way.

4) After they have sorted out the data they have, tell them that the next step is
“Plan”.

Note: the facilitator can write down or show presentation about the steps
includes under “Plan”.

13
The first step to introduce them under “Plan” is SPR analysis.
SPR stands for:
Subject
What subject are you planning to writing about? Clear?

Purpose
What report are you writing?
Monthly report, Quarterly report, trip/field report, progress report, evaluation
report, monitoring report etc
Why do you write this report?

Readers
• What is your relationship with the reader?
• How much is the reader familiar with the subject you are writing?
• What does the reader know?
• What does the reader not know?
• What does the reader need to know?
• What is the most important for the reader to know?

14
Ask the participants to take 5 to 10 minutes to do SPR analysis for the report they will
write.

SUBJECT CLEAR

SPR
INFORM VALUE
RELATIONSHIP
LEVEL READER PURPOSE
PERSUADE KEY ARGUMENT
KNOWLEDGE
WHAT ACTION
PRIORITIES
CREATE ACTION
HOW
VALUE

5) Ask them to share their SPR in plenary. Then conclude the session by telling
them:

You are the expert

• who has first-hand knowledge of the project
• Who has links with the community/end users
• Who has gathered and analyzed the data
• You know more than the reader.
Your conclusions and opinions matter.

15
 SESSION – III –
HANDOUT 2: Sample data
Read through all the Information
Based on a Desk Study and interview with different Thai ministries and NGOs workers, the
following data could be collected:
Out of one hundred young migrant workers within the age of 15 to 25:
 49% are women.
 51% are men.
 33% live in the villages
 67% live in cities
 80% don’t know how they can get STDs including HIV and family planning methods.
 56% don’t have regular job.
 79% of men and 61% of women are construction site workers.
 40% belong to mobile families (seasonal workers or construction site workers)
 40% can read and write Burmese or Shan but only 23% completed primary level
 32 % of the total population are youths within the age of 15 to 25.
 The total migrant population is over 300,000.
 43% of the population have labor registration cards but among them, only 7% are
youths.
 Every year about 3,000 babies are born.
 9 % of the young people are studying Thai or English.
 30% of them are working more than 10 hours a day.
 53% are getting below minimum wage.
 90% of the babies don’t have birth registration.
 78% of the population do not go to Thai hospital.
 About 5% of migrant workers are injured or die of accidents at work or on the road
every year. Among them, 3% are young people under the age of 25.
 40% of the deaths of young women are related to pregnancy.
 58% are engaged in different sectors of sex industries.
 65% of the young people want to learn new skills to get better jobs.
 Twice as many girls as boys in the 15 – 20 age group are exposed to trafficking.
 About 1000 young men are living / working on the streets.
 70% of the boys drink everyday.
 Annually, 5000 – 7000 women are trafficked.
 20% of marriages are below 16 years of age
 3% are in prisons.
 More than 80% of the young people don’t go to Thai hospital when they are sick.
 20% of the young women are having unwanted pregnancy.

16
Handout - 3: different steps of analysis

-What information do we have?

Analyze -How to present it?
-Gather and sort out

- SPR analysis
Plan - Report format?
- Decide what to include where? How?

Draft Follow the plan.

-Objectives – clear?
-good organization?
Edit -flow of ideas – ok?
-appropriate language and style?

Step One: Read through all the Information

Read through all the data/information they have or they gathered.
Step Two: Clustering
Put together the data/information which can support an idea.
Step Three: Identify Patterns, Associations and Relationships
All these clustered information need to be arranged in logical order or
systematic way.

17
SPR analysis
SPR stands for:
Subject
What subject are you planning to writing about? Clear?
Purpose
What report are you writing?
Monthly report, Quarterly report, trip/field report, progress report, evaluation
report, monitoring report etc
Why do you write this report?
Readers
• What is your relationship with the reader?
• How much is the reader familiar with the subject you are writing?
• What does the reader know?
• What does the reader not know?
• What does the reader need to know?
• What is the most important for the reader to know?

CLEAR

SPR
INFORM VALUE
RELATIONSHIP
LEVEL READER PURPOSE
PERSUADE KEY ARGUMENT
KNOWLEDGE
WHAT ACTION
PRIORITIES
CREATE ACTION
HOW
VALUE

You are the expert

• who has first-hand knowledge of the project
• Who has links with the community/end users
• Who has gathered and analyzed the data
• You know more than the reader.
Your conclusions and opinions matter.

18
SESSION IV: GOOD ORGANIZATION AND MIND MAPPING

After this session, the participants will be able:

1) To draw mind map in planning their report and

2) To cluster the information they have systematically

Materials needed: Flipchart, Markers

Time needed: 3 hours

Steps:
1) Start the session by explaining what “mind map” is.
A mind map is a diagram used to represent words and concepts around a central
key word or idea. We can use Maps to:
• Brainstorm ideas
• Visualize concepts
• Structure our thinking
• Classify our ideas

Note for the facilitator:

• Mind map has an image or a key word at the centre and branches lead off to the
different connections because Mind Maps are radial and non-linear, they
encourage a non- judgmental, brainstorming approach. While mapping you do
not need to worry about logic – you simply get the ideas into a visual,
interconnected form.

19
• Usually the map involves images, words, and lines. While mapping we try not to
‘analyze’ in the traditional sense: we use our intuition to organize the
information.

2) The facilitator can start the mind map by starting a key word and the word/s
comes across in the mind related to the key word.
e.g. some key words like “dream”, “freedom”, “nature” etc

3) Then ask the participants to write down one word per participant which comes
across into their mind when they see the word. Based on their words, the
facilitator needs to put them into different categories such as definition,
concept, idea, feeling etc.

20
SESSION – IV –
Handout 4: mind mapping

We can use Maps to:

• Brainstorm ideas
• Visualize concepts
• Structure our thinking
• Classify our ideas

• Mind map has an image or a key word at the centre and branches lead off to the
different connections because Mind Maps are radial and non-linear, they
encourage a non- judgmental, brainstorming approach. While mapping you do
not need to worry about logic – you simply get the ideas into a visual,
interconnected form.
• Usually the map involves images, words, and lines. While mapping we try not to
‘analyze’ in the traditional sense: we use our intuition to organize the
information.

21
22
SESSION V: DEDUCTIVE AND INDUCTIVE REASONING

After this session, the participants will:

1) Understand two different types of reasoning: deductive and inductive

2) Be able to write to the reports using two different reasoning methods
3) Be able to communicate with the reader/s by organizing ideas effectively.

Time Needed: about 1 hour 30 minutes

Material Needed: examples on “inductive and deductive reasoning”

Steps:
1) The facilitator starts the session by explaining the definitions of deductive and
inductive reasoning by using everyday example.

e.g. (You want to share your research findings)

Most of the migrants living in Chiang Mai are getting below minimum wage.
You met different types of migrant workers in Chiang Mai last month to collect data.
Some are construction site workers, casual laborers, factory workers and domestic
workers. Some are working on farm. More than 90% of them earn less than
minimum wage. (deductive reasoning)

You are replying to the applicants who applied for grant in your organization.
Thank you so much for your valuable time and effort in writing this interesting
proposal. Your project looks very interesting and valuable for the targeted
population in the area. However, within our budget constraints and according to our
criteria, we cannot support your project. If we have enough funding and your project
scope of work can be covered, we will definitely support your project.

Deductive and Inductive reasoning

• General to Specific (Deductive)

If the conclusion is started, it is deductive reasoning.
• Specific to General (Inductive)
If the evidence or facts are started and the paragraph is ended with conclusion, it is
inductive reasoning.

2) Distribute the examples of inductive and deductive paragraphs to each participant.

Ask them to read through and discuss with their friends if it is inductive or

23
 deductive. Then the facilitator asks the participants randomly which one is inductive
and which is deductive.
In plenary
3) Then ask the participants in which kind of situation, deductive approach is effective
and why. So also ask them to think of the situation “inductive approach” is effective
and why. After their discussion, share the below presentation to the participants.

Note for the facilitators:

Conclusion

Main Points

Conclusion Supporting data,

facts, examples
and evidence

Deductive Reasoning
Start out by stating the conclusion, expressed in a Topic Sentence, and then present the
main points. Finally, give the supporting details.

• Using the Inverted Pyramid we travel in the opposite direction to the scientific /
inductive argument.
• We give our conclusions first; next we describe the data; and, finally, we give
supporting evidence, data and examples.
• We travel down the pyramid. The different levels of the pyramid are sometimes
called the Ladder of Abstraction. At the top we have the general or abstract
ideas, and at the bottom we have the specifics.

When you Should Use the Inverted Pyramid

• It’s your responsibility. In professional writing, it’s the writer who is the ‘expert’
and knows more than the reader. It’s the writer who has gathered the
information and analyzed it.

24
It’s to:
• Investigate
• Understand
• Describe
• Explain
• It helps the reader to decide on action. Your reader has to spend less mental
effort on processing the information and can, consequently, focus on
understanding the meaning and significance of what you are writing.
• It’s more persuasive.
• Readers are more likely to agree with your conclusion if it comes at the
beginning rather than at the end.
• Your reader might not read everything.
• It gets your reader’s attention.
• It helps the reader to follow your argument.
• It shows respect.

25
Inductive Reasoning

Supporting data,
facts, examples and
evidence

Main Points

Conclusion

Inductive Reasoning

• When we present our ideas inductively, we give specific examples, ideas and
evidence and, based on these, present our conclusions at the end. This can also
be described as a scientific argument developing all our points before presenting
our conclusion.
• Traditionally, the Inductive approach follows an argument-building route
upwards through a pyramid of logic.

When to Use inductive reasoning

• Bad News
We asked you earlier to also list any situations where it would not be a good idea
to be so ‘direct’.

26
 It helps not to be too direct or blunt when we are giving bad news. Even so, let’s
make sure that the message is still clear.
• High Power-Distance
Sometimes our readers can get offended when we are too direct. This is no poor
reflection on you as a writer – just that some readers can be very fussy,
especially if they consider themselves ‘experts’ or hold a lot of ‘power’. We all
know that some bureaucrats expect a lot of ‘respect’, and directness can
sometimes offend their sensibilities.

4) After discussion, the facilitator asks the participants to think of the approach
appropriate for their report in their own group. (15 minutes) and presentation (5
minutes)
• You need to consider which approach is the most appropriate for your report.
• Then explain why?
• Plan your report using mind-map.

27
 SESSION – V –
Handout: examples of inductive and deductive reasoning

In 2002, the number of women in the district who could read was just 9%. This is poor by
national standards, then estimated to be 14%. Presently that figure is 19%. This means that
there have been significant advances in female literacy, which has more than doubled since
2002.
Our research also indicates that child mortality stands at just 6.1%, compared to 8.4% six years
ago. This represents a decrease of more than 25%. Child mortality in the district was once among
the highest in the nation, and is now below the national average of 7.4% (est. 2006).

There have been significant advances in female literacy. This has more than doubled since 2002.
Presently, female literacy stands at 19%. In 2002, the number of women in the district who could
read was just 9%. This was poor by national standards, then estimated to be 14%. Our research
also indicates that child mortality in the district is now below the national average. Child
mortality has fallen by over 25% over the past six years. Once among the highest in the nation –
8.4% compared to an average of 7.4% (est. 2006) – it now stands at just 6.1%.

In Nepal, there are just 23,885 primary schools for around 2.5 million children. 60% of these are
in urban areas, while 93% of children live in rural areas. This means that children’s access to
education is very limited, especially in remote areas. Despite this, 70% of all children are enrolled
at primary level, which is encouraging. However, while 79% of boys start primary level, this
figure is just 61% for girls, which means that girls are less likely to be educated than boys, a sign
of gender bias. In conclusion, we can see that the education status of children is poor.

Overall, the primary education situation of children in Nepal is poor. Access to education is
limited and, although enrolment is reasonable, there is widespread gender bias against girls.
Limited access is shown through the number of schools and their location. The number of schools
is not enough, with a ratio of one primary school per 150 children (23,885 schools for 3.5m
primary- age children). Furthermore, most of the schools are concentrated in urban areas, far
from where most children live. Nearly 2/3 of schools (60%) are in urban areas while the majority
of children (93%) live in remote areas. Even so, enrolment is reasonably high. Despite limited
access, 70% of children do enrol at primary level. However, 1/3 of children still do not begin
primary education.
However, we can see widespread gender bias against girls in education. Fewer girls get an
opportunity for schooling, with 79% of boys enrolled compared to just 61% of girls.

28
HANDOUT 5: Deductive and Inductive reasoning
• General to Specific (Deductive)
If the conclusion is started, it is deductive reasoning.
• Specific to General (Inductive)
If the evidence or facts are started and the paragraph is ended with conclusion, it is
inductive reasoning.

Deductive Reasoning

Conclusion

Main Points

Conclusion Supporting data,

facts, examples
and evidence

• Using the Inverted Pyramid we travel in the opposite direction to the scientific /
inductive argument.
• We give our conclusions first; next we describe the data; and, finally, we give
supporting evidence, data and examples.
• We travel down the pyramid. The different levels of the pyramid are sometimes
called the Ladder of Abstraction. At the top we have the general or abstract
ideas, and at the bottom we have the specifics.

When you Should Use the Inverted Pyramid

• It’s your responsibility. In professional writing, it’s the writer who is the ‘expert’
and knows more than the reader. It’s the writer who has gathered the
information and analyzed it.
It’s to:
• Investigate

29
• Understand
• Describe
• Explain
• It helps the reader to decide on action. Your reader has to spend less mental
effort on processing the information and can, consequently, focus on
understanding the meaning and significance of what you are writing.
• It’s more persuasive.
• Readers are more likely to agree with your conclusion if it comes at the
beginning rather than at the end.
• Your reader might not read everything.
• It gets your reader’s attention.
• It helps the reader to follow your argument.
• It shows respect.

30
 Inductive Reasoning

Supporting data,
facts, examples and
evidence

Main Points

Conclusion
Conclusion

• When we present our ideas inductively, we give specific examples, ideas and
evidence and, based on these, present our conclusions at the end. This can also
be described as a scientific argument developing all our points before presenting
our conclusion.
• Traditionally, the Inductive approach follows an argument-building route
upwards through a pyramid of logic.

When to Use inductive reasoning

• Bad News
We asked you earlier to also list any situations where it would not be a good idea
to be so ‘direct’.
It helps not to be too direct or blunt when we are giving bad news. Even so, let’s
make sure that the message is still clear.
• High Power-Distance

31
Sometimes our readers can get offended when we are too direct. This is no poor
reflection on you as a writer – just that some readers can be very fussy,
especially if they consider themselves ‘experts’ or hold a lot of ‘power’. We all
know that some bureaucrats expect a lot of ‘respect’, and directness can
sometimes offend their sensibilities.

32
SESSION VI: REPORTING FORMAT

After this session, the participants will understand reporting format in the correct order
of report format.

Materials Needed: (4) or (5) sets of different topics included in a report, flipcharts,
glue or tape to stick t

Time needed: about 45 Minutes.

Preparation:
Depending on the number of groups, the facilitator needs to prepare sets of different
topics included in a report mentioned below.

Steps:
Group work
1) Distribute one set of different topics included in a report to each group. Ask the
participants to put them into order as they used to write report. (10 – 15 minutes)
Ask the participants to stick them on a flipchart in order and share with other
groups.

2) When each group finishes, ask the groups to look at other groups’ order. Then the
facilitator shares the order s/he arranges to the groups.
• The Cover Page
• Table of Contents
• The Summary
• The Introduction
• The Main Body
• Conclusion
• Recommendations
• Appendices

33
SESSION VII: WRITE CLEARLY

After this session, the participants will understand how to write clearly.

Materials needed: Exercise Sheet

Time Needed: about 2 hours 30 Min

Optional: If the trainer or facilitator wants to focus on language, this session is useful.
Steps:
Functions of language
1) The facilitator starts the session by telling the participants that “writing report
means communicating with the participants using language.”

In plenary:
2) Ask the participants “What are the functions of language?” Ask them to give
examples of some functions. Then explain the following points to the participants.

Language itself has many functions. Main functions include:

34
 • Informative language: using language to communicate information, to describe
a situation, usually to persuade someone to agree with our conclusion. (Girls’
enrolment in primary education is far below that of boys’)
• Expressive language: reporting the writer’s feelings or attitudes. Don’t think this
does not have a role in Professional Writing – it does. Often used to describe
how we feel – and how the reader should feel – about the evidence presented.
(The low enrolment of girl children at primary level is disturbing)
• Directive language: commands and requests, where we explicitly tell or ask our
reader to perform a specific action. (We must ensure that all primary schools in
the district are girl-friendly)
• However, apart from these three key functions, another function we need to
consider is:
• Phatic language: language is also a tool of developing and sustaining
relationships, a social ‘glue’ that helps us stick together. Typically, phatic
language includes all kinds of ‘small talk’, as well as phrases like ‘Good Morning’,
‘How are you?’ and, of course, ‘Please’ and ‘Thank you’.

Debate
3) The facilitator can write down the following statement on whiteboard or on a
flipchart.

GOOD STYLE IS VERY IMPORTANT IN WRITING A GOOD REPORT

Ask the whole class into two groups (if there are altogether five groups, one group
can be panel. Two groups can be for the statement and two can be against the
statement.) preparation: 30 minutes and debate time: 15 minutes

After debate, share the following notes to the participants.

Note for the facilitator:

Style and Language

35
 • The message itself – what we are saying is obviously a big factor. It could be
good news or bad news;
• The second factor is the medium. Whatever you write, you should aim to follow
the principles and write clearly, getting your main point across as soon as you
can. Never write anything – any word or phrase – that you would not use while
speaking.
• The third big factor affecting style is your relationship with your reader. If we
know somebody well we tend to be more direct and conversational, but when
writing to a stranger we might be a little more formal – but not as formal as you
might think.

4) Ask the participants to think of a good report and what characteristics the good
report has. All their answers can be written down on flipchart or on whiteboard.
Then tell the participants that
The best writers will use a style which is:
• Interesting – keeping the reader’s attention
• Persuasive – making an impact
• Personal – speaking directly to the reader

36
OPTIONAL
IF YOU HAVE ENOUGH TIME AND THE PARTICIPANTS ARE WILLING TO LISTEN, YOU
CAN SHARE. OR ELSE, YOU CAN LEAVE THE BELOW SECTION.

5) Share the tips of a good style report to the participants by discussing good points of
each tip.
a) Use short and simple sentences as much as you can!
Ask the participants to think of the good points of using short sentences and write
their discussion points on whiteboard. Then share the good points if they miss some
of them.
• Easier and faster to write, take less time & more accurate
• Easier and faster to read, long sentences can have too many ideas and are
confusing for the reader.
• Make your message more obvious
• More impact, more dynamic, get reader’s attention
• Easier to remember
• Try to keep your average sentence length to 15 words
b) Reduce sentence length and improve clarity
• Reduce unnecessary words
• Get rid of meaningless phrases
• Cut out emphasizing language
• Reduce nominalizations
• Reduce passive voice

c) Beginning sentences using ‘action’ words

37
 • Begin with the Action
We should arrange a meeting of all program staff to finalize the immunization
program schedule.
• Use Questions
What are the causes of these problems?
• Reduce Indefinite Language
Use Active Verbs
Verbs in the English language have three features:
• • Time (past, present, future)
• • Aspect (simple, continuous, perfect)
• • Voice (active or passive)
Ask the participants to think of the action verb in their language. You can note down
some action verbs in English.

38
 SESSION – VII –
HANDOUT 6: Functions of language
Language itself has many functions. Main functions include:
• Informative language: using language to communicate information, to describe
a situation, usually to persuade someone to agree with our conclusion. (Girls’
enrolment in primary education is far below that of boys’)
• Expressive language: reporting the writer’s feelings or attitudes. Don’t think this
does not have a role in Professional Writing – it does. Often used to describe
how we feel – and how the reader should feel – about the evidence presented.
(The low enrolment of girl children at primary level is disturbing)
• Directive language: commands and requests, where we explicitly tell or ask our
reader to perform a specific action. (We must ensure that all primary schools in
the district are girl-friendly)
• However, apart from these three key functions, another function we need to
consider is:
• Phatic language: language is also a tool of developing and sustaining
relationships, a social ‘glue’ that helps us stick together. Typically, phatic
language includes all kinds of ‘small talk’, as well as phrases like ‘Good Morning’,
‘How are you?’ and, of course, ‘Please’ and ‘Thank you’.

Style and Language

• The message itself – what we are saying is obviously a big factor. It could be
good news or bad news;
• The second factor is the medium. Whatever you write, you should aim to follow
the principles and write clearly, getting your main point across as soon as you
can. Never write anything – any word or phrase – that you would not use while
speaking.
• The third big factor affecting style is your relationship with your reader. If we
know somebody well we tend to be more direct and conversational, but when

39
 writing to a stranger we might be a little more formal – but not as formal as you
might think.

The best writers will use a style which is:

• Interesting – keeping the reader’s attention
• Persuasive – making an impact
• Personal – speaking directly to the reader

Use short and simple sentences as much as you can! BY USING SHORT AND SIMPLE
SENTENCES,
• Easier and faster to write, take less time & more accurate
• Easier and faster to read, long sentences can have too many ideas and are
confusing for the reader.
• Make your message more obvious
• More impact, more dynamic, get reader’s attention
• Easier to remember
• Try to keep your average sentence length to 15 words
Reduce sentence length and improve clarity
• Reduce unnecessary words
• Get rid of meaningless phrases
• Cut out emphasizing language
• Reduce nominalizations
• Reduce passive voice
Beginning sentences using ‘action’ words
• Begin with the Action
We should arrange a meeting of all program staff to finalize the immunization
program schedule.
• Use Questions
What are the causes of these problems?
• Reduce Indefinite Language
• Use Active Verbs
Verbs in the English language have three features:
• Time (past, present, future)
• Aspect (simple, continuous, perfect)
• Voice (active or passive)

40
SESSION: VIII: WRITING A REPORT
After this session, the participants will be able to prepare a report effectively.

Time Needed: about 2 hours

Material Needed: analysis sheet, flipcharts or A4 size paper, markers

Steps:
1) The facilitator asks the participants the question “What makes a paragraph
effective?”
What Makes a Paragraph Effective?
• A paragraph is not just a bunch of sentences related to a particular topic thrown
together without clear purpose or planning.
• A paragraph is a miniature argument, a stand-alone piece of writing that should
have just one conclusion or controlling idea.
• Make your reader’s life (and your life) easier.
• Use the Inverted Pyramid. Make sure the first sentence of each paragraph sums
up or concludes from the data. (That means no numbers, statistics or any data.)
Then follow decreasing order of importance or go from general to specific.

41
 2) Then ask each group to write a short report using the data or information they
planned before. Ask them to follow the procedure discussed in the previous sessions
(SPR analysis, mind mapping, planning the style (inductive vs. deductive) etc. (1:30
hours)

3) Ask groups to exchange their writings and ask them to give feedbacks using the
important points in writing an effective report.
Aspect of Writing Comments

Clear Objective

Good Organisation

Clear, Brief and Concise

Appropriate Language

Modern, Relaxed Style

Accurate

4) Based on the feedbacks from other groups, ask the participants to rewrite their
report again with the following steps:
First Edit: Objectives
Second Edit: Organization
Third Edit: Complete, Correct, Concise and Clear?
Fourth Edit: Language
Fifth Edit: Style
Sixth Edit: Accuracy and Proofreading

5) Some reports include “summary of the report”. Ask the participants why some
writers include “summary of the report”. The facilitator can ask the opinions of the
participants if they think necessary or not. Why?

Note for facilitator:

Summary
• Introduction
• For the busy reader, this summary can help get ideas about overall report.
• Summary should be summary, not everything in detail but need to include the
information answering what happened, where, when at least.

42
 SESSION – VIII –
HANDOUT 7: What Makes a Paragraph Effective?
• A paragraph is not just a bunch of sentences related to a particular topic thrown
together without clear purpose or planning.
• A paragraph is a miniature argument, a stand-alone piece of writing that should
have just one conclusion or controlling idea.
• Make your reader’s life (and your life) easier.
• Use the Inverted Pyramid. Make sure the first sentence of each paragraph sums
up or concludes from the data. (That means no numbers, statistics or any data.)
Then follow decreasing order of importance or go from general to specific.

STEPS TO WRITE A REPORT EFFECTIVELY:

First Edit: Objectives
Second Edit: Organization
Third Edit: Complete, Correct, Concise and Clear?
Fourth Edit: Language
Fifth Edit: Style
Sixth Edit: Accuracy and Proofreading

Summary of the report is helpful for the busy reader/s. This summary can help get ideas
about overall report. Summary should be summary, not everything in detail but need to
include the information answering what happened, where, when at least.

43
SESSION IX: INTRODUCING IRC REPORTING FORMAT AS A REPORT EXAMPLE

After this session, the participants will get a concrete example of a report and the
sections included in a report

Time needed: about 30 minutes.

Materials needed: copies of IRC quarterly report format

Steps
1) The facilitator can explain the participants that there are different types of reports
requested from different donors. However, the concept is the same.

2) Distribute IRC reporting format as an example. The participants can look through the
whole format. Then the facilitator can go through one section after another. The
facilitator can explain if the participants are not sure why they need to report a
particular section. E.g. the participants can ask the facilitator why “success story” is
included in the report.

IRC QUARTERLY NARRATIVE REPORT

1) DETAILED ACTIVITIES IMPLEMENTED (WITHIN PREVIOUS THREE MONTHS):

Objective: 1
Activity 1.1
1.2
1.3
Objective: 2
Activity 2.1
2.2
2.3

2) INDICATORS/TARGET (Mentioned in your proposal):

Indicators QUARTERLY Total Beneficiaries to date

ACHIEVEMENTS (Quarterly total + previous
quarterly totals)

44
3) PROBLEMS AND CONCERNS (DURING THIS QUARTER):
• If the activities implemented are different from proposed activities, mention and
explain the reasons for changes here.

3) SUCCESS STORY (DURING THIS QUARTER):

5) ACTIVITIES FOR THE NEXT REPORTING PERIOD:

• If you have detailed work plan for next three months, please include it here.

45
 SESSION – IX –
HANDOUT 8: IRC QUARTERLY NARRATIVE REPORT

1) DETAILED ACTIVITIES IMPLEMENTED (WITHIN PREVIOUS THREE MONTHS):

Objective: 1
Activity 1.1
1.2
1.3
Objective: 2
Activity 2.1
2.2
2.3

2) INDICATORS/TARGET (Mentioned in your proposal):

Indicators QUARTERLY Total Beneficiaries to date

ACHIEVEMENTS (Quarterly total + previous
quarterly totals)

3) PROBLEMS AND CONCERNS (DURING THIS QUARTER):

• If the activities implemented are different from proposed activities, mention and
explain the reasons for changes here.

4) SUCCESS STORY (DURING THIS QUARTER):

5) ACTIVITIES FOR THE NEXT REPORTING PERIOD:

• If you have detailed work plan for next three months, please include it here.

46
 REPORT WRITING TRAINING - POST- TEST

1. What are the important steps in writing a report?

2. What makes writing effective?

3. Why do you need to have clear objective when you write a report?

4. How can you organize a good report?

5. What can you organize your ideas?

6. What are the functions of language?

7. Why is your style of writing important in report writing?

8. Why is it important to use appropriate language for different readers?

9. What is a good report?

10. What other information (appendices) are useful to include in a report?

47
REFERENCE:

1) The reporting skills and professional writing handbook: a practical guide for
development professionals, 2nd edition February 2008, an ELD publication
www.eld.org.uk

48