University of New Brunswick

Saint John Campus

Writing the Work Term Report

A Step-by-Step Manual

Co-operative Education Program

Faculty of Business

Revised Fall 2000

Prepared by:
Mark Henderson, B.A., M.A.
Writing Lab Instructor
University of New Brunswick
Saint John Campus

Fall 2000

PLEASE NOTE

This manual should be read carefully. Production of the work term report is the sole
responsibility of the student, and failure to take advantage of provided resources cannot be
accepted as an excuse for submission of substandard work. Your evaluator should be contacted
by you as soon as you start working on a proposal. The evaluator will guide the student through
the project, but the onus is on the student to maintain contact. Your supervisor and the Writing
Lab are available for consultation as well. Students are encourage to use these resources, but
assistance must be sought in a timely manner if they are to be effective.

TABLE OF CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
What is a Work Term Report? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Choosing a Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Confidentiality and your Evaluator. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Writing the Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Researching the subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Organizing the Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
The Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
The Concluding Sections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Writing the Final draft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Do Sections flow? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Writing for the Audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Grammar, Spelling and Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Sample Letter to Supervisor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Maxims for Report Writers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Appendix C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Contents of a Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Appendix D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Work Term Report Sections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Appendix E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Letter of Transmittal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Appendix F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Writing a work term report is an exciting opportunity for a university student to learn to
communicate effectively in a business setting. Unfortunately, a student with some less- thanexciting experiences with writing might bring counterproductive attitudes associated with writing
to the report process. Thus, for many of us, the writing process entails putting off to the very last
minute a job that seems so arduous that we will do almost anything to avoid it including other
work. Writing, particularly report writing, can represent two unsavory prospects: a tedious task
with no clear purpose or procedures, and a document which holds up every error in judgement,
grammar or presentation the writer may have made to the scrutiny of his or her peers and
supervisors. Ironically, these prospects, which should motivate us to take great care in our
writing, often cause us to procrastinate.
This manual was written to assist Co-op students writing work term reports (WTRs) in
the field. It attempts to anticipate and answer the questions that will come to mind most often
during the writing process. In addition, the manual is intended to impress two important points
upon the student:

the student is responsible for completing every step of the report writing process;

the student should maintain contact with the evaluator as soon as the report
project is proposed.

The last point the manual makes is that writing a report can be exciting if the student approaches
it with enthusiasm.
Sections of the manual are organized to address student concerns as they might arise.
After WTRs are defined, methods of choosing a subject and writing a proposal are described.

2
The sections that follow describe methods of research and organizing the information gleaned
from the process. The last section highlights the pitfalls of writing a final draft. Quick reference appendices are intended to provide checklists for students as they write parts of the
report which may be foreign to them.
What is a Work Term Report?
One of the first students to seek assistance (from the Writing Lab) for writing a work term
report was experiencing a great deal of anxiety. He had just completed compiling a 200-page
manual for his employer, and he did not know how he was going to write a report about his work.
The report would be huge, because he would have to repeat everything he had written in the
manual, or so he thought! His problem was that he was confusing the manual - - his
project - - with writing his report. Although situations may arise in which employers permit
students to write WTRs as projects, the two should typically be seen as separate processes.
During your term with your employer, you will work on a project. This project may be
the primary reason a co-op student was hired. However, if a project is not suggested to you, it
will be your responsibility to develop a project. Your project will require you to:

identify a problem or opportunity of significance to your employer;

research the cause of current circumstances and the available resources for solving
the problem or taking advantage of the opportunity;

consider alternatives;

select a recommendation; and

devise a method of implementation.

The report you will write to describe this project is the work term report.

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Students may readily see similarities between the WTR and case studies written for
university courses. In addition to the problem-solving and decision-making skills which case
studies are designed to foster, WTRs provide other learning opportunities. The classroom
student solves problems by merely reading descriptions of real or fictitious companies to meet
the needs of descriptions of real or fictitious owners, managers and workers. In contrast, the
WTR is a record of solving a problem for a real company to meet the needs of real owners,
managers and workers. Working in a real life setting hones the students skills to a sharpness
unattainable through case studies alone.
To summarize, the two defining elements of a WTR are that it describes a project of
significance to the company and that the project follows a case study format of problem/
opportunity, causes and resources, alternatives, recommendation and implementation.
Did that anxious student described at the start of this section end up with a report the
length of his manual? No. He realized that he did not have to rewrite the manual but simply had
to write about how the manual solved a problem for his employer. He wrote a concise, 10- page
report convincing the reader of the manuals significance to company operations, explaining
methods of research undertaken to compile information, estimating the expenses the project
incurred, and reporting on the completed manuals assessment by the staff who would use it.
Then he photocopied his manual and appended it to the report.
Choosing a Subject
Goal: To identify the reports subject and purpose
A work term reports subject is a problem or opportunity for the host company, and a
work term reports purpose is to solve the problem or exploit opportunities. Ideally, a supervisor

4
will have considered a subject before the students arrival. Indeed, the decision to hire a Co-op
student may have been based on the need for a particular project to be completed. If the subject
meets the requirements of the report, and if it appeals to the writer, then some time has been
saved. Students may want to modify the subject by discussing it with the supervisor or the work
term evaluator, who will be marking the completed report. If a supervisor misunderstands the
purpose of the report and suggests that the student write an essay, the student may explain the
problem- or opportunity- oriented approach to choosing a subject that is recommended by
Co-op. (Your supervisor may receive a brief letter from the Co-op office explaining WTRs. See
appendix A for a sample letter to supervisors.) If the student and the supervisor fail to agree on a
subject, or if the confidentiality inhibits making a choice, the evaluator may help the student
make one.
Students free to choose their own subjects should remember that the report is similar to a
case study and should generate enthusiasm. After all, this is detective work, a chance not only to
play Perry Mason, but to write the script! However, students writing their first reports or lacking
confidence in their role in the workplace often see choosing a subject as overwhelming. They
have concerns about overstepping their boundaries as newcomers.
Work term students should tread carefully: they typically are stepping into an
environment of seasoned personnel working in an organizational culture with established norms
and hierarchies. But the students lack of experience may be an advantage. He or she may see
the workplace with fresh eyes, and be able to see ways to improve efficiency or effectiveness
which may not have occurred to others who have not seen the workplace from a new perspective
for quite some time. Writers should not allow how their ideas might be received by colleagues to

5
inhibit their thoughts at this first step, brainstorming.
The writer should start the search for a subject close to home: are there aspects of the job
he or she has been assigned that have room for improvement? One should not be afraid to
consider a subject because it seems too simple. For example, do mail problems in the office stem
from the lack of any procedures for sending and receiving mail? Would improving mail services
increase office efficiency in a way that would make the office more effective? How do others
react to the question about the existing system and the suggestion to improve it? Does the
supervisor see it as a worthwhile project? If the student is responsible for running the new
system, does it not have an identifiable structure and procedures that will enable others to operate
the system after the work term is completed?
Some people brainstorm better if they focus their thoughts by using specific methods. For
example, the writer might try asking a question about a particular subject. If the host company is
considering providing childrens daycare services for employees, several questions might come
to mind. What are the tangible benefits of providing daycare for this particular company?
Intangible benefits? What is the most effective method to ensure that benefits meet or exceed
costs?
Some writers may find a subject emerges from making comparisons. One shift supervisor
schedules employees differently from another. Will a comparison reveal which method is best,
why both methods are valid, or why a third method is best?
Sometimes, a subject may be so obvious that it is overlooked. When a student arrives at a
new position, a problem or opportunity might already be a source of discussion, with many
suggestions put forward but with no research to determine if any might work. The student may

6
choose to study the feasibility of these suggestions and some ideas of his or her own. The
subject of debate and the subsequent determination of a recommendation may form a work term
report.
Students should explain their assignment to colleagues and supervisors. The more people
who are thinking for the student, the more resources the student has at his or her disposal. These
same people also can be sounding boards for the students ideas. One of these ideas will be
accepted; one first- time report writer identified increasing the effective use of parking lot spaces
as an opportunity and wrote a successful report.
After this stage of uninhibited thinking, the writer should consider the scope and
limitations of the subject before moving to the next step. The scope of the report is the range of
business activity the report proposes to address. Will overhauling current management
information systems take many months to plan, research, and implement? If so, the scope of this
subject is too broad and must be narrowed. Perhaps identifying key problems with one current
system and determining that there are affordable products on the market which may offer more
solutions is more manageable as a report subject. The student writing this report may not solve
the problem, but he or she has moved discussion of the problem and the feasibility of a solution
towards a resolution.
If the subject has been given a narrow scope, limitations may affect the report.
Limitations are the conditions which prevent exploration of relevant avenues of research.
Limitations do not require the writer to drop the subject. A report always has a scope, and a
report always has limits on what its is able to report on its subject. Identifying the four-month
period of the work term as a limitation is generally a bad idea. All report writers are working

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with this limitation; thus, it does not require elaboration. However, unforseen delays in receiving
information, or incomplete records constitute limitations and should be identified in the report.
A dearth of research literature may also limit the report or the success of the recommended
actions it describes.
Confidentiality and your Evaluator.
Confidentiality may be of utmost concern to the employer and is always of the utmost
concern to the Co-op offices. If trust is violated through a breach of confidentiality, then WTRs,
and indeed the Co-op program, may be jeopardized. Consequently, your supervisor should sign
your proposal to insure that he or she endorses your topic. Only the student, host employer,
evaluator, and Co-op Coordinator and Director have access to reports, and their contents will be
kept confidential. Only three copies of a WTR should be made: one each for the employer,
student and evaluator. Additional copies will not be made without the employers and the
students written permission.
Notwithstanding that the evaluator must be able to mark the report, at the employers
discretion, information about the company may be deleted from the evaluators copy. Deletions
must be discussed thoroughly with the evaluator, who may call the employer to confirm that
information was deleted in the evaluators report and that the information was presented
satisfactorily in the supervisors report.
If a student produces outstanding WTR, then the student and the supervisor may be asked
if it can be made available to other students as an example of high-quality work. Both student
and employer have the right to refuse or to change sensitive information or information which
identifies the company. Written permission must be obtained from both parties before using

8
WTRs for this purpose.
The evaluator should not only be seen as a marker but as a facilitator. Writing a report is
a learning process. To gain the most out of this learning opportunity, students must be diligent in
their efforts to maintain contact with the evaluator and to keep him or her appraised of the
reports progress.
Writing the Proposal
Goal: To clarify thoughts and provide an action plan.
If the student considers the work term report proposal an unnecessary formality, this
perception suggests that the student may not be seeing the proposal in the context of a larger
writing process. The best way to assess an idea - - a proposal - - is to write it down. Writing
reveals the strengths and weaknesses of the reasoning process; writing our thoughts so that
others cannot misunderstand them insures that we understand them thoroughly (see Appendix A).
A proposal is short and to the point.
The proposal has essential elements, which may be highlighted by headings or the use of
keywords in the first sentence of each appropriate paragraph (see Appendix C). The subject and
purpose should be stated first. A brief historical background should follow, tracing the source
of the problem or opportunity and identifying key players and issues to be considered when
developing alternatives from which to select recommendations. The reports scope and
limitations should be described. The methods of research should be described and a rationale
for the choice of methods provided. Will colleagues be interviewed, reports be read, data
collected, scholarly research consulted? If so, why? If not, why not? (Methods of research are
discussed in detail in the next section.)

9
The proposal should end with the significance of the project clearly stated. Will a
successful project result in an increase of effectiveness and efficiency? How? What will be
indicators of these results? Can they be represented in dollars, or in some other measurable
form? Will a service or product be improved? How? Is the expected gain worth the cost?
The proposal typically begins with the subject and purpose and ends with the projects
significance. However, the information between them may be arranged at the writers discretion.
A clear plan of action should emerge from the arrangement of the proposal and should be clearly
stated for the reader. This plan allows the writers research to begin in earnest. Students must
have their proposals approved by the evaluator before moving ahead with the project. The
sooner the proposal is submitted and approved, the more time the student has to complete the
report. At the latest, the proposal must be received by the date noted on the students work term
package. Students must contact the evaluator concerning delays in proposal submission.

Researching the subject

Goal: To establish support for reports significance and recommendations validity
Detectives are scientists. When a detective encounters a mystery which needs to be understood if
it is to be solved, as much evidence as possible is collected. Next, theories - - ways of explaining
what the evidence might mean - are considered. Third, theories are tested for strengths and
weaknesses until only the best theory remains. That theory, supported by the existing evidence,
tells the detective what happened and what should be done. The scientific nature of business
research should not be underestimated.
Business leaders seldom wing it when there is concrete information available to support

10
their decisions, and lack of information is a major factor in rejecting the recommendations of a
report. Information is the product of research. Reliable research is analytical: it breaks a subject
down into its smallest parts, studies each part scientifically (as a good detective would) and puts
the parts together again in a comprehensible whole.
The writer considered methods of research at the proposal stage, before detailed research
began. Which departments are involved in exploring the subject? Must their records be
accessible? Which records? Why? Must anyone be interviewed? Would a questionnaire
produce more scientific results? (Writing and interpreting results of questionnaires are difficult;
students should seek assistance before attempting this avenue of research.) Who are the
company experts on this subject? Why do you consider them to be experts? Would contact with
members of the same industry but outside the company be acceptable and fruitful? These
records, people and responses form primary research, the raw data the writer collects on the
subject.
Secondary research is the research used to support the findings of primary research.
Perhaps after primary research the writer has discovered a disproportionately high number of sick
days reported on the day after social events sponsored by the company for which the company
provides free alcoholic beverages. To suggest that many workers have a drinking
problem may be offensive and poorly received. However, if a library research revealed that such
a conclusion is widely supported, and if consulting Stats Canada revealed that one of every 4 sick
days reported in New Brunswick is linked to alcohol consumption, then the writer has a case that
is less accusatory. Secondary research suggests that the writer is not basing conclusions and
recommendations on mere personal opinion but on sound theory and quantitatively supported

11
consensus among researchers.
Many companies like to be perceived as progressive, but few prefer to be the first to try a
new idea. Being the first entails taking risks with few assurances of the outcome. If the student
has confidence in his or her idea, but it has not been tried in the host department, company or
industry, research will reveal where, how and why the idea has been successful in the past. A
company library, trade or industry leader, university or other institutionally based library systems,
and computer- based information retrieval systems are worthwhile avenues of investigation.
Experts in a given field (consultants, professors, managers) may be interested in a students
project and direct him or her to valuable sources of information. This research may give the
student the building blocks of an argument which will sell his or her idea.
Methods of recording researched material are as important as the research itself.
Recording the source of each piece of information is important; the Co-op program recommends
the American Psychological Association (APA) source documentation system described in Lets
Write, which is produced by the UNBSJ Faculty of Nursing and is available at the University
Bookstore. All research notes should be written in the students own words to avoid plagiarism.
If a primary source or a noted expert cited in a secondary source makes a statement which is
particularly compelling, the writer may choose to quote this statement word- for- word. For
quotations to have their recommended impact, they should be used sparingly.
Tables and graphs add credibility to many reports; such figures suggest that
conclusions and recommendations are supported by measurable quantities of collected data. Any
figures used must clearly relate to the subject, and their significance must be clearly explained to
ensure that the reader interprets them correctly. Clear labeling also ensures proper interpretation.

12
During the research process, the writer should see a pattern developing, a way of seeing
the subject that leads naturally, or with the help of some explanation, to the conclusion on which
the writer bases recommendations. This pattern is the reports argument or form of organization.
Organizing the Report
Goal: To form a logically structured, persuasive argument
Almost anything one writes that is longer than a page and is written in full sentences and
paragraphs will consist of an introduction, body and conclusion. An introduction tells the
reader what the document contains, what it proves and why it should be read. The body provides
the proof in so convincing a fashion that the reader concludes that the introduction is accurate,
and that the document is worth reading. Just when the reader is about to make some conclusions,
those very thoughts are expressed in the conclusion of the document. Significant conclusions
should lead the reader to action, and the conclusion leads the reader by recommending specific
action. This form is universal and should be the first principle of organization in any letter,
memorandum or report the student may write.
Before writing the introduction, several useful elements considered as standard in
business writing will be included (See Appendix D for the sections of a WTR in order of
appearance.) Two of these elements are of particular importance. The letter of transmittal is
addressed to the evaluator (see Appendix E). Many reports and projects are commissioned in
business settings, so many that their details may be forgotten. The letter of transmittal serves to
remind the reader who was commissioned to write the report and why, and to recall the events
which precipitated the writing of the report. In a large organization, identifying yourself and your
position in the company is particularly important.

13
The second important element is the executive summary (see Appendix F). Most
upper- level managers will not have time to read a lengthy report. On one page, the executive
summary quickly states the subject, recommendations and significance, paying particular
attention to key personnel, departments and budget items. In this way, a busy manager can
quickly tell if he or she should read all or only part of the report, or if the report is not significant
for his or her particular department. Preceded by these elements, a cover page and a table of
contents, the introduction proper begins.
The Introduction
For most work term reports, the student has already written the essential material for the
introduction the proposal. Although the introduction is not identical to your proposal, it will
contain many of the essential elements. If the report is ten pages, a two- page introduction,
similar to your proposal, will suffice. If short, two or three sentence paragraphs highlighted by
headings were used in the proposal, the headings will be removed and the paragraphs combined
to make the introduction more cohesive. Historical background may require elaboration and
incorporation into the body of the report. A paragraph may be modified or added to explain the
organization of the body.
The Body
Organizing the body is more challenging. The order devised is at the writers discretion,
but it must form an argument that appeals to the reader or audience. For instance, if I, as the
writer, chose to compare methods of employee shift scheduling used by different supervisors, I
might organize the body under the following subheadings:
Scheduling Requirements Determined by the Nature of the Job;

14
Review of Literature on Work Schedules;
Scheduling Options Used in the Industry;
Scheduling Used in Department X;
Supervisor Assessment of Scheduling Procedures;
Employee Assessment of Scheduling Procedures.
My system of organization is logical to me, and I must explain that logic simply and carefully to
my reader. First, what is the sense of discussing scheduling if the reader does not fully
understand the challenges of scheduling for this particular department? Thus, my first section
creates a shared understanding of the problem between writer and reader by explaining the nature
of the job and its subsequent effects on scheduling. The next three sections move from the
general to the specific, from what theory suggests as scheduling options, to options used in the
industry, to options used in this specific department. Finally, to make sure that the issues are
clearly understood and that the primary stakeholders have input, the supervisors and employees
are consulted. Since I have broken my research down into smaller parts and have examined each
part scientifically, I might choose to call the body my analysis.
The Concluding Sections
If the body or analysis is written well, and if the organization is easy to follow, the reader
is already coming to some conclusions about this subject. These conclusions are confirmed in
the conclusionssection of the report, which briefly points out how the findings of the analysis
lead to statements of how the department functions and if improvements are required. The reader
should now be ready to consider making a decision which addresses this problem or opportunity.
At this time, some alternatives are offered in a new section. The alternatives show that

15
the problem has been approached with consideration to all plausible solutions. Each alternative
will have advantages which will be outweighed by disadvantages, except for the last alternative,
which is the recommended alternative.
The recommendation section explains in detail how the problem will be solved, why the
recommendations disadvantages can be disregarded, and how the recommendations benefits
exceed its costs. A description of implementation procedures would be particularly helpful but
may not be possible. The final paragraph will emphasize the significance of the subject to the
companys operations and suggests optimism if the recommendations are accepted.
The proof of the value of a work term report is its power to persuade. Glaring errors in
judgement, in logical argumentation or in the meticulousness of the research may cause a good
idea to be rejected. Lack of awareness of the expectations and values of the intended audience
can also result in failure. These pitfalls can be avoided by paying close attention to detail during
the final draft step of writing the report.
Writing the Final draft
Goal: To ensure the work of the first four steps is not rejected because report presentation
is unprofessional and, therefore, unable to capture reader confidence
One point must remain clear if writers are to exercise the patience required to write the
final draft: readers judge the reliability of a report on its presentation. This is not to say that
impressive presentation will enable a poor report to be accepted; rather, a well- researched, wellargued reports may fail if the reader loses interest because of its poor presentation. A report must
appear professional and read in a professional manner. Errors in judgement in these areas may
lead the reader to suspect other errors may have been made, in reasoning or in research, for

16
example.
Do Sections flow?
The report is organized in a structure consisting of an introduction, a body divided into
sections containing conclusions, and recommendations. Are the sections themselves well
organized? Is each section introduced from the preceding sections with its significance to the
argument made clear? Is that significance supported through the development of the section?
Does the section conclude with its main point, and is that point linked to the next section? The
writer must insure that the reader never feels lost, never feels that the discussion is rambling.
Is the reader being overwhelmed by the perception of the text as too heavy? Is more
being explained than the reader needs to know? Excess material should be removed. Is the
writers manner of expression wordy? A book on style, such as Whites Element of Style, should
be consulted. Perhaps these elements are sound; more effective use of white space around
printed text, interspersal of figures in the text, or more effective use of headings and subheadings
may change the readers perception.
Writing for the Audience
Are choices in tone, language and figures of speech appropriate for the audience, the
reader? The audience is anyone who may have reason to read the report now or in the future,
including your supervisor and the Faculty of Business Evaluator. Clarity is of primary
importance. Will an engineer be insulted if the writer explains the fundamental theory behind the
passage of electricity through a conductor? Perhaps. But if this knowledge is necessary to the
reports subject and purpose, a reader with little or no physical science background may
appreciate the explanation. Would a superior several levels above the writer in the companys

17
hierarchy appreciate formal references to organizational members, or would simplified, more
informal references be more effective? The readers assessment of the writer should be that he or
she is aware of the political sensitivities inherent in the organization. If this project becomes
inactive for five years, will the researcher reactivating the project in the future understand the
report and trust its reliability? Trust is evoked by the sensitivity the writer shows towards the
readers need and concerns and the writers willingness to share information and the reasoning
process.
Grammar, Spelling and Structure
Grammar, spelling, sentence structure and paragraph structure find us in elementary
school and plague us through our secondary school education. In university, we discover that not
only do we have to use them well but we have to use them flawlessly. Check these four aspects
of writing last; otherwise, last-minute changes may contain embarrassing errors.
Grammar is easier to master than we are sometimes taught. There is a close relationship
between proper grammar and knowing exactly what we want to say. If being precise does not
solve the problem, a useful text may be the Harbrace College Handbook by Hodges and Whitten,
and it provides other valuable report-writing instructions. However, writers should choose a text
that is organized and written in ways that are easily understood and are most apt to encourage use
by each writer. Computer grammar checks should not be considered reliable; computers cannot
think, so they do not know what writers are trying to communicate.
Even a good speller should use a computer spell check to proofread for mistakes.
Sometimes obvious mistakes elude us. However, spell checks indicate only those words spelled
incorrectly. Therefore, if a writer uses there where their is appropriate, only a reader or

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perhaps a grammar check will find the mistake because no spelling error was made.
Sentence and paragraph structure can be learned through frequent writing and
self-correction. Students using English as a second language may find learning structure
particularly difficult. Of course, the Writing Lab is always able to help with these problems as
well.

Conclusion
The process of writing a report is the process of going from a state of not knowing to a
state of knowing. A good writer will not be concerned if all the pieces do not fit at the
beginning of the project. Research reveals all the evidence and theories available for the student
to form an impression of the problem or opportunity. Research also enables the writer to
consider alternatives. Students should feel confident in the production of reports if they follow
methods which make them feel comfortable with their progress. A good researcher knows that
the right answer may not be found; rather, the writers goal is to find a right answer.

Appendix A
Sample Letter to Supervisor
Thank you for participating in the Co-operative Education Program of the Faculty of
Business, University of New Brunswick. The student you will be supervising is eager to take
advantage of the experience a position in your company offers. By working together, we can
provide one of the best business education programs available.
One of Co-ops goals is to insure that students apply the theory and analysis learned in

19
the classroom to the problems and opportunities of the workplace. To achieve this goal, students
are required to write a Work Term Report during their work period. Ideally, the student, you and
I, as the Co-op evaluator, will all make a contribution; of course, I understand that the time you
have to advise the student may be limited.
In the report the student will identify a problem or opportunity, trace its source and
development, address key issues to consider in the decision- making process, offer alternatives,
and select a recommendation, including clear instructions for implementation when possible.
Your guidance in choosing an appropriate subject and in learning to write persuasively in a
business environment would be invaluable.
Although reports will be graded, Co-op emphasizes the educational aspects of the report.
The student, ideally after discussing the subject with you, will present a brief proposal to us.
After the proposal is approved, the three of us may meet to develop clear guidelines to assist the
student. I may contact you later if I have questions, and you should feel free to do the same.
Upon the reports completion, I will contact you for an assessment of the report and of the
process.
You may choose to keep this requirement of the work term separate from the students
job or integrate it with job duties. Similarly, the time you have to assist the student may also be
determined by work constraints. I look forward to meeting you and to developing a working
relationship which will prove beneficial to the student, the University, and your company.

Appendix B
Maxims for Report Writers
The contents of a report should dictate its form and length. If a report can be easily
written in five pages with few sections, it should be written that way. If, in order to simplify
complex ideas, a report is better written as twenty pages with several sections, each containing

20
several subsections, this is the appropriate form for this particular report. The writer is in the
best position to determine a reports form and length, but advice should be sought from a
supervisor, the evaluator, the Writing Lab or all three.
The goal of writing is not to make a report possible to be understood, but to make it
impossible to be misunderstood. Therefore, particular care must be taken during final drafting to
ensure that the report will be received in the manner that the writer intends. The writer must take
pains to ensure that the report can stand on the strength of its own merits.
People judge us by our work. A report without errors suggests that the writer thinks
unerringly. A writer should strike to give us this impression.
Writing can be a rewarding, even enjoyable experience if the writing project is planned
and approached as a step- by- step process. Students who experience writers block should take a
break from the writing process or consult a supervisor, the evaluator, the Writing Lab or all three.
The best way to prevent feeling overwhelmed by a writing project is to create a schedule
at the beginning of the project, with target dates for completing each step. This schedule may be
re-evaluated and changed. If changes are being made because the writer is procrastinating, the
schedule is useless. In this case, the writer should re- assess his or her commitment to the project
and focus on the reports subject and purpose.
The work term report system has several troubleshooting mechanisms to assist the student, but
the student must use the system if he or she is to benefit from it. Reading and using this manual
is a good start to the writing process. Clear and open communication with a supervisor, the
evaluator, and the Writing Lab should provide ample field support for the report writer. Most
writers who follow these recommendations should be able to proceed in writing their reports with

21
confidence.

Appendix C
Contents of a Proposal
Subject
Purpose
Historical Background
Scope

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Limitations
Methods of Research
Cost vs. Benefits
Significance

Appendix D
Work Term Report Sections
In Order of Appearance
Letter of Transmittal
Cover Page
Table of Contents

23
Executive Summary
Introduction (does not appear as a title)
Analysis
Subsections as Required
Conclusions
Alternatives
Recommendations
Implementation

Appendix E
Letter of Transmittal
Student Services
University of New Brunswick
Saint John, New Brunswick E2L 4L5
25 July, 1994
Work Term Students

24
Co-operative Education Program, Faculty of Business
University of New Brunswick
Saint John, New Brunswick E2L 4L5
Dear Work Term Student:
The letter of transmittal must be written in a standard, business- letter format. The first
paragraph quickly introduces who you are and why you have sent this report to the receiver, your
evaluator.
The second paragraph explains your work term employment insofar as it is relevant to the
report or its production. Any unique circumstances which were not appropriate for the contents
of the report may be explained here.
The final paragraph is a goodwill opportunity. You also provide information about how
you may be contacted.
Sincerely,

Mark Henderson
Writing Lab Instructor

Appendix F
Executive Summary
An executive summary is a one-page summary of the report. Executive Summary
appears at the top of the page. The first paragraph states the subject and the subjects
significance to company operations.

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The second paragraph briefly explains the analysis. The conclusions are stated: They may
be highlighted as bulleted, point-form notes.
The final paragraph states the recommendations, which may also be bulleted and
presented in point form. Cost and benefits should be stated when possible.