{"id":63,"date":"2018-12-21T02:10:53","date_gmt":"2018-12-21T07:10:53","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/chapter\/ch-11-writing-reports\/"},"modified":"2022-04-26T17:12:30","modified_gmt":"2022-04-26T21:12:30","slug":"ch-11-writing-reports","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/chapter\/ch-11-writing-reports\/","title":{"raw":"Chapter 11: Business Reports","rendered":"Chapter 11: Business Reports"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul id=\"mclean-ch09_s04_l01\" class=\"orderedlist\">\r\n \t<li>Understand the different types of reports<\/li>\r\n \t<li>Discuss the main parts of a formal report<\/li>\r\n \t<li>Examine how to use headings and lists<\/li>\r\n \t<li>Learn how to integrate graphics<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<p class=\"import-Normal\">Reports are documents designed to record and convey information to the reader. Reports are part of any business or organization; from credit reports to sales reports, they serve to document specific information for specific audiences, goals, or functions. Reports come in all sizes but are typically longer than a page and somewhat shorter than a book. The type of report depends on its function. The function of the report is its essential purpose, often indicated in the purpose statement. The function may also contribute to parameters like report length (page or word count) or word choice and readability. Reports vary by function, but they also vary by style and tradition. Within your organization, there may be employer-specific expectations that need to be addressed to meet audience expectations.<\/p>\r\n\r\n<h3 class=\"title editable block\">Informational or Analytical Report?<\/h3>\r\n<p id=\"mclean-ch09_s04_s02_s01_p01\" class=\"para editable block\">There are two main categories for reports, regardless of their specific function or type. An informational report informs or instructs and presents details of events, activities, individuals, or conditions without analysis. An example of this type of \u201cjust the facts\u201d report is a summary report. The report will summarize the most pertinent information from a text based on the audience's needs.<\/p>\r\n<p id=\"mclean-ch09_s04_s02_s01_p02\" class=\"para editable block\">The second type of report is called an analytical report. An analytical report presents information with a comprehensive analysis to solve problems, demonstrate relationships, or make recommendations. An example of this report may be a field report by a physician from the Public Health Agency of Canada from the site of an outbreak of the Covid-19 virus, noting symptoms, disease progression, steps taken to arrest the spread of the disease, and recommendations on the treatment and quarantine of subjects.<\/p>\r\n\r\n<h3>Informal and Formal Reports<\/h3>\r\nReports can also be classified as informal and formal reports. Informal reports tend to be a few pages long and are normally written for someone within the organization. Informal reports are normally sent as memos, sometimes attached to an email, or as letters. Formal reports, on the other hand, are much longer and are usually, though not always, sent outside an organization. Whether you write an informal or formal report depends on the audience for the report and the information required.\r\n\r\n<header>\r\n<h2>Writing a Formal Report<\/h2>\r\n<span style=\"color: #333333;font-weight: normal;text-align: initial;font-family: Lora, serif;font-size: 1em\">Many business professionals need to write a formal report at some point during their career, and some professionals write them on a regular basis. Key decision-makers in business, education, and government use formal reports to make important decisions. As opposed to informational reports that offer facts and information without analysis, formal reports provide the end product of a thorough investigation with analysis. Although writing a formal report can seem like a daunting task, the final product enables you to contribute directly to your company\u2019s success.<\/span>\r\n\r\nWhile you may write much shorter, more casual reports, it's helpful to go into a bit of detail about formal reports. Formal reports are modular, which means that they have many pieces. Most audience members will not read every piece, so these pieces should stand on their own. That means that you will often repeat yourself. That's okay. Your audience should be able to find exactly what they need in a particular section, even if that information has been repeated elsewhere.\r\n\r\nWhile it's fine to copy and paste between sections, you will likely need to edit your work to ensure that the tone, level of detail and organization meet the needs of that section. For example, the <em>Executive Summary<\/em> is aimed at managers. It's a short, persuasive overview of everything in the report. The <em>Introduction<\/em> may contain very similar information, but it focuses on giving a short overview of everything in the report. Its goal is to inform, not to persuade.\r\n<h3>Report Organization<\/h3>\r\n<p class=\"import-Normal\">Reports vary by size, format, and function. You need to be flexible and adjust your report to the needs of the audience. Reports are typically organized around six key elements:<\/p>\r\n\r\n<ol>\r\n \t<li>Who the report is about and\/or prepared for<\/li>\r\n \t<li>What was done, what problems were addressed, and the results, including conclusions and\/or recommendations<\/li>\r\n \t<li>Where the subject studied occurred<\/li>\r\n \t<li>When the subject studied occurred<\/li>\r\n \t<li>Why the report was written (function), including under what authority, for what reason, or by whose request<\/li>\r\n \t<li>How the subject operated, functioned, or was used<\/li>\r\n<\/ol>\r\n<p class=\"import-Normal\">Pay attention to these essential elements when you consider your stakeholders. That may include the person(s) the report is about, whom it is for, and the larger audience of the organization. Ask yourself who the key decision-makers are, who the experts will be, and how your words and images may be interpreted.<\/p>\r\n<p class=\"import-Normal\">While there is no universal format for a report, there is a common order to the information. Each element supports the main purpose or function, playing an important role in the transmission of information. <span style=\"color: #333333\">There are several different organizational patterns that may be used for formal reports, but all formal reports contain front matter (prefatory) material, a body, and back matter (supplementary) items. The prefatory material is therefore critical to providing the audience with an overview and roadmap of the report. The body of a formal report discusses the findings that lead to the recommendations. The back matter provides additional information. <\/span>Some common elements in a report are shown in Figure 11.1.<\/p>\r\n\r\n<table style=\"height: 787px\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 300px\">\r\n<p class=\"import-Normal\"><\/p>\r\n<\/td>\r\n<td style=\"width: 1074px\">\r\n<p class=\"import-Normal\"><strong>\u00a0<\/strong><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"shaded\" style=\"height: 26px\">\r\n<td style=\"width: 300px;height: 26px\">\r\n<p class=\"import-Normal\"><strong>Page<\/strong><\/p>\r\n<\/td>\r\n<td style=\"width: 1074px;height: 26px\">\r\n<p class=\"import-Normal\"><strong>Description<\/strong><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"TableNormal-R\" style=\"height: 107px\">\r\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 90px\">\r\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><strong>Title page<\/strong><\/span><\/h6>\r\n<\/td>\r\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 90px\">\r\n<p class=\"import-Normal\">Report title; date of submission; name, title, and organization of the person who prepared the report; name, title, and organization of the person receiving the report.<\/p>\r\nIf your report contains sensitive information or if it is going to be exposed to the elements, it might also contain a cover page.\r\n\r\nNo page number.<\/td>\r\n<\/tr>\r\n<tr class=\"TableNormal-R\" style=\"height: 79px\">\r\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 79px\">\r\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><strong>Table of contents<\/strong><\/span><\/h6>\r\n<\/td>\r\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 79px\">\r\n<p class=\"import-Normal\">A list of the sections in the report and their respective page numbers.<\/p>\r\n<p class=\"import-Normal\">All headings\/sub-headings in the report should be listed on this page.<\/p>\r\nThis page is not labelled with a page number.<\/td>\r\n<\/tr>\r\n<tr class=\"TableNormal-R\" style=\"height: 121px\">\r\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 111px\">\r\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><b>Executive summary<\/b><\/span><\/h6>\r\n<\/td>\r\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 111px\">\r\n<p class=\"import-Normal\">The executive summary is a one-page overview of the entire report aimed at managers or people in a position of power. It discusses the managerial implications of your report: basically what managers or other people who have the authority to approve your report need to know. Summarize the topic, methods, data\/evidence, results, and conclusions\/recommendations.<\/p>\r\nOn its own page.\r\n\r\nLabelled as page iii.<\/td>\r\n<\/tr>\r\n<tr class=\"TableNormal-R\" style=\"height: 93px\">\r\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 93px\">\r\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><strong>Introduction<\/strong><\/span><\/h6>\r\n<\/td>\r\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 93px\">\r\n<p class=\"import-Normal\">Introduces the topic of the report, states the purpose of the report, and previews the structure of the report. This section often contains similar information to the Executive Summary, but in a clear, factual manner.<\/p>\r\nBegins on a new page.\r\n\r\nLabelled as page 1.<\/td>\r\n<\/tr>\r\n<tr class=\"TableNormal-R\" style=\"height: 79px\">\r\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 79px\">\r\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><b>Body<\/b><\/span><\/h6>\r\n<\/td>\r\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 79px\">\r\n<p class=\"import-Normal\">Key elements of the report body may include the background, methods, results, and analysis or discussion.<\/p>\r\nUses descriptive or functional headings and sub-headings (is not labelled \u201cBody\u201d).\r\n\r\nPagination continues from the introduction.<\/td>\r\n<\/tr>\r\n<tr class=\"TableNormal-R\" style=\"height: 90px\">\r\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 70px\">\r\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><strong>Conclusion and\/or recommendations<\/strong><\/span><\/h6>\r\n<\/td>\r\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 70px\">\r\n<p class=\"import-Normal\">Concise presentation of findings and\/or recommendations. Indicate the main results and their relation to the recommended action(s) or outcome(s).<\/p>\r\nPagination continues from the body of the report.<\/td>\r\n<\/tr>\r\n<tr class=\"TableNormal-R\" style=\"height: 106px\">\r\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 106px\">\r\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><strong>References<\/strong><\/span><\/h6>\r\n<\/td>\r\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 106px\">\r\n<p class=\"import-Normal\">A list of all references used in the report.<\/p>\r\nAll in-text citations included in the report should have an accompanying entry in the reference list.\r\n\r\nBegins on a new page.\r\n\r\nPagination continues from the conclusions and\/or recommendations.<\/td>\r\n<\/tr>\r\n<tr class=\"TableNormal-R\" style=\"height: 133px\">\r\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 133px\">\r\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><strong>Appendix or appendices<\/strong><\/span><\/h6>\r\n<\/td>\r\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 133px\">\r\n<p class=\"import-Normal\">Related supporting materials.<\/p>\r\nAll materials in the appendix (or appendices) must be referred to in the body of the report.\r\n\r\nOnly one item per appendix.\r\n\r\nEach appendix begins on a new page, is labelled as Appendix A, B, C, etc, and is given a title.\r\n\r\nPagination continues from the reference list.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p style=\"text-align: center\"><em><sub>Figure 11.1 | Parts of a Report<\/sub><\/em><\/p>\r\n\r\n<h4>Front Matter<\/h4>\r\nFront matter includes all the information preceding the body of the report.\r\n<h5>Title Page<\/h5>\r\nThe title page provides the audience with the:\r\n<ul>\r\n \t<li>Name of the report\r\n<ul>\r\n \t<li>This should appear 2 inches from the top margin in uppercase letters.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Name, title, and organization of the individual receiving the report\r\n<ul>\r\n \t<li>Type \"Prepared for\" on one line, followed by two separate lines that provide the receiving organization's name. Some reports may include an additional line that presents the name of a specific person.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Name of the author and any necessary identifying information\r\n<ul>\r\n \t<li>Type \"prepared by\" on one line, followed by the name(s) of the author(s) and their organization, all on separate lines.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Date of submission\r\n<ul>\r\n \t<li>This date may differ from the date the report was written. It should appear 2 inches above the bottom margin.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nThe items on the title page should be equally spaced apart from each other.\r\n\r\n<strong>A note on page numbers:<\/strong> The title page should not include a page number, but this page is counted as page \u201ci.\u201d Use software features to create two sections for your report. You can then utilize two different types of numbering schemes. When numbering the pages (i.e., i, ii, iii, etc.) for a formal report, use lowercase Roman numerals for all front matter components. Utilize Arabic numbers for the other pages that follow. Additionally, if you intend to bind the report on the left, move the left margin and center 0.25 inches to the right.\r\n\r\n<strong>A note on font:<\/strong> If there is no specific preference for serif vs. sans serif font, choose one and use it consistently throughout the report. Do not utilize anything besides a traditional serif (e.g., Times New Roman) or sans serif (e.g., Arial or Calibri) font.\r\n<h5>Letter or Memo of Transmittal<\/h5>\r\nA letter or memo of transmittal announces the report topic to the recipient(s).\r\n\r\nIf applicable, the first paragraph should identify who authorized the report and why the report is significant. Provide the purpose of the report in the first paragraph as well. The next paragraph should briefly identify, categorize, and describe the primary and secondary research of the report. Use the concluding paragraph to offer to discuss the report; it is also customary to conclude by thanking the reader for their time and consideration.\r\n\r\nA letter of transmittal should be formatted as a business letter. Some report writers prefer to send a memo of transmittal instead. When considering your audience for the letter or memo of transmittal, make sure that you use a level of formality appropriate for your relationship with the reader. While all letters should contain professional and respectful language, you should pay closer attention to the formality of the word choice and tone in a letter to someone you do not know. Figure 11.2 illustrates a report with a letter of transmittal.\r\n\r\n&nbsp;\r\n\r\n[caption id=\"attachment_898\" align=\"aligncenter\" width=\"655\"]<img class=\"wp-image-898 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/trans_title.gif\" alt=\"\" width=\"655\" height=\"771\" \/> Figure 11.2 | Report Cover and Letter of Transmittal Binding Cover and Letter of Transmittal (Source- David McMurray)[\/caption]\r\n<h5>Table of Contents<\/h5>\r\nThe table of contents page features the headings and secondary headings of the report and their page numbers, enabling audience members to quickly locate specific parts of the report. Leaders (i.e. spaced or unspaced dots) are used to guide the reader\u2019s eye from the headings to their page numbers.\r\n\r\nThe words \u201cTABLE OF CONTENTS\u201d should appear at the top of the page in all uppercase and bolded letters. Type the titles of major report parts in all uppercase letters as well, double spacing between them. Secondary headings should be indented and single-spaced, using a combination of upper and lowercase letters. Figure 11.3 demonstrates the organization of a typical table of contents and executive summary for a report.\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n[caption id=\"attachment_897\" align=\"aligncenter\" width=\"733\"]<img class=\"wp-image-897\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/toc_exec.gif\" alt=\"Figure 13.2- Table of Contents and Executive Summary (Source- David McMurray)\" width=\"733\" height=\"760\" \/> Figure 11.3 | Table of Contents and Executive Summary (Source- David McMurray)[\/caption]\r\n<h5>List of Figures and Tables<\/h5>\r\nThe list of figures has many of the same design considerations as the table of contents. Readers use the list of figures to find the illustrations, diagrams, tables, and charts in your report. Complications arise when you have both tables and figures. Strictly speaking, figures are illustrations, drawings, photographs, graphs, and charts. Tables are rows and columns of words and numbers; they are not considered figures. For longer reports that contain dozens of figures and tables each, create separate lists of figures and tables. Put them together on the same page if they fit. You can combine the two lists under the heading, \"List of Figures and Tables,\" and identify the items as figure or table as is done in Figure 13.3.\r\n<h5>Executive Summary<\/h5>\r\nAn executive summary presents an overview of the report that can be used as a time-saving device by recipients who do not have time to read the entire report.\r\n\r\nThe executive summary should include a:\r\n<ul>\r\n \t<li>Summary of purpose<\/li>\r\n \t<li>Overview of key findings<\/li>\r\n \t<li>Identification of conclusions<\/li>\r\n \t<li>Overview of recommendations<\/li>\r\n<\/ul>\r\nIf the executive summary, introduction, and transmittal letter strike you as repetitive, remember that readers don't necessarily start at the beginning of a report and read page by page to the end. They skip around; they may scan the table of contents and they usually skim the executive summary for key facts and conclusions. They may read carefully only a section or two from the body of the report, and then skip the rest. For these reasons, reports are designed with some duplication so that readers will be sure to see the important information no matter where they dip into the report.\r\n\r\nTo organize this section, type \u201cEXECUTIVE SUMMARY\u201d in all uppercase letters and centred. Follow this functional head with paragraphs that include the above information, but do not use first-level headings to separate each item. Each paragraph of information should be single-spaced with double spacing between paragraphs. Everything except for the title should be left-aligned.\r\n\r\nAn executive summary is usually ten percent of the length of the report. For example, a ten-page report should offer a one-page summary. A 100-page report should feature a summary that is approximately ten pages.\r\n<div>\r\n<h4>Body<\/h4>\r\nThe body is the main section of the report and includes the introduction, discussion or findings, conclusion and recommendations.\r\n<h5>Introduction<\/h5>\r\nThe body of a formal report begins with an introduction. The introduction sets the stage for the report, clarifies what need(s) motivated it, and orients the reader to its structure. Most report introductions address the following elements: background information, problem or purpose, significance, scope, methods, organization, and sources. As you may have noticed, some parts of a formal report fulfill similar purposes. Information from the letter of transmittal and the executive summary may be repeated in the introduction. Reword the information in order to avoid sounding repetitive.\r\n\r\nTo begin this section, type \u201cBACKGROUND\u201d or \u201cINTRODUCTION\u201d in all uppercase letters. This functional head should be followed by the information specified above (i.e., background information, problem or purpose, etc.). You do not need to utilize any first-level headings in this section.\r\n\r\nBecause this section includes background information, it would be the appropriate place to address the needs of audiences that may need additional knowledge about the topic. Provide definitions of technical terms and instructions about the overall project if necessary. If you are uncertain if your audience needs a particular piece of information, go ahead and include it; it's better to give your reader a little bit too much background than not enough. The organization of a typical introduction is illustrated in Figure 11.4.\r\n\r\n&nbsp;\r\n\r\n[caption id=\"attachment_899\" align=\"aligncenter\" width=\"700\"]<img class=\"wp-image-899 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/lof_intro.gif\" alt=\"\" width=\"700\" height=\"732\" \/> Figure 11.4 | Introduction and List of Figures (Source- David McMurray)[\/caption]\r\n<h5>Discussion of Findings<\/h5>\r\nThe Discussion of Findings section presents the evidence for your conclusions. This key section should be carefully organized to enhance readability.\r\n\r\nTo begin, type \u201cDISCUSSION OF FINDINGS\u201d in all uppercase letters. Center this and all other functional heads. Follow \u201cDISCUSSION OF FINDINGS\u201d with a brief paragraph that previews the organization of the report.\r\n\r\nUseful organizational patterns for report findings include but are not limited to:\r\n<ul>\r\n \t<li>Best Case\/Worst Case<\/li>\r\n \t<li>Compare\/Contrast<\/li>\r\n \t<li>Chronology<\/li>\r\n \t<li>Geography<\/li>\r\n \t<li>Importance<\/li>\r\n \t<li>Journalism Pattern<\/li>\r\n<\/ul>\r\nUse a Best Case\/Worst Case organizational pattern when you think that the audience may lack interest in the topic. When examining a topic with clear alternatives to your proposed solution, consider using a Compare\/Contrast pattern. Geographical patterns work effectively for topics that are discussed by location. When describing the organization of the report in the first paragraph, broadly identify how the material in the report is organized rather than state that the report uses a specific pattern (e.g. Chronology, Geography). For example, write, \u201cThe research findings address curriculum trends in three provinces: (a) British Columbia, (b) Alberta, and (c) Ontario,\u201d not, \u201cThis report uses a geographical organizational pattern.\u201d\r\n\r\nFollow the first paragraph with a first-level heading. Use first-level headings for all other major parts of this section. First-level headings should appear in bold, uppercase letters. Center first-level headings, but align any second-level headings with the left margin. Type any second-level headings in bold, upper- and lowercase letters.\r\n\r\nAs you present, interpret, and analyze evidence, consider using both text and graphics. Take into account what will be easiest for your audience to understand. Include citations for all quoted or paraphrased material from sources as well; check with your organization as to whether they prefer parenthetical citations or footnotes.\r\n<h5>Conclusions and Recommendations<\/h5>\r\nThe conclusions and recommendations section conveys the key results from the analysis in the discussion of findings section. Up to this point, readers have reviewed the data in the report; they are now logically prepared to read the report\u2019s conclusions and recommendations. Type \u201cCONCLUSIONS AND RECOMMENDATIONS\u201d in all uppercase letters. Follow this functional head with the conclusions of the report. The conclusions should answer any research questions that were posed earlier in the report. Present the conclusions in an enumerated or bulleted list to enhance readability. Recommendations offer a course of action, and they should answer any problem or research questions as well. \u00a0Think back to the expectations of your audience. \u00a0Have all of their requirements been addressed?\r\n<h4>Back Matters<\/h4>\r\nBack matters contain all the supplementary materials and can include works cited, appendices, a glossary and an index.\r\n<h5>Works Cited<\/h5>\r\nAll formal reports should include a works cited page; this page documents the sources cited within the report. Documenting your information sources is all about establishing, maintaining, and protecting your credibility in the profession. You must cite (\"document\") borrowed information regardless of the shape or form in which you present it. Whether you directly quote, paraphrase, or summarize it\u2014it's still borrowed information. Whether it comes from a book, article, a diagram, a table, a web page, a product brochure, an expert whom you interview in person\u2014it's still borrowed information. Use the documentation style appropriate to your industry (e.g. APA, MLA, Chicago).\r\n<h5>Appendices<\/h5>\r\nAppendices are those extra sections following the conclusion. What do you put in an appendix?\u2014anything that does not comfortably fit in the main part of the report but cannot be left out of the report altogether. The appendix is commonly used for large tables of data, big chunks of sample code, fold-out maps, background that is too basic or too advanced for the body of the report, or large illustrations that just do not fit in the body of the report. Anything that you feel is too large for the main part of the report or that you think would be distracting and interrupt the flow of the report is a good candidate for an appendix. Notice that each one is given a letter (A, B, C, and so on).\r\n\r\n<\/div>\r\n<\/header>\r\n<div><\/div>\r\n<div><em>Note that this report organizational structure is a guideline and may differ from the standard used by your organization. If you are asked to write a report, find out if there is a standard used in your organization. If not, the structure outlined above will suffice.<\/em><\/div>\r\n<header>\r\n<h2>Headings<\/h2>\r\n<\/header>Headings are the titles and subtitles you see within the actual text of much professional scientific, technical, and business writing. Headings are like the parts of an outline that have been pasted into the actual pages of the document. Headings are an important feature of professional writing. They alert readers to upcoming topics and subtopics, help readers find their way around in long reports and skip what they are not interested in, and break up long stretches of straight text.\r\n\r\nHeadings are also useful for writers. They keep you organized and focused on the topic. When you begin using headings, your impulse may be to include the headings <i>after<\/i>\u00a0you\u2019ve written the rough draft. Instead, visualize the headings\u00a0<i>before\u00a0<\/i>you start the rough draft, and plug them in as you write.\r\n<h3 id=\"general\">General Guidelines<\/h3>\r\n<ul>\r\n \t<li>Use headings to mark off the boundaries of the major sections and subsections of a report.<\/li>\r\n \t<li>Make the phrasing of headings parallel.<\/li>\r\n \t<li>Avoid \u201cstacked\u201d headings\u2014any two consecutive headings without intervening text.<\/li>\r\n \t<li>When possible, omit articles from the beginning of headings. For example, \u201cThe Pressurized Water Reactor\u201d can easily be changed to \u201cPressurized Water Reactor\u201d or, better yet, \u201cPressurized Water Reactors.\u201d<\/li>\r\n \t<li>Don\u2019t use headings as lead-ins to lists or as figure titles.<\/li>\r\n \t<li>Avoid \u201cwidowed\u201d headings; that\u2019s where a heading occurs at the bottom of a page and the text it introduces starts at the top of the next page. Keep at least two lines of body text with the heading, or force it to start the new page.<\/li>\r\n<\/ul>\r\n<h3 id=\"specific\">Format and Style<\/h3>\r\nThe style and format for headings shown in this chapter is not the \u201cright\u201d or the \u201conly\u201d one; it is just one among many. As illustrated in Figure 11.5 headings function like outline elements inserted into the text at those points where they apply.\r\n\r\n&nbsp;\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"674\"]<img src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/head_fig2.gif\" alt=\"A sample document showing different levels of headings\" width=\"674\" height=\"735\" \/> Figure 11.5 | Format of Headings (Source- David McMurray)[\/caption]\r\n\r\n&nbsp;\r\n\r\nWhen formatting your headings and subheadings, pay close attention to details such as vertical and horizontal spacing; capitalization; use of bold, italics, or underlining; and punctuation. Headings occur\u00a0within\u00a0the body of a document. Don\u2019t confuse headings with document titles. Although titles may look like first-level headings in smaller documents, think of them as separate things.\r\n\r\nFirst-level headings are the highest level of headings in your document. Apply the same format or style to all first-level headings. This style should be different from that which is applied to second-level heading. All second-level headings should have the same style. Similarly, this style should be different from that which is applied to third-level headings (and all third-level headings should have the same style), and so on. There are different ways and styles you can use to differentiate various levels of headings. Use whatever styles are appropriate for the document and audience.\r\n\r\n<header>\r\n<h2 class=\"entry-title\">Lists<\/h2>\r\n<\/header>Lists are useful because they emphasize selected information in regular text. Lists can be horizontal, with the listed items included directly in the sentence\/paragraph. Lists can be vertical, such as when you see a list of three or four items strung out vertically on the page rather than in normal paragraph format. Lists, particularly vertical lists, are noticeable and readers are likely to pay more attention to them. Certain types of lists also make for easier reading. For example, in instructions, it is a big help for each step to be numbered and separated from the preceding and following steps. Lists also create more white space and spread out the text so that pages don\u2019t seem like solid walls of words.\r\n\r\nLike headings, the various types of lists are an important feature of professional writing. They help readers understand, remember, and review key points. They help readers follow a sequence of actions or events. They also break up long stretches of straight text.\r\n<h3>General Guidelines<\/h3>\r\nFollow these general guidelines when making lists:\r\n<ul>\r\n \t<li>Use lists to highlight or emphasize text or to enumerate sequential items.<\/li>\r\n \t<li>Use a lead-in to introduce the list items and to indicate the meaning or purpose of the list.<\/li>\r\n \t<li>Make sure that each item in the list reads grammatically with the lead-in.<\/li>\r\n \t<li>Make list items parallel in phrasing.<\/li>\r\n \t<li>Avoid overusing lists because using too many lists destroys their effectiveness.<\/li>\r\n<\/ul>\r\nBullet points are democratic, meaning each item in a bulleted list is of equal importance. This is in contrast to numbered lists where items may have different levels of importance, priority, or sequence.\u00a0Use bulleted lists for items that are in no required order. Use numbered lists for items that are in a required order (such as step-by-step instructions) or for items that must be referred to by item number.\r\n\r\n<header>\r\n<h2 class=\"entry-title\">Emphasis<\/h2>\r\n<\/header>Emphasis, as the term is used here, is the use of typographical effects to call attention to text. These effects can include italics, bold, all-caps, quotation marks, colour, and so on. Emphasis attracts the attention of the reader\u2014or \u201ccues\u201d them\u2014to actions they must take or to information they must consider carefully. Practically any special textual effect that is different from regular body text can function as an emphasis technique. Things like italics, bold, underscores, caps, different size type, alternate fonts, colour, and more can act as emphasis techniques.\r\n\r\nHowever, if emphasis techniques are used in excess, readers can become reluctant to read a text and may avoid it altogether because it is too busy or distracting.\u00a0<em><strong>NOTICE how <span style=\"text-decoration: underline\">UNREADABLE<\/span> this sentence IS BECAUSE <span style=\"color: #ff0000\">TOO MUCH<\/span> <\/strong><\/em><strong>emphasis <span style=\"background-color: #ffff99\">is used<\/span><\/strong><em><strong>.<\/strong><\/em>\r\n<div>\r\n<h2 class=\"entry-title\">Analyzing The Audience<\/h2>\r\n<span style=\"color: #333333\">As with any type of writing, when writing formal business reports, it is necessary to know your audience. \u00a0For example, if your audience is familiar with the background information related to your project, you don\u2019t want to bombard them with details; instead, you will want to inform your audience about the aspects of your topic that they\u2019re unfamiliar with or have limited knowledge of. In contrast, if your audience does not already know anything about your project, you will want to give them all of the necessary information for them to understand. Age and educational level are also important to consider when you write.\u00a0 In addition, you don\u2019t want to use technical jargon when writing to an audience of non-specialists. \u00a0These are just a couple of examples of different audience needs you will want to consider as you write your report.\u00a0\u00a0<\/span>\r\n<h4><span style=\"color: #333333\">Educational Level and Subject Knowledge<\/span><\/h4>\r\n<span style=\"color: #333333\">While age may not necessarily be an issue in the business world\u2014your audience will almost all be adults\u2014educational level and knowledge of your subject are important to consider when writing your report. \u00a0If you are writing for someone outside of your specific field, you will either need to exclude technical jargon or provide in-text reminders or indications of what specific terms mean or items are. \u00a0For example, if you work for an automotive company, and you are writing on behalf of mechanical engineers but for an audience of business professionals, you don\u2019t want to assume that your audience knows the names of all of the parts that\u00a0make up an engine; you will have to use terms they will recognize. In some cases, a glossary of terms may be appropriate.<\/span>\r\n<h4><span style=\"color: #333333\">Expectations and Research<\/span><\/h4>\r\n<span style=\"color: #333333\">What does your audience expect to get out of reading your report? \u00a0What is its purpose? \u00a0Make sure that you have specifically responded to the expectations of your boss, manager, or client. \u00a0If your audience expects you to have research, make sure you know what type of research they expect. Do they want research from scholarly journal articles? Do they want you to conduct your own research? \u00a0No matter what type of research you do, make sure that it is properly documented using whatever format the audience prefers (MLA, APA, and Chicago Manual of Style are some of the most commonly-used formats). \u00a0You also want to establish a strong\u00a0ethos\u00a0in your report. \u00a0Use confident language that shows that you have done your research and present them with the research.<\/span>\r\n\r\n<span style=\"color: #333333\">For further information about what types of research you may want to include, see this article about\u00a0<a style=\"color: #333333\" href=\"https:\/\/www.writingcommons.org\/open-text\/research-methods-methodologies\/197-research\">research methods and methodologies<\/a>.<\/span>\r\n\r\n<span style=\"color: #333333\">Here are some questions to consider about your audience as you write:<\/span>\r\n<ul>\r\n \t<li><span style=\"color: #333333\">What does your audience expect to learn from your report?<\/span><\/li>\r\n \t<li><span style=\"color: #333333\">What type of ethos should you establish?<\/span><\/li>\r\n \t<li><span style=\"color: #333333\">How much research does your audience expect you to have?<\/span><\/li>\r\n \t<li><span style=\"color: #333333\">How current does your research need to be?<\/span><\/li>\r\n \t<li><span style=\"color: #333333\">What types of sources does your audience expect you to have?<\/span><\/li>\r\n \t<li><span style=\"color: #333333\">What is the age of your audience?<\/span><\/li>\r\n \t<li><span style=\"color: #333333\">What is the educational level of your audience?<\/span><\/li>\r\n \t<li><span style=\"color: #333333\">How much background information does your audience need?<\/span><\/li>\r\n \t<li><span style=\"color: #333333\">What technical terms will your audience need defined? \u00a0What terms will they already be familiar with?<\/span><\/li>\r\n \t<li><span style=\"color: #333333\">What is the cultural background of your audience?<\/span><\/li>\r\n<\/ul>\r\n<div>\r\n<h2>Integrating Graphics<\/h2>\r\nSometimes, despite writing clearly and concisely, it can be helpful to your audience if you use supporting graphics\u2013whether that be tables, illustrations, maps, photos, charts, or some other type of other visual aid.\r\n\r\nBefore getting into details on creating, formatting, and incorporating graphics, consider the types and their functions. You can use graphics to represent the following elements in your writing:\r\n<ul>\r\n \t<li><strong>Objects: <\/strong>If you\u2019re describing a fuel-injection system, you\u2019ll probably need a drawing or diagram of the object. If you are explaining how to graft a fruit tree, you\u2019ll need some illustrations of how that task is done. Photographs, drawings, diagrams, and schematics are the types of graphics that show objects.<\/li>\r\n \t<li><strong>Numbers:<\/strong>\u00a0If you\u2019re discussing the rising cost of housing in Vancouver, you could use a table with the columns being for five-year periods since 1970; the rows could be for different types of housing. You could show the same data in the form of bar charts, pie charts, or line graphs. Tables, bar charts, pie charts, and line graphs are some of the principal ways to show numerical data.<\/li>\r\n \t<li><strong>Concepts:<\/strong>\u00a0If you want to show how your company is organized, such as the relationships of the different departments and officials, you could set up an organization chart, which is boxes and circles connected with lines showing how everything is hierarchically arranged and related. This would be an example of a graphic for a concept; this type depicts nonphysical, conceptual things and their relationships.<\/li>\r\n \t<li><strong>Words:<\/strong>\u00a0Graphics can be used to depict words. You\u2019ve probably noticed how some textbooks may put key definitions in a box, maybe with different colours in the background. The same can be done with key points or extended examples.<\/li>\r\n<\/ul>\r\n<h3>Documenting Graphics<\/h3>\r\nJust as you would cite and reference a paraphrase or a direct quote, so too must you cite and reference any graphics that you use that were created by someone else or that were based on someone else\u2019s data. Indicate the source of any graphic or data you have borrowed. Whenever you borrow a graphic or data from some other source, document that fact in the figure title using an in-text citation. You should also include the reference information in the reference list.\r\n<h3>Guidelines for Using Graphics<\/h3>\r\n<ul>\r\n \t<li>Use graphics\u00a0<i>whenever<\/i> they would normally be necessary.<\/li>\r\n \t<li>Make sure your graphics are appropriate to your audience, subject matter, and purpose. Don\u2019t include advanced, highly technical graphics your audience may not understand.<\/li>\r\n \t<li>Intersperse graphics and text on the same page. Place graphics as near to the point in the text where they are relevant as is reasonable and don\u2019t put them on pages by themselves or attach them to the end of documents. However, if a graphic does not fit properly on one page, put it at the top of the next, and continue with regular text on the preceding page. Don\u2019t leave half a page blank just to keep a graphic near the text with which it is associated.<\/li>\r\n \t<li>Always discuss graphics in nearby text preceding the graphic. Don\u2019t just include a graphic without an explanation. Orient readers to the graphic and explain its basic meaning. They need to have a purpose and be introduced before the reader encounters them on the page. The first mention of a graphic is called a lead-in statement, and your graphics must always be introduced by a lead-in. Similarly, it is typically recommended to also use a lead-out statement after the graphic. This is a statement that connects the figure to the material that follows.<\/li>\r\n \t<li>Use titles and labels for graphics.<\/li>\r\n \t<li>Include identifying detail such as illustration labels, axis labels, keys, and so on.<\/li>\r\n \t<li>Make sure graphics fit within normal margins\u2014if they don\u2019t, enlarge or reduce the copies. Leave at least 2 blank lines above and below graphics.<\/li>\r\n<\/ul>\r\nComputers have made it easier for professionals to create effective graphics. Most of the graphics in Figure 11.6 can be created in Microsoft Office Word and Excel. There may also be some occasions in which a formal report includes graphics from a particular print or online source. In these instances, it is critical to include a caption that presents the source of the graphic.\r\n\r\nFigure 11.6 summarizes uses and audience benefits for the most frequently employed types of graphics.\r\n<h2 class=\"entry-title\">Drawings, Diagrams, and Photos<\/h2>\r\nTo depict objects, place, people, and relationships between them, you can use photos, drawings, diagrams, and schematics. Just as you would cite and reference a paraphrase or a direct quote, so too must you cite and reference any illustrations, diagrams, and photos that you use that were created by someone else or that were based on someone else\u2019s data. Indicate the source of any graphic or data you have borrowed. Whenever you borrow a graphic or data from some other source, document that fact in the figure title using an in-text citation. You should also include the reference information in the reference list.\r\n\r\n<header><\/header><header><\/header><header><\/header><header>\r\n<table style=\"border-collapse: collapse;width: 100%;height: 90px\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 33.3333%\"><\/td>\r\n<td style=\"width: 33.3333%\"><span style=\"color: #333399\"><strong>\u00a0<\/strong><\/span><\/td>\r\n<td style=\"width: 33.3333%\"><span style=\"color: #333399\"><strong>\u00a0<\/strong><\/span><\/td>\r\n<\/tr>\r\n<tr style=\"height: 14px\">\r\n<td style=\"width: 33.3333%;height: 14px\"><span style=\"color: #333399\"><strong>GRAPHIC<\/strong><\/span><\/td>\r\n<td style=\"width: 33.3333%;height: 14px\"><span style=\"color: #333399\"><strong>USE<\/strong><\/span><\/td>\r\n<td style=\"width: 33.3333%;height: 14px\"><span style=\"color: #333399\"><strong>BENEFITS<\/strong><\/span><\/td>\r\n<\/tr>\r\n<tr style=\"height: 14px\">\r\n<td style=\"width: 33.3333%;height: 10px\"><strong>Bar Chart<\/strong>\r\n\r\n<img class=\"wp-image-912 alignleft\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/001-graph-bar.png\" alt=\"\" width=\"40\" height=\"40\" \/><\/td>\r\n<td style=\"width: 33.3333%;height: 10px\"><em>Represents data with the height or length of rectangular bars<\/em><\/td>\r\n<td style=\"width: 33.3333%;height: 10px\">\u2022 Compare items\r\n\u2022 Grasp a series of numbers<\/td>\r\n<\/tr>\r\n<tr style=\"height: 14px\">\r\n<td style=\"width: 33.3333%;height: 10px\"><strong>Flowchart<\/strong>\r\n\r\n<img class=\"wp-image-913 alignleft\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/002-workflow.png\" alt=\"\" width=\"41\" height=\"41\" \/><\/td>\r\n<td style=\"width: 33.3333%;height: 10px\"><em>Illustrates a sequence of events with shapes connected by arrows<\/em><\/td>\r\n<td style=\"width: 33.3333%;height: 10px\">\u2022 Grasp a series of steps<\/td>\r\n<\/tr>\r\n<tr style=\"height: 14px\">\r\n<td style=\"width: 33.3333%;height: 14px\"><strong>Line Chart<\/strong>\r\n\r\n<img class=\"wp-image-914 alignleft\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/003-statistics.png\" alt=\"\" width=\"44\" height=\"44\" \/><\/td>\r\n<td style=\"width: 33.3333%;height: 14px\"><em>Shows changes in quantitative data over time or plots the relationship between two variables with one or more lines<\/em><\/td>\r\n<td style=\"width: 33.3333%;height: 14px\">\u2022 Compare variables\r\n\u2022 Visualize change over time<\/td>\r\n<\/tr>\r\n<tr style=\"height: 14px\">\r\n<td style=\"width: 33.3333%;height: 14px\"><strong>Map<\/strong>\r\n\r\n<img class=\"wp-image-917 alignleft\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/006-world-map.png\" alt=\"\" width=\"42\" height=\"42\" \/><\/td>\r\n<td style=\"width: 33.3333%;height: 14px\"><em>Illustrates activities or trends on a map that represents geographically organized parts of a region, country, or the world<\/em><\/td>\r\n<td style=\"width: 33.3333%;height: 14px\">\u2022 Compare geographical trends\r\n\u2022 Grasp geographical relationships<\/td>\r\n<\/tr>\r\n<tr style=\"height: 14px\">\r\n<td style=\"width: 33.3333%;height: 14px\"><strong>Pie Chart<\/strong>\r\n\r\n<img class=\"wp-image-915 alignleft\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/004-pie-chart.png\" alt=\"\" width=\"34\" height=\"34\" \/><\/td>\r\n<td style=\"width: 33.3333%;height: 14px\"><em>Depicts distribution of parts in a whole with wedges in a circle graph<\/em><\/td>\r\n<td style=\"width: 33.3333%;height: 14px\">\u2022 Compare significance of parts and parts-to-whole \u00a0 relationship(s)<\/td>\r\n<\/tr>\r\n<tr style=\"height: 14px\">\r\n<td style=\"width: 33.3333%;height: 14px\"><strong>Table<\/strong>\r\n\r\n<img class=\"wp-image-916 alignleft\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/005-frequency.png\" alt=\"\" width=\"33\" height=\"33\" \/><\/td>\r\n<td style=\"width: 33.3333%;height: 14px\"><em>Presents data or values in rows and columns<\/em><\/td>\r\n<td style=\"width: 33.3333%;height: 14px\">\u2022 Compare data or values\r\n\u2022 Grasp relationships between data or values<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/header><\/div>\r\n<\/div>\r\n<header>\r\n<p style=\"text-align: center\"><sub>Figure 11.6 | Types of Graphics<\/sub><\/p>\r\n\r\n<h2 class=\"entry-title\">Tables, Charts, and Graphs<\/h2>\r\n<\/header>\r\n<h3>Tables<\/h3>\r\nTables are rows and columns of numbers and words (though mostly numbers). They permit rapid access to and relatively easy comparison of information. If the data is arranged chronologically (for example, sales figures over a ten-year period), the table can show trends\u2014patterns of rising or falling activity. However, tables are not necessarily the most vivid or dramatic means of showing such trends or relationships between data\u2014for that, you\u2019d want to use a line graph, which is discussed in the next section.\r\n<h4>Guidelines for using tables<\/h4>\r\nFollow these general guidelines when making tables:\r\n<ul>\r\n \t<li>As with other types of graphics, you should refer to the table in the text just preceding the table.<\/li>\r\n \t<li>You should also explain the general significance of the data in the table; don\u2019t expect readers to figure it out entirely for themselves.<\/li>\r\n \t<li>Don\u2019t overwhelm readers with large tables! Simplify the table data down to just that amount of data that illustrates your point\u2014without of course distorting that data.<\/li>\r\n \t<li>Just as you would cite and reference a paraphrase or a direct quote, so too must you cite and reference any tables that you use that were created by someone else or that were based on someone else\u2019s data. Indicate the source of any graphic or data you have borrowed. Whenever you borrow a graphic or data from some other source, document that fact in the figure title using an in-text citation. You should also include the reference information in the reference list.<\/li>\r\n<\/ul>\r\n<h3>Charts and Graphs<\/h3>\r\nCharts and graphs are just another way of presenting the same data that is presented in tables. At the same time, however, you get less detail or less precision in a chart or graph than you do in the table. Imagine the difference between a table of sales figures for a ten-year period and a line graph for that same data. You get a better sense of the overall trend in the graph but not the precise dollar amount. Other types of charts and graphs are horizontal bar charts, vertical bar charts, and pie charts.\r\n\r\nJust as you would cite and reference a paraphrase or a direct quote, so too must you cite and reference any charts or graphs that you use that were created by someone else or that were based on someone else\u2019s data. Indicate the source of any graphic or data you have borrowed. Whenever you borrow a graphic or data from some other source, document that fact in the figure title using an in-text citation. You should also include the reference information in the reference list.\r\n<table style=\"border-collapse: collapse;width: 100%\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 100%\">Table\r\n\r\n<img class=\"aligncenter wp-image-892 size-medium\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/Canadian-Business-Counts-with-employees-December-2019-300x160.png\" alt=\"\" width=\"300\" height=\"160\" \/>\r\n\r\n<sub>Source: Statistics Canada (2019)<\/sub><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<table style=\"border-collapse: collapse;width: 100%\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 100%\">Pie Chart\r\n\r\n<img class=\"aligncenter wp-image-893 size-medium\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-pie-chart-blog-economy-chart1-300x225.png\" alt=\"\" width=\"300\" height=\"225\" \/>\r\n\r\n<sub><em> Source: Statistics Canada, Industry Accounts Division (2018)<\/em><\/sub><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<table style=\"border-collapse: collapse;width: 100%\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 100%\">Line Chart\r\n\r\n<img class=\"aligncenter wp-image-895 size-medium\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-line-chartc-g01-eng-300x184.png\" alt=\"\" width=\"300\" height=\"184\" \/>\r\n\r\n<sub>Source: Statistics Canada, Labour Force Survey and the Canadian Employer-Employee Dynamics Database (2019)<\/sub><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<table style=\"border-collapse: collapse;width: 100%\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 100%\">\u00a0A Bar Graph\r\n\r\n<img class=\"aligncenter wp-image-964 size-medium\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/bar-graph-300x147.gif\" alt=\"\" width=\"300\" height=\"147\" \/>\r\n\r\n<sub>Source: Statistics Canada, Demography Division (2018)<\/sub><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<h3>Checklist for Writing Reports<\/h3>\r\nAs you reread and revise your report, keep in mind the following:\r\n<ul>\r\n \t<li>Report considers the audience\u2019s needs<\/li>\r\n \t<li>Form follows function of report<\/li>\r\n \t<li>Format reflects institutional norms and expectations<\/li>\r\n \t<li>Information is accurate, complete, and documented<\/li>\r\n \t<li>Information is easy to read<\/li>\r\n \t<li>Terms are clearly defined<\/li>\r\n \t<li>Figures, tables, and art support written content<\/li>\r\n \t<li>Figures, tables, and art are clear and correctly labelled<\/li>\r\n \t<li>Figures, tables, and art are easily understood without text support<\/li>\r\n \t<li>Words are easy to read (font, arrangement, organization)<\/li>\r\n \t<li>Results are clear and concise<\/li>\r\n \t<li>Recommendations are reasonable and well-supported<\/li>\r\n<\/ul>\r\n<h2>Summary<\/h2>\r\nReports require organization and a clear purpose. Business reports can be informational, analytical, formal and informal. Though reports vary by size, format, and function, most include six key elements. As with any type of business writing, it is important to use audience analysis to determine the organization and content of reports.\r\n<div id=\"book-content\">\r\n<div id=\"mcleanbuseng-ch13_s06\" class=\"section\">\r\n<div id=\"mcleanbuseng-ch13_s06_s02\" class=\"section\">\r\n<div id=\"mcleanbuseng-ch13_s06_s02_n01\" class=\"key_takeaways editable block\">\r\n<h2><strong>End of Chapter Activities<\/strong><\/h2>\r\n<h3><span style=\"color: #800000\"><strong>11a. Thinking About the Content<\/strong><\/span><\/h3>\r\nWhat are your key takeaways from this chapter? What is something you have learned or something you would like to add from your experience?\r\n<h3><span style=\"color: #800000\"><strong>11b. Discussion Questions<\/strong><\/span><\/h3>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Discussion Questions<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ol id=\"mclean-ch06_s02_s06_l02\" class=\"orderedlist\">\r\n \t<li>Have you ever written a formal report?<\/li>\r\n \t<li>Do you feel confident converting data into tables, charts and graphs?<\/li>\r\n \t<li>Find an annual report for a business you would like to learn more about. Review it with the previous reading in mind and provide examples. Share and compare with classmates.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<h3><span style=\"color: #800000\"><strong>11c. Applying chapter concepts to a situation<\/strong><\/span><\/h3>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><span style=\"color: #ffffff\">Collecting Data From Customers<\/span><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nQuick Meals is a food delivery service that delivers a variety of meal options to customers at an affordable cost. They provide customers with a new menu each week that they can use to choose items from for lunch or dinner. This service is used regularly by schools and businesses that do not have a cafeteria but would like to provide students and staff with convenient meal choices.\r\n\r\nFarshad works as an Operations Manager at Quick Meals. He notices that their services are in high demand and decides to change the menus to offer healthier and more organic options. As a result, the meals cost more. Their regular customers are not pleased with this, and there is an increase in complaints and a decrease in sales.\r\n\r\nUpon noticing the changes, Farshad calls a meeting with the supervisor of the customer service department, Susan. He asks her to reach out to the customers to find out their thoughts on the menu changes. Farshad intends to use this information to adjust the menus again. However, this time, it will be to suit the needs of the customers.\r\n\r\n<strong><em>How should Susan go about getting this information to determine the issue?<\/em><\/strong>\r\n\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n<h3><span style=\"color: #800000\"><strong>11d. Writing Activity<\/strong><\/span><\/h3>\r\n<span style=\"color: #333333\">Watch this video from TED.com on <a href=\"https:\/\/www.ted.com\/talks\/john_mcwhorter_txtng_is_killing_language_jk\">Txtng is killing language. JK!!!<\/a>. We can think about texting as the opposite of what we would do in a formal report. Summarize the video. Do you think formal reports will change in the future as the way we communicate changes?<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n<div class=\"row\">\r\n<div id=\"footer\">\r\n<h2>Attribution<\/h2>\r\n<\/div>\r\n<\/div>\r\n<h3><strong>Content Attribution<\/strong><\/h3>\r\n<em>This chapter contains information from Business Communication for Success<\/em>\u00a0which is adapted from a work produced and distributed under a Creative Commons license (CC BY-NC-SA) in 2010 by a publisher who has requested that they and the original author not receive attribution. This adapted edition is produced by the\u00a0<a href=\"http:\/\/www.lib.umn.edu\/publishing\">University of Minnesota Libraries Publishing<\/a>\u00a0through the\u00a0<a href=\"https:\/\/www.lib.umn.edu\/elearning\">eLearning Support Initiative<\/a>,\u00a0<em>Business Communication For Everyone\u00a0<\/em>(c) 2019 by Arley Cruthers and is licensed under a\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons-Attribution-NonCommercial-ShareAlike 4.0 International license<\/a><em>, <\/em>and Online Technical Writing by David McMurrey and is\u00a0licensed under a\u00a0<em><a href=\"http:\/\/creativecommons.org\/licenses\/by\/4.0\/\" rel=\"license\">Creative Commons Attribution 4.0 International License<\/a>.<\/em>\r\n<h3>Media Attribution<\/h3>\r\nGeography Icon made by <a href=\"https:\/\/www.flaticon.com\/authors\/freepik\">Freepik<\/a>\u00a0from\u00a0<a href=\"http:\/\/www.flaticon.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.flaticon.com<\/a>\r\n\r\nFlowchart Icon made by <a href=\"https:\/\/www.flaticon.com\/authors\/becris\">Becris<\/a> from <a href=\"http:\/\/www.flaticon.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.flaticon.com<\/a>\r\n\r\nTable Icon made by <a href=\"https:\/\/www.flaticon.com\/authors\/nhor-phai\">Nhor Phai<\/a> from <a href=\"http:\/\/www.flaticon.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.flaticon.com<\/a>\r\n\r\nLine Chart Icon made by <a href=\"https:\/\/www.flaticon.com\/authors\/dinosoftlabs\">DinosoftLabs<\/a> from <a href=\"http:\/\/www.flaticon.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.flaticon.com<\/a>\r\n\r\nPie Chart Icon made by <a href=\"https:\/\/www.flaticon.com\/authors\/freepik\">Freepik<\/a> from <a href=\"http:\/\/www.flaticon.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.flaticon.com<\/a>\r\n\r\nBar Chart Icon made by <a href=\"https:\/\/www.flaticon.com\/authors\/smalllikeart\">smalllikeart<\/a> from <a href=\"http:\/\/www.flaticon.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.flaticon.com<\/a>\r\n<h3>References<\/h3>\r\nGovernment of Canada, S. (2017, September 29). Measuring the economy, region by region. Retrieved June 30, 2020, from https:\/\/www.statcan.gc.ca\/eng\/blog\/cs\/economy\r\n\r\nGovernment of Canada, S. (2018, September 27). Annual Demographic Estimates: Canada, Provinces and Territories, 2018 (Total Population only) Analysis: Total Population. Retrieved June 30, 2020, from https:\/\/www150.statcan.gc.ca\/n1\/pub\/91-215-x\/2018001\/sec1-eng.htm\r\n\r\nGovernment of Canada. (2020, June 30). Canadian Business Counts, with employees, December 2019. Retrieved June 30, 2020, from https:\/\/www150.statcan.gc.ca\/t1\/tbl1\/en\/tv.action?pid=3310022201\r\n\r\nGuffey, M. E., &amp; Almonte, R. (2019).\u00a0<i>Essentials of Business Communication<\/i>. Toronto, Ontario: Nelson.\r\n\r\nJeon, S., Liu, H., &amp; Ostrovsky, Y. (2019, December 16). Measuring the Gig Economy in Canada Using Administrative Data. Retrieved June 30, 2020, from https:\/\/www150.statcan.gc.ca\/n1\/pub\/11f0019m\/11f0019m2019025-eng.htm\r\n\r\n&nbsp;","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul id=\"mclean-ch09_s04_l01\" class=\"orderedlist\">\n<li>Understand the different types of reports<\/li>\n<li>Discuss the main parts of a formal report<\/li>\n<li>Examine how to use headings and lists<\/li>\n<li>Learn how to integrate graphics<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p class=\"import-Normal\">Reports are documents designed to record and convey information to the reader. Reports are part of any business or organization; from credit reports to sales reports, they serve to document specific information for specific audiences, goals, or functions. Reports come in all sizes but are typically longer than a page and somewhat shorter than a book. The type of report depends on its function. The function of the report is its essential purpose, often indicated in the purpose statement. The function may also contribute to parameters like report length (page or word count) or word choice and readability. Reports vary by function, but they also vary by style and tradition. Within your organization, there may be employer-specific expectations that need to be addressed to meet audience expectations.<\/p>\n<h3 class=\"title editable block\">Informational or Analytical Report?<\/h3>\n<p id=\"mclean-ch09_s04_s02_s01_p01\" class=\"para editable block\">There are two main categories for reports, regardless of their specific function or type. An informational report informs or instructs and presents details of events, activities, individuals, or conditions without analysis. An example of this type of \u201cjust the facts\u201d report is a summary report. The report will summarize the most pertinent information from a text based on the audience&#8217;s needs.<\/p>\n<p id=\"mclean-ch09_s04_s02_s01_p02\" class=\"para editable block\">The second type of report is called an analytical report. An analytical report presents information with a comprehensive analysis to solve problems, demonstrate relationships, or make recommendations. An example of this report may be a field report by a physician from the Public Health Agency of Canada from the site of an outbreak of the Covid-19 virus, noting symptoms, disease progression, steps taken to arrest the spread of the disease, and recommendations on the treatment and quarantine of subjects.<\/p>\n<h3>Informal and Formal Reports<\/h3>\n<p>Reports can also be classified as informal and formal reports. Informal reports tend to be a few pages long and are normally written for someone within the organization. Informal reports are normally sent as memos, sometimes attached to an email, or as letters. Formal reports, on the other hand, are much longer and are usually, though not always, sent outside an organization. Whether you write an informal or formal report depends on the audience for the report and the information required.<\/p>\n<header>\n<h2>Writing a Formal Report<\/h2>\n<p><span style=\"color: #333333;font-weight: normal;text-align: initial;font-family: Lora, serif;font-size: 1em\">Many business professionals need to write a formal report at some point during their career, and some professionals write them on a regular basis. Key decision-makers in business, education, and government use formal reports to make important decisions. As opposed to informational reports that offer facts and information without analysis, formal reports provide the end product of a thorough investigation with analysis. Although writing a formal report can seem like a daunting task, the final product enables you to contribute directly to your company\u2019s success.<\/span><\/p>\n<p>While you may write much shorter, more casual reports, it&#8217;s helpful to go into a bit of detail about formal reports. Formal reports are modular, which means that they have many pieces. Most audience members will not read every piece, so these pieces should stand on their own. That means that you will often repeat yourself. That&#8217;s okay. Your audience should be able to find exactly what they need in a particular section, even if that information has been repeated elsewhere.<\/p>\n<p>While it&#8217;s fine to copy and paste between sections, you will likely need to edit your work to ensure that the tone, level of detail and organization meet the needs of that section. For example, the <em>Executive Summary<\/em> is aimed at managers. It&#8217;s a short, persuasive overview of everything in the report. The <em>Introduction<\/em> may contain very similar information, but it focuses on giving a short overview of everything in the report. Its goal is to inform, not to persuade.<\/p>\n<h3>Report Organization<\/h3>\n<p class=\"import-Normal\">Reports vary by size, format, and function. You need to be flexible and adjust your report to the needs of the audience. Reports are typically organized around six key elements:<\/p>\n<ol>\n<li>Who the report is about and\/or prepared for<\/li>\n<li>What was done, what problems were addressed, and the results, including conclusions and\/or recommendations<\/li>\n<li>Where the subject studied occurred<\/li>\n<li>When the subject studied occurred<\/li>\n<li>Why the report was written (function), including under what authority, for what reason, or by whose request<\/li>\n<li>How the subject operated, functioned, or was used<\/li>\n<\/ol>\n<p class=\"import-Normal\">Pay attention to these essential elements when you consider your stakeholders. That may include the person(s) the report is about, whom it is for, and the larger audience of the organization. Ask yourself who the key decision-makers are, who the experts will be, and how your words and images may be interpreted.<\/p>\n<p class=\"import-Normal\">While there is no universal format for a report, there is a common order to the information. Each element supports the main purpose or function, playing an important role in the transmission of information. <span style=\"color: #333333\">There are several different organizational patterns that may be used for formal reports, but all formal reports contain front matter (prefatory) material, a body, and back matter (supplementary) items. The prefatory material is therefore critical to providing the audience with an overview and roadmap of the report. The body of a formal report discusses the findings that lead to the recommendations. The back matter provides additional information. <\/span>Some common elements in a report are shown in Figure 11.1.<\/p>\n<table style=\"height: 787px\">\n<tbody>\n<tr>\n<td style=\"width: 300px\">\n<p class=\"import-Normal\">\n<\/td>\n<td style=\"width: 1074px\">\n<p class=\"import-Normal\"><strong>\u00a0<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"shaded\" style=\"height: 26px\">\n<td style=\"width: 300px;height: 26px\">\n<p class=\"import-Normal\"><strong>Page<\/strong><\/p>\n<\/td>\n<td style=\"width: 1074px;height: 26px\">\n<p class=\"import-Normal\"><strong>Description<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"TableNormal-R\" style=\"height: 107px\">\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 90px\">\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><strong>Title page<\/strong><\/span><\/h6>\n<\/td>\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 90px\">\n<p class=\"import-Normal\">Report title; date of submission; name, title, and organization of the person who prepared the report; name, title, and organization of the person receiving the report.<\/p>\n<p>If your report contains sensitive information or if it is going to be exposed to the elements, it might also contain a cover page.<\/p>\n<p>No page number.<\/td>\n<\/tr>\n<tr class=\"TableNormal-R\" style=\"height: 79px\">\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 79px\">\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><strong>Table of contents<\/strong><\/span><\/h6>\n<\/td>\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 79px\">\n<p class=\"import-Normal\">A list of the sections in the report and their respective page numbers.<\/p>\n<p class=\"import-Normal\">All headings\/sub-headings in the report should be listed on this page.<\/p>\n<p>This page is not labelled with a page number.<\/td>\n<\/tr>\n<tr class=\"TableNormal-R\" style=\"height: 121px\">\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 111px\">\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><b>Executive summary<\/b><\/span><\/h6>\n<\/td>\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 111px\">\n<p class=\"import-Normal\">The executive summary is a one-page overview of the entire report aimed at managers or people in a position of power. It discusses the managerial implications of your report: basically what managers or other people who have the authority to approve your report need to know. Summarize the topic, methods, data\/evidence, results, and conclusions\/recommendations.<\/p>\n<p>On its own page.<\/p>\n<p>Labelled as page iii.<\/td>\n<\/tr>\n<tr class=\"TableNormal-R\" style=\"height: 93px\">\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 93px\">\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><strong>Introduction<\/strong><\/span><\/h6>\n<\/td>\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 93px\">\n<p class=\"import-Normal\">Introduces the topic of the report, states the purpose of the report, and previews the structure of the report. This section often contains similar information to the Executive Summary, but in a clear, factual manner.<\/p>\n<p>Begins on a new page.<\/p>\n<p>Labelled as page 1.<\/td>\n<\/tr>\n<tr class=\"TableNormal-R\" style=\"height: 79px\">\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 79px\">\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><b>Body<\/b><\/span><\/h6>\n<\/td>\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 79px\">\n<p class=\"import-Normal\">Key elements of the report body may include the background, methods, results, and analysis or discussion.<\/p>\n<p>Uses descriptive or functional headings and sub-headings (is not labelled \u201cBody\u201d).<\/p>\n<p>Pagination continues from the introduction.<\/td>\n<\/tr>\n<tr class=\"TableNormal-R\" style=\"height: 90px\">\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 70px\">\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><strong>Conclusion and\/or recommendations<\/strong><\/span><\/h6>\n<\/td>\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 70px\">\n<p class=\"import-Normal\">Concise presentation of findings and\/or recommendations. Indicate the main results and their relation to the recommended action(s) or outcome(s).<\/p>\n<p>Pagination continues from the body of the report.<\/td>\n<\/tr>\n<tr class=\"TableNormal-R\" style=\"height: 106px\">\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 106px\">\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><strong>References<\/strong><\/span><\/h6>\n<\/td>\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 106px\">\n<p class=\"import-Normal\">A list of all references used in the report.<\/p>\n<p>All in-text citations included in the report should have an accompanying entry in the reference list.<\/p>\n<p>Begins on a new page.<\/p>\n<p>Pagination continues from the conclusions and\/or recommendations.<\/td>\n<\/tr>\n<tr class=\"TableNormal-R\" style=\"height: 133px\">\n<td class=\"TableNormal-C\" style=\"width: 300px;height: 133px\">\n<h6 class=\"import-Normal\"><span style=\"color: #333399\"><strong>Appendix or appendices<\/strong><\/span><\/h6>\n<\/td>\n<td class=\"TableNormal-C\" style=\"width: 1074px;height: 133px\">\n<p class=\"import-Normal\">Related supporting materials.<\/p>\n<p>All materials in the appendix (or appendices) must be referred to in the body of the report.<\/p>\n<p>Only one item per appendix.<\/p>\n<p>Each appendix begins on a new page, is labelled as Appendix A, B, C, etc, and is given a title.<\/p>\n<p>Pagination continues from the reference list.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p style=\"text-align: center\"><em><sub>Figure 11.1 | Parts of a Report<\/sub><\/em><\/p>\n<h4>Front Matter<\/h4>\n<p>Front matter includes all the information preceding the body of the report.<\/p>\n<h5>Title Page<\/h5>\n<p>The title page provides the audience with the:<\/p>\n<ul>\n<li>Name of the report\n<ul>\n<li>This should appear 2 inches from the top margin in uppercase letters.<\/li>\n<\/ul>\n<\/li>\n<li>Name, title, and organization of the individual receiving the report\n<ul>\n<li>Type &#8220;Prepared for&#8221; on one line, followed by two separate lines that provide the receiving organization&#8217;s name. Some reports may include an additional line that presents the name of a specific person.<\/li>\n<\/ul>\n<\/li>\n<li>Name of the author and any necessary identifying information\n<ul>\n<li>Type &#8220;prepared by&#8221; on one line, followed by the name(s) of the author(s) and their organization, all on separate lines.<\/li>\n<\/ul>\n<\/li>\n<li>Date of submission\n<ul>\n<li>This date may differ from the date the report was written. It should appear 2 inches above the bottom margin.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>The items on the title page should be equally spaced apart from each other.<\/p>\n<p><strong>A note on page numbers:<\/strong> The title page should not include a page number, but this page is counted as page \u201ci.\u201d Use software features to create two sections for your report. You can then utilize two different types of numbering schemes. When numbering the pages (i.e., i, ii, iii, etc.) for a formal report, use lowercase Roman numerals for all front matter components. Utilize Arabic numbers for the other pages that follow. Additionally, if you intend to bind the report on the left, move the left margin and center 0.25 inches to the right.<\/p>\n<p><strong>A note on font:<\/strong> If there is no specific preference for serif vs. sans serif font, choose one and use it consistently throughout the report. Do not utilize anything besides a traditional serif (e.g., Times New Roman) or sans serif (e.g., Arial or Calibri) font.<\/p>\n<h5>Letter or Memo of Transmittal<\/h5>\n<p>A letter or memo of transmittal announces the report topic to the recipient(s).<\/p>\n<p>If applicable, the first paragraph should identify who authorized the report and why the report is significant. Provide the purpose of the report in the first paragraph as well. The next paragraph should briefly identify, categorize, and describe the primary and secondary research of the report. Use the concluding paragraph to offer to discuss the report; it is also customary to conclude by thanking the reader for their time and consideration.<\/p>\n<p>A letter of transmittal should be formatted as a business letter. Some report writers prefer to send a memo of transmittal instead. When considering your audience for the letter or memo of transmittal, make sure that you use a level of formality appropriate for your relationship with the reader. While all letters should contain professional and respectful language, you should pay closer attention to the formality of the word choice and tone in a letter to someone you do not know. Figure 11.2 illustrates a report with a letter of transmittal.<\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_898\" aria-describedby=\"caption-attachment-898\" style=\"width: 655px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-898 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/trans_title.gif\" alt=\"\" width=\"655\" height=\"771\" \/><figcaption id=\"caption-attachment-898\" class=\"wp-caption-text\">Figure 11.2 | Report Cover and Letter of Transmittal Binding Cover and Letter of Transmittal (Source- David McMurray)<\/figcaption><\/figure>\n<h5>Table of Contents<\/h5>\n<p>The table of contents page features the headings and secondary headings of the report and their page numbers, enabling audience members to quickly locate specific parts of the report. Leaders (i.e. spaced or unspaced dots) are used to guide the reader\u2019s eye from the headings to their page numbers.<\/p>\n<p>The words \u201cTABLE OF CONTENTS\u201d should appear at the top of the page in all uppercase and bolded letters. Type the titles of major report parts in all uppercase letters as well, double spacing between them. Secondary headings should be indented and single-spaced, using a combination of upper and lowercase letters. Figure 11.3 demonstrates the organization of a typical table of contents and executive summary for a report.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_897\" aria-describedby=\"caption-attachment-897\" style=\"width: 733px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-897\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/toc_exec.gif\" alt=\"Figure 13.2- Table of Contents and Executive Summary (Source- David McMurray)\" width=\"733\" height=\"760\" \/><figcaption id=\"caption-attachment-897\" class=\"wp-caption-text\">Figure 11.3 | Table of Contents and Executive Summary (Source- David McMurray)<\/figcaption><\/figure>\n<h5>List of Figures and Tables<\/h5>\n<p>The list of figures has many of the same design considerations as the table of contents. Readers use the list of figures to find the illustrations, diagrams, tables, and charts in your report. Complications arise when you have both tables and figures. Strictly speaking, figures are illustrations, drawings, photographs, graphs, and charts. Tables are rows and columns of words and numbers; they are not considered figures. For longer reports that contain dozens of figures and tables each, create separate lists of figures and tables. Put them together on the same page if they fit. You can combine the two lists under the heading, &#8220;List of Figures and Tables,&#8221; and identify the items as figure or table as is done in Figure 13.3.<\/p>\n<h5>Executive Summary<\/h5>\n<p>An executive summary presents an overview of the report that can be used as a time-saving device by recipients who do not have time to read the entire report.<\/p>\n<p>The executive summary should include a:<\/p>\n<ul>\n<li>Summary of purpose<\/li>\n<li>Overview of key findings<\/li>\n<li>Identification of conclusions<\/li>\n<li>Overview of recommendations<\/li>\n<\/ul>\n<p>If the executive summary, introduction, and transmittal letter strike you as repetitive, remember that readers don&#8217;t necessarily start at the beginning of a report and read page by page to the end. They skip around; they may scan the table of contents and they usually skim the executive summary for key facts and conclusions. They may read carefully only a section or two from the body of the report, and then skip the rest. For these reasons, reports are designed with some duplication so that readers will be sure to see the important information no matter where they dip into the report.<\/p>\n<p>To organize this section, type \u201cEXECUTIVE SUMMARY\u201d in all uppercase letters and centred. Follow this functional head with paragraphs that include the above information, but do not use first-level headings to separate each item. Each paragraph of information should be single-spaced with double spacing between paragraphs. Everything except for the title should be left-aligned.<\/p>\n<p>An executive summary is usually ten percent of the length of the report. For example, a ten-page report should offer a one-page summary. A 100-page report should feature a summary that is approximately ten pages.<\/p>\n<div>\n<h4>Body<\/h4>\n<p>The body is the main section of the report and includes the introduction, discussion or findings, conclusion and recommendations.<\/p>\n<h5>Introduction<\/h5>\n<p>The body of a formal report begins with an introduction. The introduction sets the stage for the report, clarifies what need(s) motivated it, and orients the reader to its structure. Most report introductions address the following elements: background information, problem or purpose, significance, scope, methods, organization, and sources. As you may have noticed, some parts of a formal report fulfill similar purposes. Information from the letter of transmittal and the executive summary may be repeated in the introduction. Reword the information in order to avoid sounding repetitive.<\/p>\n<p>To begin this section, type \u201cBACKGROUND\u201d or \u201cINTRODUCTION\u201d in all uppercase letters. This functional head should be followed by the information specified above (i.e., background information, problem or purpose, etc.). You do not need to utilize any first-level headings in this section.<\/p>\n<p>Because this section includes background information, it would be the appropriate place to address the needs of audiences that may need additional knowledge about the topic. Provide definitions of technical terms and instructions about the overall project if necessary. If you are uncertain if your audience needs a particular piece of information, go ahead and include it; it&#8217;s better to give your reader a little bit too much background than not enough. The organization of a typical introduction is illustrated in Figure 11.4.<\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_899\" aria-describedby=\"caption-attachment-899\" style=\"width: 700px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-899 size-full\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/lof_intro.gif\" alt=\"\" width=\"700\" height=\"732\" \/><figcaption id=\"caption-attachment-899\" class=\"wp-caption-text\">Figure 11.4 | Introduction and List of Figures (Source- David McMurray)<\/figcaption><\/figure>\n<h5>Discussion of Findings<\/h5>\n<p>The Discussion of Findings section presents the evidence for your conclusions. This key section should be carefully organized to enhance readability.<\/p>\n<p>To begin, type \u201cDISCUSSION OF FINDINGS\u201d in all uppercase letters. Center this and all other functional heads. Follow \u201cDISCUSSION OF FINDINGS\u201d with a brief paragraph that previews the organization of the report.<\/p>\n<p>Useful organizational patterns for report findings include but are not limited to:<\/p>\n<ul>\n<li>Best Case\/Worst Case<\/li>\n<li>Compare\/Contrast<\/li>\n<li>Chronology<\/li>\n<li>Geography<\/li>\n<li>Importance<\/li>\n<li>Journalism Pattern<\/li>\n<\/ul>\n<p>Use a Best Case\/Worst Case organizational pattern when you think that the audience may lack interest in the topic. When examining a topic with clear alternatives to your proposed solution, consider using a Compare\/Contrast pattern. Geographical patterns work effectively for topics that are discussed by location. When describing the organization of the report in the first paragraph, broadly identify how the material in the report is organized rather than state that the report uses a specific pattern (e.g. Chronology, Geography). For example, write, \u201cThe research findings address curriculum trends in three provinces: (a) British Columbia, (b) Alberta, and (c) Ontario,\u201d not, \u201cThis report uses a geographical organizational pattern.\u201d<\/p>\n<p>Follow the first paragraph with a first-level heading. Use first-level headings for all other major parts of this section. First-level headings should appear in bold, uppercase letters. Center first-level headings, but align any second-level headings with the left margin. Type any second-level headings in bold, upper- and lowercase letters.<\/p>\n<p>As you present, interpret, and analyze evidence, consider using both text and graphics. Take into account what will be easiest for your audience to understand. Include citations for all quoted or paraphrased material from sources as well; check with your organization as to whether they prefer parenthetical citations or footnotes.<\/p>\n<h5>Conclusions and Recommendations<\/h5>\n<p>The conclusions and recommendations section conveys the key results from the analysis in the discussion of findings section. Up to this point, readers have reviewed the data in the report; they are now logically prepared to read the report\u2019s conclusions and recommendations. Type \u201cCONCLUSIONS AND RECOMMENDATIONS\u201d in all uppercase letters. Follow this functional head with the conclusions of the report. The conclusions should answer any research questions that were posed earlier in the report. Present the conclusions in an enumerated or bulleted list to enhance readability. Recommendations offer a course of action, and they should answer any problem or research questions as well. \u00a0Think back to the expectations of your audience. \u00a0Have all of their requirements been addressed?<\/p>\n<h4>Back Matters<\/h4>\n<p>Back matters contain all the supplementary materials and can include works cited, appendices, a glossary and an index.<\/p>\n<h5>Works Cited<\/h5>\n<p>All formal reports should include a works cited page; this page documents the sources cited within the report. Documenting your information sources is all about establishing, maintaining, and protecting your credibility in the profession. You must cite (&#8220;document&#8221;) borrowed information regardless of the shape or form in which you present it. Whether you directly quote, paraphrase, or summarize it\u2014it&#8217;s still borrowed information. Whether it comes from a book, article, a diagram, a table, a web page, a product brochure, an expert whom you interview in person\u2014it&#8217;s still borrowed information. Use the documentation style appropriate to your industry (e.g. APA, MLA, Chicago).<\/p>\n<h5>Appendices<\/h5>\n<p>Appendices are those extra sections following the conclusion. What do you put in an appendix?\u2014anything that does not comfortably fit in the main part of the report but cannot be left out of the report altogether. The appendix is commonly used for large tables of data, big chunks of sample code, fold-out maps, background that is too basic or too advanced for the body of the report, or large illustrations that just do not fit in the body of the report. Anything that you feel is too large for the main part of the report or that you think would be distracting and interrupt the flow of the report is a good candidate for an appendix. Notice that each one is given a letter (A, B, C, and so on).<\/p>\n<\/div>\n<\/header>\n<div><\/div>\n<div><em>Note that this report organizational structure is a guideline and may differ from the standard used by your organization. If you are asked to write a report, find out if there is a standard used in your organization. If not, the structure outlined above will suffice.<\/em><\/div>\n<header>\n<h2>Headings<\/h2>\n<\/header>\n<p>Headings are the titles and subtitles you see within the actual text of much professional scientific, technical, and business writing. Headings are like the parts of an outline that have been pasted into the actual pages of the document. Headings are an important feature of professional writing. They alert readers to upcoming topics and subtopics, help readers find their way around in long reports and skip what they are not interested in, and break up long stretches of straight text.<\/p>\n<p>Headings are also useful for writers. They keep you organized and focused on the topic. When you begin using headings, your impulse may be to include the headings <i>after<\/i>\u00a0you\u2019ve written the rough draft. Instead, visualize the headings\u00a0<i>before\u00a0<\/i>you start the rough draft, and plug them in as you write.<\/p>\n<h3 id=\"general\">General Guidelines<\/h3>\n<ul>\n<li>Use headings to mark off the boundaries of the major sections and subsections of a report.<\/li>\n<li>Make the phrasing of headings parallel.<\/li>\n<li>Avoid \u201cstacked\u201d headings\u2014any two consecutive headings without intervening text.<\/li>\n<li>When possible, omit articles from the beginning of headings. For example, \u201cThe Pressurized Water Reactor\u201d can easily be changed to \u201cPressurized Water Reactor\u201d or, better yet, \u201cPressurized Water Reactors.\u201d<\/li>\n<li>Don\u2019t use headings as lead-ins to lists or as figure titles.<\/li>\n<li>Avoid \u201cwidowed\u201d headings; that\u2019s where a heading occurs at the bottom of a page and the text it introduces starts at the top of the next page. Keep at least two lines of body text with the heading, or force it to start the new page.<\/li>\n<\/ul>\n<h3 id=\"specific\">Format and Style<\/h3>\n<p>The style and format for headings shown in this chapter is not the \u201cright\u201d or the \u201conly\u201d one; it is just one among many. As illustrated in Figure 11.5 headings function like outline elements inserted into the text at those points where they apply.<\/p>\n<p>&nbsp;<\/p>\n<figure style=\"width: 674px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/head_fig2.gif\" alt=\"A sample document showing different levels of headings\" width=\"674\" height=\"735\" \/><figcaption class=\"wp-caption-text\">Figure 11.5 | Format of Headings (Source- David McMurray)<\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<p>When formatting your headings and subheadings, pay close attention to details such as vertical and horizontal spacing; capitalization; use of bold, italics, or underlining; and punctuation. Headings occur\u00a0within\u00a0the body of a document. Don\u2019t confuse headings with document titles. Although titles may look like first-level headings in smaller documents, think of them as separate things.<\/p>\n<p>First-level headings are the highest level of headings in your document. Apply the same format or style to all first-level headings. This style should be different from that which is applied to second-level heading. All second-level headings should have the same style. Similarly, this style should be different from that which is applied to third-level headings (and all third-level headings should have the same style), and so on. There are different ways and styles you can use to differentiate various levels of headings. Use whatever styles are appropriate for the document and audience.<\/p>\n<header>\n<h2 class=\"entry-title\">Lists<\/h2>\n<\/header>\n<p>Lists are useful because they emphasize selected information in regular text. Lists can be horizontal, with the listed items included directly in the sentence\/paragraph. Lists can be vertical, such as when you see a list of three or four items strung out vertically on the page rather than in normal paragraph format. Lists, particularly vertical lists, are noticeable and readers are likely to pay more attention to them. Certain types of lists also make for easier reading. For example, in instructions, it is a big help for each step to be numbered and separated from the preceding and following steps. Lists also create more white space and spread out the text so that pages don\u2019t seem like solid walls of words.<\/p>\n<p>Like headings, the various types of lists are an important feature of professional writing. They help readers understand, remember, and review key points. They help readers follow a sequence of actions or events. They also break up long stretches of straight text.<\/p>\n<h3>General Guidelines<\/h3>\n<p>Follow these general guidelines when making lists:<\/p>\n<ul>\n<li>Use lists to highlight or emphasize text or to enumerate sequential items.<\/li>\n<li>Use a lead-in to introduce the list items and to indicate the meaning or purpose of the list.<\/li>\n<li>Make sure that each item in the list reads grammatically with the lead-in.<\/li>\n<li>Make list items parallel in phrasing.<\/li>\n<li>Avoid overusing lists because using too many lists destroys their effectiveness.<\/li>\n<\/ul>\n<p>Bullet points are democratic, meaning each item in a bulleted list is of equal importance. This is in contrast to numbered lists where items may have different levels of importance, priority, or sequence.\u00a0Use bulleted lists for items that are in no required order. Use numbered lists for items that are in a required order (such as step-by-step instructions) or for items that must be referred to by item number.<\/p>\n<header>\n<h2 class=\"entry-title\">Emphasis<\/h2>\n<\/header>\n<p>Emphasis, as the term is used here, is the use of typographical effects to call attention to text. These effects can include italics, bold, all-caps, quotation marks, colour, and so on. Emphasis attracts the attention of the reader\u2014or \u201ccues\u201d them\u2014to actions they must take or to information they must consider carefully. Practically any special textual effect that is different from regular body text can function as an emphasis technique. Things like italics, bold, underscores, caps, different size type, alternate fonts, colour, and more can act as emphasis techniques.<\/p>\n<p>However, if emphasis techniques are used in excess, readers can become reluctant to read a text and may avoid it altogether because it is too busy or distracting.\u00a0<em><strong>NOTICE how <span style=\"text-decoration: underline\">UNREADABLE<\/span> this sentence IS BECAUSE <span style=\"color: #ff0000\">TOO MUCH<\/span> <\/strong><\/em><strong>emphasis <span style=\"background-color: #ffff99\">is used<\/span><\/strong><em><strong>.<\/strong><\/em><\/p>\n<div>\n<h2 class=\"entry-title\">Analyzing The Audience<\/h2>\n<p><span style=\"color: #333333\">As with any type of writing, when writing formal business reports, it is necessary to know your audience. \u00a0For example, if your audience is familiar with the background information related to your project, you don\u2019t want to bombard them with details; instead, you will want to inform your audience about the aspects of your topic that they\u2019re unfamiliar with or have limited knowledge of. In contrast, if your audience does not already know anything about your project, you will want to give them all of the necessary information for them to understand. Age and educational level are also important to consider when you write.\u00a0 In addition, you don\u2019t want to use technical jargon when writing to an audience of non-specialists. \u00a0These are just a couple of examples of different audience needs you will want to consider as you write your report.\u00a0\u00a0<\/span><\/p>\n<h4><span style=\"color: #333333\">Educational Level and Subject Knowledge<\/span><\/h4>\n<p><span style=\"color: #333333\">While age may not necessarily be an issue in the business world\u2014your audience will almost all be adults\u2014educational level and knowledge of your subject are important to consider when writing your report. \u00a0If you are writing for someone outside of your specific field, you will either need to exclude technical jargon or provide in-text reminders or indications of what specific terms mean or items are. \u00a0For example, if you work for an automotive company, and you are writing on behalf of mechanical engineers but for an audience of business professionals, you don\u2019t want to assume that your audience knows the names of all of the parts that\u00a0make up an engine; you will have to use terms they will recognize. In some cases, a glossary of terms may be appropriate.<\/span><\/p>\n<h4><span style=\"color: #333333\">Expectations and Research<\/span><\/h4>\n<p><span style=\"color: #333333\">What does your audience expect to get out of reading your report? \u00a0What is its purpose? \u00a0Make sure that you have specifically responded to the expectations of your boss, manager, or client. \u00a0If your audience expects you to have research, make sure you know what type of research they expect. Do they want research from scholarly journal articles? Do they want you to conduct your own research? \u00a0No matter what type of research you do, make sure that it is properly documented using whatever format the audience prefers (MLA, APA, and Chicago Manual of Style are some of the most commonly-used formats). \u00a0You also want to establish a strong\u00a0ethos\u00a0in your report. \u00a0Use confident language that shows that you have done your research and present them with the research.<\/span><\/p>\n<p><span style=\"color: #333333\">For further information about what types of research you may want to include, see this article about\u00a0<a style=\"color: #333333\" href=\"https:\/\/www.writingcommons.org\/open-text\/research-methods-methodologies\/197-research\">research methods and methodologies<\/a>.<\/span><\/p>\n<p><span style=\"color: #333333\">Here are some questions to consider about your audience as you write:<\/span><\/p>\n<ul>\n<li><span style=\"color: #333333\">What does your audience expect to learn from your report?<\/span><\/li>\n<li><span style=\"color: #333333\">What type of ethos should you establish?<\/span><\/li>\n<li><span style=\"color: #333333\">How much research does your audience expect you to have?<\/span><\/li>\n<li><span style=\"color: #333333\">How current does your research need to be?<\/span><\/li>\n<li><span style=\"color: #333333\">What types of sources does your audience expect you to have?<\/span><\/li>\n<li><span style=\"color: #333333\">What is the age of your audience?<\/span><\/li>\n<li><span style=\"color: #333333\">What is the educational level of your audience?<\/span><\/li>\n<li><span style=\"color: #333333\">How much background information does your audience need?<\/span><\/li>\n<li><span style=\"color: #333333\">What technical terms will your audience need defined? \u00a0What terms will they already be familiar with?<\/span><\/li>\n<li><span style=\"color: #333333\">What is the cultural background of your audience?<\/span><\/li>\n<\/ul>\n<div>\n<h2>Integrating Graphics<\/h2>\n<p>Sometimes, despite writing clearly and concisely, it can be helpful to your audience if you use supporting graphics\u2013whether that be tables, illustrations, maps, photos, charts, or some other type of other visual aid.<\/p>\n<p>Before getting into details on creating, formatting, and incorporating graphics, consider the types and their functions. You can use graphics to represent the following elements in your writing:<\/p>\n<ul>\n<li><strong>Objects: <\/strong>If you\u2019re describing a fuel-injection system, you\u2019ll probably need a drawing or diagram of the object. If you are explaining how to graft a fruit tree, you\u2019ll need some illustrations of how that task is done. Photographs, drawings, diagrams, and schematics are the types of graphics that show objects.<\/li>\n<li><strong>Numbers:<\/strong>\u00a0If you\u2019re discussing the rising cost of housing in Vancouver, you could use a table with the columns being for five-year periods since 1970; the rows could be for different types of housing. You could show the same data in the form of bar charts, pie charts, or line graphs. Tables, bar charts, pie charts, and line graphs are some of the principal ways to show numerical data.<\/li>\n<li><strong>Concepts:<\/strong>\u00a0If you want to show how your company is organized, such as the relationships of the different departments and officials, you could set up an organization chart, which is boxes and circles connected with lines showing how everything is hierarchically arranged and related. This would be an example of a graphic for a concept; this type depicts nonphysical, conceptual things and their relationships.<\/li>\n<li><strong>Words:<\/strong>\u00a0Graphics can be used to depict words. You\u2019ve probably noticed how some textbooks may put key definitions in a box, maybe with different colours in the background. The same can be done with key points or extended examples.<\/li>\n<\/ul>\n<h3>Documenting Graphics<\/h3>\n<p>Just as you would cite and reference a paraphrase or a direct quote, so too must you cite and reference any graphics that you use that were created by someone else or that were based on someone else\u2019s data. Indicate the source of any graphic or data you have borrowed. Whenever you borrow a graphic or data from some other source, document that fact in the figure title using an in-text citation. You should also include the reference information in the reference list.<\/p>\n<h3>Guidelines for Using Graphics<\/h3>\n<ul>\n<li>Use graphics\u00a0<i>whenever<\/i> they would normally be necessary.<\/li>\n<li>Make sure your graphics are appropriate to your audience, subject matter, and purpose. Don\u2019t include advanced, highly technical graphics your audience may not understand.<\/li>\n<li>Intersperse graphics and text on the same page. Place graphics as near to the point in the text where they are relevant as is reasonable and don\u2019t put them on pages by themselves or attach them to the end of documents. However, if a graphic does not fit properly on one page, put it at the top of the next, and continue with regular text on the preceding page. Don\u2019t leave half a page blank just to keep a graphic near the text with which it is associated.<\/li>\n<li>Always discuss graphics in nearby text preceding the graphic. Don\u2019t just include a graphic without an explanation. Orient readers to the graphic and explain its basic meaning. They need to have a purpose and be introduced before the reader encounters them on the page. The first mention of a graphic is called a lead-in statement, and your graphics must always be introduced by a lead-in. Similarly, it is typically recommended to also use a lead-out statement after the graphic. This is a statement that connects the figure to the material that follows.<\/li>\n<li>Use titles and labels for graphics.<\/li>\n<li>Include identifying detail such as illustration labels, axis labels, keys, and so on.<\/li>\n<li>Make sure graphics fit within normal margins\u2014if they don\u2019t, enlarge or reduce the copies. Leave at least 2 blank lines above and below graphics.<\/li>\n<\/ul>\n<p>Computers have made it easier for professionals to create effective graphics. Most of the graphics in Figure 11.6 can be created in Microsoft Office Word and Excel. There may also be some occasions in which a formal report includes graphics from a particular print or online source. In these instances, it is critical to include a caption that presents the source of the graphic.<\/p>\n<p>Figure 11.6 summarizes uses and audience benefits for the most frequently employed types of graphics.<\/p>\n<h2 class=\"entry-title\">Drawings, Diagrams, and Photos<\/h2>\n<p>To depict objects, place, people, and relationships between them, you can use photos, drawings, diagrams, and schematics. Just as you would cite and reference a paraphrase or a direct quote, so too must you cite and reference any illustrations, diagrams, and photos that you use that were created by someone else or that were based on someone else\u2019s data. Indicate the source of any graphic or data you have borrowed. Whenever you borrow a graphic or data from some other source, document that fact in the figure title using an in-text citation. You should also include the reference information in the reference list.<\/p>\n<header><\/header>\n<header><\/header>\n<header><\/header>\n<header>\n<table style=\"border-collapse: collapse;width: 100%;height: 90px\">\n<tbody>\n<tr>\n<td style=\"width: 33.3333%\"><\/td>\n<td style=\"width: 33.3333%\"><span style=\"color: #333399\"><strong>\u00a0<\/strong><\/span><\/td>\n<td style=\"width: 33.3333%\"><span style=\"color: #333399\"><strong>\u00a0<\/strong><\/span><\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\"><span style=\"color: #333399\"><strong>GRAPHIC<\/strong><\/span><\/td>\n<td style=\"width: 33.3333%;height: 14px\"><span style=\"color: #333399\"><strong>USE<\/strong><\/span><\/td>\n<td style=\"width: 33.3333%;height: 14px\"><span style=\"color: #333399\"><strong>BENEFITS<\/strong><\/span><\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 10px\"><strong>Bar Chart<\/strong><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-912 alignleft\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/001-graph-bar.png\" alt=\"\" width=\"40\" height=\"40\" srcset=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/001-graph-bar.png 128w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/001-graph-bar-65x65.png 65w\" sizes=\"auto, (max-width: 40px) 100vw, 40px\" \/><\/td>\n<td style=\"width: 33.3333%;height: 10px\"><em>Represents data with the height or length of rectangular bars<\/em><\/td>\n<td style=\"width: 33.3333%;height: 10px\">\u2022 Compare items<br \/>\n\u2022 Grasp a series of numbers<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 10px\"><strong>Flowchart<\/strong><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-913 alignleft\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/002-workflow.png\" alt=\"\" width=\"41\" height=\"41\" srcset=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/002-workflow.png 128w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/002-workflow-65x65.png 65w\" sizes=\"auto, (max-width: 41px) 100vw, 41px\" \/><\/td>\n<td style=\"width: 33.3333%;height: 10px\"><em>Illustrates a sequence of events with shapes connected by arrows<\/em><\/td>\n<td style=\"width: 33.3333%;height: 10px\">\u2022 Grasp a series of steps<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\"><strong>Line Chart<\/strong><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-914 alignleft\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/003-statistics.png\" alt=\"\" width=\"44\" height=\"44\" srcset=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/003-statistics.png 128w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/003-statistics-65x65.png 65w\" sizes=\"auto, (max-width: 44px) 100vw, 44px\" \/><\/td>\n<td style=\"width: 33.3333%;height: 14px\"><em>Shows changes in quantitative data over time or plots the relationship between two variables with one or more lines<\/em><\/td>\n<td style=\"width: 33.3333%;height: 14px\">\u2022 Compare variables<br \/>\n\u2022 Visualize change over time<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\"><strong>Map<\/strong><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-917 alignleft\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/006-world-map.png\" alt=\"\" width=\"42\" height=\"42\" srcset=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/006-world-map.png 128w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/006-world-map-65x65.png 65w\" sizes=\"auto, (max-width: 42px) 100vw, 42px\" \/><\/td>\n<td style=\"width: 33.3333%;height: 14px\"><em>Illustrates activities or trends on a map that represents geographically organized parts of a region, country, or the world<\/em><\/td>\n<td style=\"width: 33.3333%;height: 14px\">\u2022 Compare geographical trends<br \/>\n\u2022 Grasp geographical relationships<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\"><strong>Pie Chart<\/strong><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-915 alignleft\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/004-pie-chart.png\" alt=\"\" width=\"34\" height=\"34\" srcset=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/004-pie-chart.png 128w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/004-pie-chart-65x65.png 65w\" sizes=\"auto, (max-width: 34px) 100vw, 34px\" \/><\/td>\n<td style=\"width: 33.3333%;height: 14px\"><em>Depicts distribution of parts in a whole with wedges in a circle graph<\/em><\/td>\n<td style=\"width: 33.3333%;height: 14px\">\u2022 Compare significance of parts and parts-to-whole \u00a0 relationship(s)<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\"><strong>Table<\/strong><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-916 alignleft\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/005-frequency.png\" alt=\"\" width=\"33\" height=\"33\" srcset=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/005-frequency.png 128w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/005-frequency-65x65.png 65w\" sizes=\"auto, (max-width: 33px) 100vw, 33px\" \/><\/td>\n<td style=\"width: 33.3333%;height: 14px\"><em>Presents data or values in rows and columns<\/em><\/td>\n<td style=\"width: 33.3333%;height: 14px\">\u2022 Compare data or values<br \/>\n\u2022 Grasp relationships between data or values<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/header>\n<\/div>\n<\/div>\n<header>\n<p style=\"text-align: center\"><sub>Figure 11.6 | Types of Graphics<\/sub><\/p>\n<h2 class=\"entry-title\">Tables, Charts, and Graphs<\/h2>\n<\/header>\n<h3>Tables<\/h3>\n<p>Tables are rows and columns of numbers and words (though mostly numbers). They permit rapid access to and relatively easy comparison of information. If the data is arranged chronologically (for example, sales figures over a ten-year period), the table can show trends\u2014patterns of rising or falling activity. However, tables are not necessarily the most vivid or dramatic means of showing such trends or relationships between data\u2014for that, you\u2019d want to use a line graph, which is discussed in the next section.<\/p>\n<h4>Guidelines for using tables<\/h4>\n<p>Follow these general guidelines when making tables:<\/p>\n<ul>\n<li>As with other types of graphics, you should refer to the table in the text just preceding the table.<\/li>\n<li>You should also explain the general significance of the data in the table; don\u2019t expect readers to figure it out entirely for themselves.<\/li>\n<li>Don\u2019t overwhelm readers with large tables! Simplify the table data down to just that amount of data that illustrates your point\u2014without of course distorting that data.<\/li>\n<li>Just as you would cite and reference a paraphrase or a direct quote, so too must you cite and reference any tables that you use that were created by someone else or that were based on someone else\u2019s data. Indicate the source of any graphic or data you have borrowed. Whenever you borrow a graphic or data from some other source, document that fact in the figure title using an in-text citation. You should also include the reference information in the reference list.<\/li>\n<\/ul>\n<h3>Charts and Graphs<\/h3>\n<p>Charts and graphs are just another way of presenting the same data that is presented in tables. At the same time, however, you get less detail or less precision in a chart or graph than you do in the table. Imagine the difference between a table of sales figures for a ten-year period and a line graph for that same data. You get a better sense of the overall trend in the graph but not the precise dollar amount. Other types of charts and graphs are horizontal bar charts, vertical bar charts, and pie charts.<\/p>\n<p>Just as you would cite and reference a paraphrase or a direct quote, so too must you cite and reference any charts or graphs that you use that were created by someone else or that were based on someone else\u2019s data. Indicate the source of any graphic or data you have borrowed. Whenever you borrow a graphic or data from some other source, document that fact in the figure title using an in-text citation. You should also include the reference information in the reference list.<\/p>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\">Table<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-892 size-medium\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/Canadian-Business-Counts-with-employees-December-2019-300x160.png\" alt=\"\" width=\"300\" height=\"160\" srcset=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/Canadian-Business-Counts-with-employees-December-2019-300x160.png 300w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/Canadian-Business-Counts-with-employees-December-2019-1024x546.png 1024w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/Canadian-Business-Counts-with-employees-December-2019-768x409.png 768w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/Canadian-Business-Counts-with-employees-December-2019-1536x819.png 1536w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/Canadian-Business-Counts-with-employees-December-2019-2048x1092.png 2048w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/Canadian-Business-Counts-with-employees-December-2019-65x35.png 65w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/Canadian-Business-Counts-with-employees-December-2019-225x120.png 225w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/Canadian-Business-Counts-with-employees-December-2019-350x187.png 350w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><sub>Source: Statistics Canada (2019)<\/sub><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\">Pie Chart<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-893 size-medium\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-pie-chart-blog-economy-chart1-300x225.png\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-pie-chart-blog-economy-chart1-300x225.png 300w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-pie-chart-blog-economy-chart1-768x576.png 768w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-pie-chart-blog-economy-chart1-65x49.png 65w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-pie-chart-blog-economy-chart1-225x169.png 225w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-pie-chart-blog-economy-chart1-350x263.png 350w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-pie-chart-blog-economy-chart1.png 946w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><sub><em> Source: Statistics Canada, Industry Accounts Division (2018)<\/em><\/sub><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\">Line Chart<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-895 size-medium\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-line-chartc-g01-eng-300x184.png\" alt=\"\" width=\"300\" height=\"184\" srcset=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-line-chartc-g01-eng-300x184.png 300w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-line-chartc-g01-eng-768x472.png 768w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-line-chartc-g01-eng-65x40.png 65w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-line-chartc-g01-eng-225x138.png 225w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-line-chartc-g01-eng-350x215.png 350w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/stats-canada-line-chartc-g01-eng.png 856w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><sub>Source: Statistics Canada, Labour Force Survey and the Canadian Employer-Employee Dynamics Database (2019)<\/sub><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\">\u00a0A Bar Graph<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-964 size-medium\" src=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/bar-graph-300x147.gif\" alt=\"\" width=\"300\" height=\"147\" srcset=\"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/bar-graph-300x147.gif 300w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/bar-graph-768x376.gif 768w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/bar-graph-65x32.gif 65w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/bar-graph-225x110.gif 225w, https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-content\/uploads\/sites\/982\/2018\/12\/bar-graph-350x172.gif 350w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><sub>Source: Statistics Canada, Demography Division (2018)<\/sub><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>Checklist for Writing Reports<\/h3>\n<p>As you reread and revise your report, keep in mind the following:<\/p>\n<ul>\n<li>Report considers the audience\u2019s needs<\/li>\n<li>Form follows function of report<\/li>\n<li>Format reflects institutional norms and expectations<\/li>\n<li>Information is accurate, complete, and documented<\/li>\n<li>Information is easy to read<\/li>\n<li>Terms are clearly defined<\/li>\n<li>Figures, tables, and art support written content<\/li>\n<li>Figures, tables, and art are clear and correctly labelled<\/li>\n<li>Figures, tables, and art are easily understood without text support<\/li>\n<li>Words are easy to read (font, arrangement, organization)<\/li>\n<li>Results are clear and concise<\/li>\n<li>Recommendations are reasonable and well-supported<\/li>\n<\/ul>\n<h2>Summary<\/h2>\n<p>Reports require organization and a clear purpose. Business reports can be informational, analytical, formal and informal. Though reports vary by size, format, and function, most include six key elements. As with any type of business writing, it is important to use audience analysis to determine the organization and content of reports.<\/p>\n<div id=\"book-content\">\n<div id=\"mcleanbuseng-ch13_s06\" class=\"section\">\n<div id=\"mcleanbuseng-ch13_s06_s02\" class=\"section\">\n<div id=\"mcleanbuseng-ch13_s06_s02_n01\" class=\"key_takeaways editable block\">\n<h2><strong>End of Chapter Activities<\/strong><\/h2>\n<h3><span style=\"color: #800000\"><strong>11a. Thinking About the Content<\/strong><\/span><\/h3>\n<p>What are your key takeaways from this chapter? What is something you have learned or something you would like to add from your experience?<\/p>\n<h3><span style=\"color: #800000\"><strong>11b. Discussion Questions<\/strong><\/span><\/h3>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Discussion Questions<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ol id=\"mclean-ch06_s02_s06_l02\" class=\"orderedlist\">\n<li>Have you ever written a formal report?<\/li>\n<li>Do you feel confident converting data into tables, charts and graphs?<\/li>\n<li>Find an annual report for a business you would like to learn more about. Review it with the previous reading in mind and provide examples. Share and compare with classmates.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<h3><span style=\"color: #800000\"><strong>11c. Applying chapter concepts to a situation<\/strong><\/span><\/h3>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><span style=\"color: #ffffff\">Collecting Data From Customers<\/span><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Quick Meals is a food delivery service that delivers a variety of meal options to customers at an affordable cost. They provide customers with a new menu each week that they can use to choose items from for lunch or dinner. This service is used regularly by schools and businesses that do not have a cafeteria but would like to provide students and staff with convenient meal choices.<\/p>\n<p>Farshad works as an Operations Manager at Quick Meals. He notices that their services are in high demand and decides to change the menus to offer healthier and more organic options. As a result, the meals cost more. Their regular customers are not pleased with this, and there is an increase in complaints and a decrease in sales.<\/p>\n<p>Upon noticing the changes, Farshad calls a meeting with the supervisor of the customer service department, Susan. He asks her to reach out to the customers to find out their thoughts on the menu changes. Farshad intends to use this information to adjust the menus again. However, this time, it will be to suit the needs of the customers.<\/p>\n<p><strong><em>How should Susan go about getting this information to determine the issue?<\/em><\/strong><\/p>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<h3><span style=\"color: #800000\"><strong>11d. Writing Activity<\/strong><\/span><\/h3>\n<p><span style=\"color: #333333\">Watch this video from TED.com on <a href=\"https:\/\/www.ted.com\/talks\/john_mcwhorter_txtng_is_killing_language_jk\">Txtng is killing language. JK!!!<\/a>. We can think about texting as the opposite of what we would do in a formal report. Summarize the video. Do you think formal reports will change in the future as the way we communicate changes?<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<div class=\"row\">\n<div id=\"footer\">\n<h2>Attribution<\/h2>\n<\/div>\n<\/div>\n<h3><strong>Content Attribution<\/strong><\/h3>\n<p><em>This chapter contains information from Business Communication for Success<\/em>\u00a0which is adapted from a work produced and distributed under a Creative Commons license (CC BY-NC-SA) in 2010 by a publisher who has requested that they and the original author not receive attribution. This adapted edition is produced by the\u00a0<a href=\"http:\/\/www.lib.umn.edu\/publishing\">University of Minnesota Libraries Publishing<\/a>\u00a0through the\u00a0<a href=\"https:\/\/www.lib.umn.edu\/elearning\">eLearning Support Initiative<\/a>,\u00a0<em>Business Communication For Everyone\u00a0<\/em>(c) 2019 by Arley Cruthers and is licensed under a\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons-Attribution-NonCommercial-ShareAlike 4.0 International license<\/a><em>, <\/em>and Online Technical Writing by David McMurrey and is\u00a0licensed under a\u00a0<em><a href=\"http:\/\/creativecommons.org\/licenses\/by\/4.0\/\" rel=\"license\">Creative Commons Attribution 4.0 International License<\/a>.<\/em><\/p>\n<h3>Media Attribution<\/h3>\n<p>Geography Icon made by <a href=\"https:\/\/www.flaticon.com\/authors\/freepik\">Freepik<\/a>\u00a0from\u00a0<a href=\"http:\/\/www.flaticon.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.flaticon.com<\/a><\/p>\n<p>Flowchart Icon made by <a href=\"https:\/\/www.flaticon.com\/authors\/becris\">Becris<\/a> from <a href=\"http:\/\/www.flaticon.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.flaticon.com<\/a><\/p>\n<p>Table Icon made by <a href=\"https:\/\/www.flaticon.com\/authors\/nhor-phai\">Nhor Phai<\/a> from <a href=\"http:\/\/www.flaticon.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.flaticon.com<\/a><\/p>\n<p>Line Chart Icon made by <a href=\"https:\/\/www.flaticon.com\/authors\/dinosoftlabs\">DinosoftLabs<\/a> from <a href=\"http:\/\/www.flaticon.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.flaticon.com<\/a><\/p>\n<p>Pie Chart Icon made by <a href=\"https:\/\/www.flaticon.com\/authors\/freepik\">Freepik<\/a> from <a href=\"http:\/\/www.flaticon.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.flaticon.com<\/a><\/p>\n<p>Bar Chart Icon made by <a href=\"https:\/\/www.flaticon.com\/authors\/smalllikeart\">smalllikeart<\/a> from <a href=\"http:\/\/www.flaticon.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.flaticon.com<\/a><\/p>\n<h3>References<\/h3>\n<p>Government of Canada, S. (2017, September 29). Measuring the economy, region by region. Retrieved June 30, 2020, from https:\/\/www.statcan.gc.ca\/eng\/blog\/cs\/economy<\/p>\n<p>Government of Canada, S. (2018, September 27). Annual Demographic Estimates: Canada, Provinces and Territories, 2018 (Total Population only) Analysis: Total Population. Retrieved June 30, 2020, from https:\/\/www150.statcan.gc.ca\/n1\/pub\/91-215-x\/2018001\/sec1-eng.htm<\/p>\n<p>Government of Canada. (2020, June 30). Canadian Business Counts, with employees, December 2019. Retrieved June 30, 2020, from https:\/\/www150.statcan.gc.ca\/t1\/tbl1\/en\/tv.action?pid=3310022201<\/p>\n<p>Guffey, M. E., &amp; Almonte, R. (2019).\u00a0<i>Essentials of Business Communication<\/i>. Toronto, Ontario: Nelson.<\/p>\n<p>Jeon, S., Liu, H., &amp; Ostrovsky, Y. (2019, December 16). Measuring the Gig Economy in Canada Using Administrative Data. Retrieved June 30, 2020, from https:\/\/www150.statcan.gc.ca\/n1\/pub\/11f0019m\/11f0019m2019025-eng.htm<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"author":847,"menu_order":11,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["venecia-williams"],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[48],"contributor":[59],"license":[56],"class_list":["post-63","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","contributor-venecia-williams","license-cc-by-nc-sa"],"part":24,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-json\/pressbooks\/v2\/chapters\/63","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-json\/wp\/v2\/users\/847"}],"version-history":[{"count":25,"href":"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-json\/pressbooks\/v2\/chapters\/63\/revisions"}],"predecessor-version":[{"id":1343,"href":"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-json\/pressbooks\/v2\/chapters\/63\/revisions\/1343"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-json\/pressbooks\/v2\/parts\/24"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-json\/pressbooks\/v2\/chapters\/63\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-json\/wp\/v2\/media?parent=63"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-json\/pressbooks\/v2\/chapter-type?post=63"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-json\/wp\/v2\/contributor?post=63"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/businesswritingessentials\/wp-json\/wp\/v2\/license?post=63"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}