Report Template

Information Science

Aalborg University Copenhagen

[this page does not form part of the template]

[items in [] are instructions, and not included in the actual report]

[Note: This is an example of a professional template for academic papers as used by Springer Publishers, based

on the LNCS template and format (http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0).

Most instructions from the LNCS template have been left in, but additional text added where needed]

[Note: this document will not teach you how to write a report, and should not be your only resource. This is

merely a template with some instructions. For instructions on report writing, consult the references and

other material].

[Report front page]Title

[Title should be Times, font size 26 and bold]

[Add names and group number. If single author add name and number]

[Put number of words and pages in report here]

Table of contents

[The table of contents is automatically generated from the headings of the document. Make sure to use Heading 1, 2 or 3. from the styles

for headings. They will them appear here. Right click > Update fields… to reflect recent changes.]

1 Introduction...................................................................................81.1 Case description....................................................................9

2 Related work.................................................................................93 Theory.........................................................................................104 Method........................................................................................10

4.1 Participants/Data.................................................................124.2 Research design..................................................................124.3 Materials.............................................................................134.4 Procedure............................................................................144.5 Analysis..............................................................................14

5 Results.........................................................................................156 Discussion and Conclusion.........................................................17References.........................................................................................18Appendixes........................................................................................19

Appendix A - <appendix title>......................................................20

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Report Title

[In general, shorter, memorable titles are better than longer ones. Titles more than two lines long are overkill. When developing a title, it is often helpful to make a short list of the most significant contributions of the paper in terms of topic, methods, and/or findings. Draft a few alternate titles that capture the key words related to these contributions and select one that is the best fit and shortest. Retain the others in your notes and do not get too attached to a particular title – kill your darlings (adapted from Reuber and Sharma 2013).]

Author 11, Author 21, Author 31, Author 41,

1 Author 1…n affiliation and addressAuthor 1….n email addresses

Abstract. [The abstract should summarize the contents of the paper and should contain at least 70 and at most 150 words. It should be set in 9-point font size and should be inset 1.0 cm from the right and left margins. This document is in the required format. From Reuber and Sharma (2013): “The abstract frames the 3Ps of an article—Purpose, Procedure, and Principal findings. For the author, preparing the abstract is a beneficial exercise as it helps strip away the peripheral information to expose the central purpose, process used, and the most significant contributions. For the editors and reviewers, it helps set the tone for the manuscript. Crafting an effective abstract is not simple. In a few sentences, using succinct phrases that weave in key words, the author must convey the crux of the manuscript and entice the reader to the rest of the paper.”]

Ask yourself: Do you want anyone to actually read the report? If yes, use a title that catches people´s attention If no, use a really long and boring title

In the abstract give the reader: (a) what you did: Quick overview of contents (b) what you found: The main results (c) what it means: Theoretical/practical

implications

Executive Summary. [An executive summary focuses on the concrete, actionable results of the involved stakeholders. It contains the key results and how they affect the business or product being worked with. Should contain at least 70 and at most 150 words. It should be set in 9-point font size and should be inset 1.0 cm from the right and left margins. There should be two blank (10-point) lines before and after the abstract. This document is in the required format. You either write an abstract or an executive summary, depending on the target audience.]

Keywords: [Here you list between 5-7 descriptive keywords. These should be the key themes of the report. Consider that search engines will use these for indexing in e.g. library databases, and select keywords appropriately.]

[Template formatting instructions and notes]

[In this first section we describe how to format your report. Below is a list of all the section components needed in reports and what each section should contain].

[The printing area is 122 mm × 193 mm. The text should be justified to occupy the full line width, so that the right margin is not ragged, with words hyphenated as appropriate. Please fill pages so that the length of the text is no less than 180 mm, if possible.

Use 10-point type for the name(s) of the author(s) and 9-point type for the address(es) and the abstract. For the main text, please use 10-point type and single-line spacing. We recommend the use of Computer Modern Roman or Times. Italic type may be used to emphasize words in running text. Bold type and underlining should be avoided. Note how the starting line of a new paragraph is always indented to the right.

Headings. Headings should be capitalized (i.e., nouns, verbs, and all other words except articles, prepositions, and conjunctions should be set with an initial capital) and should, with the exception of the title, be aligned to the left. Words joined by a hyphen are subject to a special rule. If the first word can stand alone, the second word should be capitalized. The font sizes are given in Table 1. Sections should always be numbered sequentially.

Here are some examples of headings: "Criteria to Disprove Context-Freeness of Collage Languages", "On Correcting the Intrusion of Tracing Non-deterministic

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Consider: One thing is what the report is about, another is what the

current buzzwords in your field are Ensure you know which keywords to use to make people

find/not find your report in library/company databases

Programs by Software", "A User-Friendly and Extendable Data Distribution System", "Multi-flip Networks: Parallelizing GenSAT", "Self-determinations of Man".

Table 1. Font sizes of headings. Table captions should always be positioned above the tables.

Heading level Example Font size and styleTitle (centered) Lecture Notes … 14 point, bold1st-level heading 1 Introduction 12 point, bold2nd-level heading 2.1 Printing Area 10 point, bold3rd-level heading Headings. Text follows … 10 point, bold4th-level heading Remark. Text follows … 10 point, italic

As a general rule, subheaders below the 3rd level should not be used.

Lemmas, Propositions, and Theorems. The numbers accorded to lemmas, propositions, and theorems, etc. should appear in consecutive order, starting with Lemma 1, and not, for example, with Lemma 11.

Note: All reports use the APA format for in-text references as well as end-of-text references. See the “references” section for links to where you can read more about the APA referencing system.

[Figures and figure formatting]Please check that the lines in line drawings are not interrupted and have a constant

width. Grids and details within the figures must be clearly legible and may not be written one on top of the other. Line drawings should have a resolution of at least 800 dpi (preferably 1200 dpi). The lettering in figures should have a height of 2 mm (10-point type). Figures should be numbered and should have a caption which should always be positioned under the figures, in contrast to the caption belonging to a table, which should always appear above the table. Please center the captions between the margins and set them in 9-point type in bold (Figure 1 shows an example). The distance between text and figure should be about 8 mm, the distance between figure and caption about 6 mm. To insert a figure caption, right-click your figure > Insert Caption…. Doing this ensures that the font, margins and spacing are set automatically.

To ensure that the reproduction of your illustrations is of a reasonable quality, we advise against the use of shading. The contrast should be as pronounced as possible.

If screenshots are necessary, please make sure that you are happy with the print quality before you send the files.

Always make sure to call out figures in your text. This means that whenever you refer to a table or figure mention it in the text by its type and number, e.g. “Table 1 shows font sizes and Figure 2 shows a helpful cartoon.”

Figure 1. One kernel at xs (dotted kernel) or two kernels at xi and xj (left and right) lead to the same summed estimate at xs. This shows a figure consisting of different types of lines. Elements of the figure described in the caption should be set in italics, in parentheses, as shown in this sample caption.

Figure 2. Make sure you stick to the rules when structuring, writing and formatting your report to avoid these kinds of comments from your supervisor. For more comics like this see: www.phdcomics.com]

Remark 1. In the printed volumes, illustrations are generally black and white (halftones), and only in exceptional cases, and if the author is prepared to cover the extra costs involved, are colored pictures accepted. Colored pictures are welcome in

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the electronic version free of charge. If you send colored figures that are to be printed in black and white, please make sure that they really are legible in black and white. Some colors show up very poorly when printed in black and white.

[Footnotes]

[The superscript numeral used to refer to a footnote appears in the text either directly after the word to be discussed or – in relation to a phrase or a sentence – following the punctuation mark (comma, semicolon, or period). Footnotes should appear at the bottom of the normal text area, with a line of about 5cm set immediately above them1.]

1 Introduction

[A good introduction addresses two questions: 1) What has been done in this area by others? 2) What is the point of the study presented? (what is the problem).

Slightly less briefly, an introduction should in a few pages or less answer all of the following questions (from Field 2012):

1) Why is this problem important? Always provide a rationale for your study. 2) How does this study relates to previous work in the area?3) What are the primary and secondary hypotheses, objectives or ideas of the

study? 4) How do the hypotheses and research design (theoretical as well as empirical)

relate to each other?5) What are the results, and what are the theoretical and practical implications of

the study?

The introduction of a report acts as a hook on the reader in terms of positioning the piece of research as interesting and relevant (Reuber and Sharma 2013).

The Introduction also contains the problem definition. The problem definition should clearly articulate what the problem is that the work presented attempts to solve. The problem definition forms an integrated part of the Introduction.

1 The footnote numeral is set flush left and the text follows with the usual word spacing.

Writing a good reportA good report must be well written, which means having well-constructed sentences, without grammatical errors and spelling mistakes. Sentences should follow on from each other logically, and paragraphs should be used appropriately. How to write a good report is beyond the scope of this document. Seek help elsewhere, and see the References section.

Always make sure there is a clear red thread through the report. From the establishment of the problem, to the description of the theory necessary to evaluate the problem, through to the methods used for obtaining data on the problem. This red thread has to be evident in all sections of the report, and helps establish the argument for why specific choices were made.]

1.1 Case description[If the report deals with a particular case, the case description forms a sub-section

of the Introduction. The case description outlines in detail the specific conditions of the work and the context. It serves to delimit the work being done and explains why the case is relevant. ]

2 Related work

[The related work section can contain two primary elements: 1) review of research and applied work conducted by others which is relevant to your work, and 2) literature review. These two components can overlap, but in some cases it is advantageous to consider a general literature review focusing on theoretical aspects separately from applied work conducted e.g. by the industry.

The Related work section is used to highlight work that is relevant to the problem and the approach selected. It must document your knowledge of the field in general, and your ability to locate relevant work. The related work section should also describe how it influences method, theory etc. used in the presented work. For example, a piece of research describing a particular survey might inform a survey you generate.

Focus on related work that is relevant. Irrelevant related work will count negatively.

Reuber and Sharma (2013) notes about literature reviews: “It is important to point out that the literature review of a quantitative (theory testing) paper is likely to be longer than the literature review of a qualitative (theory-building) paper. In a theory-testing study, the development of a theoretical model to be tested precedes the discussion of the methods used to test it and the results of testing it. Thus, the literature review section of this type of paper is the key theoretical element of the paper and often has the label “Theory and Development of Hypotheses.” In a theory-building study, however, theory is generated through data analysis. A literature review section is needed to show readers that the author is conversant with the constructs and relationships relevant to the research topic and will be sensitive to them during data analysis, but the development of a theoretical framework preceding data analysis is not useful. Indeed, such a framework can detract from perceptions of the paper’s contribution, because it begs the question of why the study

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was done if the theory could be formulated beforehand by looking at prior research.”]

3 Theory

[The Theory section contains an overview of the theories used in the research, and explains why and how the theories in question have been selected within the larger domains they are nested in, and how they relate to each other. The Theory section describes how the theories chosen fit together in a coherent theoretical framework which provides the angles necessary to evaluate the problem the research is focused on. Finally, the Theory section describes how the theories are operationalized, i.e. how the theories are turned into something measureable. For example, if a theory of innovation dissemination in society specifies ten different pathways that dissemination can happen, each of these pathways could form the basis for a survey item. Selecting the right theories, arguing for why they are the right theories to target the stated problem, arguing for how the theories fit together in a framework, and then correctly operationalizing the theory, is crucial in ensuring the validity of the work done.]

4 Method

[The Method section is crucial in most reports because this is where the meat of the investigation is. Methods vary a lot, and is a big variance in the research design of observational vs. experimental studies. It is therefore essential to provide the reader with a good idea about the research design.

This is the section where it is explained what data that were collected, how they were collected and finally how they were analyzed. The general rule in scientific publishing is that these items must be explained in enough detail that the work presented can be replicated by others. In most cases, the Method section will be the largest of the report in terms of sheer verbiage.

The Method section typically consists of the following sections, which will work in most contexts where humans other entities are involved:

4.1 Participants

Find the right theory – applicable to the problem/case Compare theories – why are these the best? Argue for

relevance and applicability What other theory exists and why relevant/not

relevant? Combine theories to joint framework tuned to the problem

statement and the statements research questions Operationalize theories – basis for method selection and

planning of any empirical work

4.2 Research design4.3 Materials4.4 Procedure4.5 Analysis

These five sub-headers can have different names in different research domains, but fundamentally a method section needs to cover the same bases no matter what the purpose of the empirical research: what are the properties of the data, how were they collected and how were they analyzed. You will note that this is not a question about qualitative or quantitative methods – the underlying requirements for reporting are the same.

Zhang and Shaw (2012) found that: “the Methods sections of rejected manuscripts tended to be weak because of issues of completeness, clarity, and credibility. They argue that for a Methods section to be complete, authors must disclose the choices they made in their research design and provide a detailed account of their data and how they collected it. To be clear, authors need to ensure that the reader understand the assumptions and definitions of constructs and relationships, as well as how they are measured in the case of quantitative data. To enhance credibility, it is useful for authors to legitimate the choices made with respect to sampling approaches, measures, and analysis techniques.”].

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The Method section: description of the empirical work Describe which methods were used for what purpose and how the

methods supplement each other E.g. a usability test combined with statistics on a segment of

the population Describe what data that were collected and how they were analyzed Argue for why the chosen methods were the best given the situation

4.1 Participants/Data [If your work includes people or other entities directly, this section will be titled Participants. If you are working with raw datasets only, the section should be titled Data.

Re. the former, Andy Field (2012a, 2012b) notes: “Who was studied? How were they selected? From where were they selected? It is often sufficient simply to state the number of participants used in the study (perhaps with a breakdown by gender). However, it may be necessary to provide more information. For example, if the researcher is investigating racism, information regarding the participants’ ethnicity, education, and socioeconomic background should be provided. This information might not be pertinent if the researcher were studying memory. It may also be necessary to describe the recruitment procedures for participants (for example if using clinical samples). For some studies, it may be enough to say that subjects were contacted by phone (or through the mail) and were paid for their participation (or that they received course credit, etc.) On the other hand, a good deal more may need to be said. Some research, in which participants must participate in several sessions, may require using postcards or phone calls to remind and motivate them. If this is the case, then the method used should be described. If not all participants contacted to participate actually completed the study, the number of individuals who did not participate and their reasons (if known) should be provided.” It is also necessary to describe how the participant selection might impact or bias results, and to describe whether and how the sample of people being used is representative of the population they represent (see Validity, below).

As mentioned, if your work includes data only, it should be titled Data. In the latter case, this section focuses on describing the data and their properties, for example through descriptive statistics. The collection process of the data and how they are analyzed is included in the below sections. Any assumptions related to the data should be clarified. In general, the requirements for describing participants outlined above also apply if the data originate from people or entities. So for example if the data are based on sensors, the properties of the sensors must be described.

4.2 Research design[In the Research design section the entire framework for the method being employed is described. A research design can also be referred to as a research model, and it is a standard step in the development of proposal for empirical research, however, it can also be used in reports and article describing research. A research model describes each of the variables involved, and the measures employed. The model also describes how the relationships (proposed associations) between the variables work. It also contains information about potential confounding variables and where in the process they might affect the results. The research model should also describe when measures are applied. There are many ways it can be visualized, e.g. using flow charts or similar models. If the work being presented is experimental, the research model can be replaced with a hypothesis model. The research model also includes information

about the specific empirical methods used, and how the different variables fit into the overall framework of the design.

A hypothesis model (Figure 3) is essential for experimental research (i.e. research where causal relationships between variables are evaluated). This is basically a relationship model that describes the hypothesized relationship between the independent and dependent variables in the experiment. In connection to the hypothesis model, you will need to describe each of the independent and dependent variables, and how you expect to measure them. E.g. via a survey, behavior logs, etc. Measures have to be realistic – do not go into the domain of science fiction.

The research model and hypothesis models provides the basic structure for empirical research. They provide the reader of report a quick overview of the work conducted, and generating these models forces you to consider how the different elements of the work are connected (i.e. improves planning). ]

Figure 3. Example of a hypothesis model.

4.3 Materials[The Materials section can also be referred to as “setup”, “apparatus” or “stimuli”, depending on the research project in question, and in a pure data situation this section would describe the data and its properties.

Andy Field (2012a, 2012b) notes: “What equipment or instruments were used to collect data? If questionnaires were used, they should be described in this section, giving brief examples. If computers were used, describe the specific models of the computers and the software used to collect the data, if this is relevant to how the data was collected. Sometimes these sections are separated – the section for apparatus describes the physical tools to present or collect data, and the materials section

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describes the stimuli that participants see or hear. If materials (such as a questionnaire) were used, either cite your source (if published materials were used) or provide a copy in the appendix of your paper if you devised the instrument yourself.”].

4.4 Procedure[Andy Field (2012a, 2012b) notes: “How were the data gathered? Were participants run individually or in small groups? Were participants tested in a laboratory or in a field setting? How were relevant dependent variables assessed? Did participants respond using a questionnaire, a computer, or were their behaviors assessed using videotapes and trained raters? Give enough information for replication, but do not give information that would not be relevant to how the results were obtained, e.g. do not say ‘participants entered the laboratory and were told to sit down on the provided chairs’ unless the chair has a steaming dog-turd on it and your study is about reactions to being asked to sit on steaming dog turds. In the procedure, make sure you describe what the cover tasks were; the reader should not have to refer to the appendix, materials section, etc., to know what the procedure was (conversely, do not put procedural information in the materials or other sections). Note if participants responded to the cover task questions verbally or in writing; if verbally, how did you record the participant’s responses? Were participants run individually or in groups?”.

The point Andy Field (2012a, 2012b) is making is that the Procedure section needs to describe in detail how data were collected (Interviews? User testing? Surveys? Scraping websites? …). If a survey was used, the survey should be described, and it should be argued how the survey embeds the operationalized features from the Theory section, as well as any other measures that are needed to address the problem. It should be described how the survey was administered, and whether there are any sources of bias, noise or other problems with the process. For example, giving people the survey Monday morning, where everyone is depressed, might make people respond more negatively than they otherwise would. These considerations are crucial to show that the methodological framework is well-thought trough. ]

4.5 Analysis [The Analysis section can be an independent section, especially in empirically-focused reports. In this section, you describe how the empirical data collected were summarized and analyzed, i.e. how the methods of choice were implemented. Any problems encountered should be described.]

5 Results

[The Results section outline briefly the outcomes of the work presented, i.e. what did you find out? Importantly, the function is to objectively present your key results, without interpretation, in an orderly and logical sequence, using both text and illustrative materials (Tables and Figures). In general, always emphasize the red thread, the tight connection between research questions, methods, and the rhetoric underlying presentation of a study’s findings.

The section always begins with text, introducing the outcomes, and reporting key results, ideally in bullet-point form. The Results section should start with a brief overview of the analyses that will be described. This might include summarizing what was investigated.

The text on a running basis refers to figures and tables. Summaries of any statistical analyses or other quantitative analysis may appear either in the text (usually parenthetically) or in the relevant illustrations. Generally, usually write the text of the results section based upon the sequence of Tables and Figures.

The Results section should be organized around the illustrations (tables and figures), which should in turn be sequences to present key findings in a logical order. The text of the Results section should be crafted to follow this sequence and highlight the evidence needed to answer the questions or hypotheses described in the Introduction section. This ties up the red thread discussed earlier.

Important negative results or other failures should be reported, too.

The Results section is usually one of the first people read, because it tells something about the content and quality of the work in general. Always remember that readers

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Always describe the validity, generalizability and importance of research results: Reliability: Results can be replicated by others Validity (internal): Results show what we intend them to show Ability of a research design to test the hypothesis it was designed to test Measure what we want to measure Generalizability (external validity): Results have a wider application than

merely the participants and the circumstances of the test Importance: Results should be important (subjective).

Results are never important if not reliable, valid and generalizable

want their job to be as easy as possible – so accommodate them, write in the beginning of the Results section the key aspects of the work performed.

In subsequent sections, the researchers should state the specific hypothesis being evaluated or specific research questions being answered, and describe the analyses that were performed to test the hypotheses/questions. The results should then be reported.

Always report statistical tests or other quantitative results in the APA format. For example, there should be no leading zero before correlation coefficients or probability values. So, it is correct to report r = .32, or p < .001, but incorrect to report r = 0.32, or p < 0.001. Notice that the outcome of a statistical analysis or quantitative analysis is not a key result, but rather an analytical tool that helps us understand what is our key result.

Finally, Andy Field (2012a, 2012b) asks: “ask yourself “If the graphs and/or tables were removed, could the reader still understand the results from the text I have written?” If the answer is ‘no’ then you have not included enough information on how you did your analysis and what it means.”

Note that just because you should not interpret results in the Results section, they can be talked about. Andy Field (2012a, 2012b) notes: “Although you often get told not to ‘interpret’ or ‘discuss’ your results in the results section, this doesn’t mean that you can’t talk about them at all. Note that I have also said that you should ‘reportyour results in sentence form’. Therefore, it is good to report a result and say something like ‘… indicating that difference in attractiveness ratings due to lighting was present in the sober participants but not the drunk ones’. That is not discussing your results, that is stating what they are. However, you should try to avoid saying things like ‘…indicating that difference in attractiveness ratings due to lighting was present in the sober participants but not the drunk ones, which supports Drunk’s(1978) theory of the beer-goggles effect, in which he states that lighting, will magnify the effect of beer on attraction’.”]

What are the "results"?: When you pose a testable hypothesis that can be answered experimentally, or ask a question that can be answered by collecting samples, you accumulate observations about those organisms or phenomena. Those observations are then analyzed to yield an answer to the question. In general, the answer is the " key result". Source: http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWsections.html#results

Differences, directionality, and magnitude: Report your results so as to provide as much information as possible to the reader about the nature of differences or relationships. For eaxmple, if you testing for differences among groups, and you find a significant difference, it is not sufficient to simply report that "groups A and B were significantly different". How are they different? How much are they different? It is much more informative to say something like, "Group A individuals were 23% larger than those in Group B", or, "Group B pups gained weight at twice the rate of Group A pups." Report the direction of differences (greater, larger, smaller, etc) and the magnitude of differences (% difference, how many times, etc.) whenever possible. See also below about use of the word "significant." Source: http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWsections.html#results

6 Discussion and Conclusion

[The Discussion section is for describing what the results actually mean, for objectively reflecting on the approaches used and suggest improvements, and for outlining potential future work.

Summarizing from the references listed in the References section, it can be noted that the function of the Discussion section is to interpret your results in light of what was already known about the subject of investigation, as outlined in the Introduction, and to explain our new understanding of the problem after taking your results into consideration. The Discussion will always connect to the Introduction, and the problem statement/research questions and the literature cited. However, it does not simply repeat or rearrange the Introduction. Instead, it tells how the work presented has moved the state of knowledge forward from the Introduction.

Start your Discussion by summarizing your main findings. Even though the results were described in some detail in the Results section, they should be briefly reviewed here (see the note about readers above). This portion of the Discussion section need not be longer than a short paragraph.

The findings should then be related back to the original problem statement, and it should be described what the results mean for the original questions asked.

What are the theoretical implications of your findings? Do the results support, contradict, extend or qualify the previous findings? The implications of each of the major findings should be discussed.

It is particularly important to link the findings obtained in the study being described with those of other researchers. The reader should be told how the researcher's findings fit into the available literature on the topic, and what the implications of these

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findings could be. Speculation can also be offered to explain the data if they are not consistent with other research.

Field (2012a, 2012b) notes: “consider, what are the weaknesses of your own study? Are there any factors that could be improved? When bringing up criticisms of your study in the discussion, relate what you say to the conclusions you drew. How could the particular point you bring up undermine the conclusions you draw? If it cannot, then it is not a useful criticism of your study. If you bring up a problem explain why it is really a problem.”

Suggest some areas for future research based on the results.

Finally, summarize the main findings and their implications. This can be placed in a separate section called “Conclusion” is so desired. This should be brief. ]

References

[The format for references is always and only APA, newest edition, 9pt font size. APA (American Psychological Association) style is for example the most commonly used citation system in Psychology and Social Science. Google APA, and learn how to use it. See for example: http://www.apastyle.org/ or: https://owl.english.purdue.edu/owl/resource/560/01/ (6th edition APA)

You should always cite a representative set of references when there is a large literature. Do not over-cite – having many references does not guarantee a favorable impression. Having the right references will. Only cite relevant work.

Include seminal references from the field of investigation, and references, which serve to provide an overview of a domain where relevant. Include the most up-to-date references to show that you are keeping up with developments in the domain.]

[Reuber, R. A. and Sharma, P. 2013. The Anatomy of a Paper. Family Business Review, 26(2), 113-120. Sage Publishers.

Field, A. 2012a. Writing Up Research. URL: http://www.statisticshell.com/docs/writinglabreports.pdf

Field, A. 2012b. Writing Up Research. YouTube lecture video. URL: http://www.youtube.com/watch?v=vekCPvF016A

Strunk, W., Jr., & White, E. B. 1979. The elements of style (3rd ed.). New York: Macmillan. Available online: http://www.bartleby.com/141/Zhang, Y. and Shaw, J. R. 2012. Publishing in AMJ—Part 5: Crafting the methods and results. Academy of Management Journal, 55, 8-12.

There are tons of good resources on report writing on the Net. Any standard web serch engine will be able to help you locate information on any aspect of report writing. Your local librarians are also a good resource for information on report writing.]

Appendixes

[Put an overview of the appendices here - if there is more than one]

[Here you include all relevant appendixes. For example surveys, transcripts, experiment protocols and so forth. If more than one set of items is included in the appendix it should be given alphabetically, labelling each with a letter APPENDIX A, APPENDIX B etc… on separate pages. ]

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Appendix A - <appendix title>

[text of appendix A. Copy the heading in any additional appendixes in order for the heading to appear in the table of contents.]

[Never provide information that allows identification of participants, unless there is express permission to do so. Transcripts, surveys and other material must be anonymized].