ADMN 233v11

What are the two main reading activity
categories of reports?
What influences the From the print textbook, on pages 272 to 278, read
choice of direct or indirect the following topic:
patterns for reports?
What are five common  Understanding Report Basics
formats for reports?
What influences the writing activity
choice of formal or
informal writing style for Complete Activity 12.1 from the end-of-chapter
reports? materials in your print textbook and compare your
response with the Recommended Answers to Activities
.

How can the 3-x-3 be reading activity
used effectively in writing
reports? From the print textbook, on pages 278 to 282, read
the following topic:

 Applying the 3-x-3 Writing Process to Reports

writing activity

Complete Activities 12.3, 12.4, and 12.5 from the
end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

Complete Critical Thinking 1 and 2 from the
end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Critical Thinking.

What is a secondary reading activity
source? How can data From the print textbook, on pages 282 to 295, read
from secondary sources the following topics:
be useful in researching a
report?  Gathering Information from Secondary Sources
 Comprehending the Evolving Nature of
What is a primary source?
Why is data from primary Communication Technology
sources often required to  Gathering Information from Primary Sources
solve specific, current
business problems? writing activity
Complete Critical Thinking 3 from the
What types of information
require documentation?

How can graphics or

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illustrations enhance a end-of-chapter materials in your print textbook and
report? What types of compare your response with the Recommended
graphics are most Answers to Critical Thinking.
appropriate for
illustrating different types reading activity
of data?
From the print textbook, on pages 295 to 298, read
the following topic:

 Documenting Data

writing activity

Complete Critical Thinking 4 from the
end-of-chapter materials in your print textbook and
compare your response with the Recommended
Answers to Critical Thinking.

reading activity

From the print textbook, on pages 298 to 302, read
the following topic:

 Illustrating Data

writing activity

Complete Activities 12.10 and 12.12 from the
end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

optional activity

On the textbook companion Web site, click Crossword
Puzzles in the right-hand menu and complete the
crossword puzzle for Chapter 12.

Work through these review
activities to review and
practise what you have Read the Summary of Learning Objectives at the end
learned in Chapter 12. of the chapter.
These activities will help
you prepare for Complete the Chapter Review from the end-of-chapter
Assignments and Chapter materials in your print textbook and compare your
Quizzes. responses with the Recommended Answers to Chapter
Review.

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On the textbook companion Web site, locate Student
Resources on the right-hand side of the page and click
Test Yourself to informally test your understanding
of writing rules and key concepts taught in this
chapter.

Then locate Quiz 8 by clicking Quizzes (in the
Evaluation block on the course homepage) to formally
test your knowledge of these rules and key concepts.
The mark you achieve on this quiz will contribute to
your final grade in the course.

Recommended Answers to Activities

12.1 Report Functions, Writing Styles, and Formats (Obj. 1)

a. A persuasive proposal from a group of citizens to their town council to turn
the old elementary school, which is no longer in use, into a multipurpose
building for citizen education, community action meetings, and a low-cost
daycare centre.

Function: analytical; pattern: indirect; format: manuscript with cover letter

b. A report submitted by an outside consultant examining whether a sports
franchise should refurbish its stadium or look to relocate to another city.

Function: informational; pattern: direct; format: memo

c. A report from a national moving company telling provincial authorities how it
has improved its safety program so that its trucks now comply with provincial
regulations. The report describes but doesn't interpret the program.

Function: informational; pattern: direct; format: letter

12.3 Problem and Purpose Statements (Obj. 2)

a. Last winter a severe ice storm damaged well over 50 percent of the pear
trees lining the main street in the small town of Somerset. The local
university’s experts believe that well over 70 percent of the damaged trees
will die in the next two years and that this variety is not the best one for
providing shade (one of the major goals behind planting them eight years
ago).

Problem Question : Should the town council consider uprooting the trees and
planting a sturdier variety, one that will more likely withstand ice storms and
provide more shade for the merchants and their customers?

Purpose : To recommend whether the town council should invest in uprooting
the pear trees and planting a form of maple that will be sturdier and provide

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more shade.

b. Health Canada's new food and drug regulations have changed the definitions
of common terms such as fresh , fat free , low in cholesterol , and light . The
Big Deal Bakery worries that it must rewrite all its package labels. Big Deal
doesn’t know whether to hire a laboratory or a consultant for this project.

Problem Question : Should Big Deal hire a laboratory or a consultant to
rewrite its package labels to meet new Health Canada requirements?

Purpose : To investigate how new Health Canada regulations affect Big Deal
package labels and to determine if a laboratory or a consultant is necessary
to comply with the new regulations.

c. Customers placing telephone orders for clothing with James River Enterprises
typically order only one or two items. JRE wonders whether it can train
telephone service reps to motivate customers to increase the number of
items ordered per call.

Problem Question : How can JRE train telephone service reps to motivate
customers to increase the number of items ordered per call?

Purpose : To investigate and recommend training procedures aimed at
motivating telephone service reps to increase the number of items ordered by
customers.

12.4 Problem and Purpose Statements (Obj. 2)

Answers will vary.

Sample Problem : Our company is losing business and antagonizing customers
because we have no toll-free 800 number to take orders or answer questions. If
the expense is not too great and if we can add a second telephone line without
too much trouble, perhaps we should install an 800 number.

Problem question : Should we acquire an 800 telephone number?

Report purpose : To investigate the costs of installing and operating an 800
telephone number.

12.5 Factoring and Outlining a Problem (Obj. 2)

Outline Key:

I. Should the JAL tour training program be located in Victoria?

A. Does Victoria have adequate access to air travel?
B. Does Victoria have available school buildings?
C. Would Victoria officials cooperate with us?

II. What entertainment areas are available to serve as training sites?

A. Does CBC offer training seminars, guest speakers, and other resources for

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tour operators?
B. Would Magic Mountain allow us to conduct training there?
C. Would Griffith Park allow tour trainees to practise there?

III. Who could be invited to serve on an advisory committee?

A. Would representatives of the travel community be interested?
B. Would executives of other major airlines be willing to serve with JAL

people?
C. How could these people be motivated to participate?

12.10 Selecting Graphics (Obj. 6)

Identify the best kind of graphic to illustrate the following data.

a. Figures showing the process of delivering electricity to a metropolitan area.
Flow chart

b. Data showing the academic, administrative, and operation divisions of a
college, from the president to department chairs and division managers.
Organization chart

c. Figures showing the distribution of West Nile virus in humans by province.
Map

d. Percentages showing the causes of forest fires (lightning, 73 percent; arson,
5 percent; campfires, 9 percent; and so on) in the Rocky Mountains. Pie
chart; possibly bar chart

e. Figures comparing the costs of cable, DSL, and satellite Internet service in
ten major metropolitan areas of Canada for the past ten years (for a
parliamentary investigation). Table

12.12 Drawing a Bar Chart (Obj. 6)

Talking title: Comparing Tax Rates as Percentage of Gross Domestic
Product for Eight Industrial Countries

Functional title: Tax Rates as Percent of Gross Domestic Product

Conclusion: Sweden has the highest and Japan has the lowest tax rate as
a percentage of gross domestic product for the industrial
countries shown.

Emphasize percentages and countries in the graph. In the title emphasize that
the numbers represent tax rates as a percentage of gross domestic product.

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Recommended Answers to Critical Thinking

1. When you are engaged in the planning process of a report, what is the
advantage of factoring (the process of breaking problems into subproblems)?
(Obj. 2)

Factoring enables a writer to identify key issues to address and begin to outline an
organizational structure. This process helps the writer ensure that the issues are
relevant and address the concerns outlined in the audience analysis. More importantly,
it lays the groundwork for the work plan.

2. For long reports, why is a written work plan a wise idea? (Obj. 2)

Preparing a written work plan forces you to evaluate resources, set priorities, outline a
course of action, and establish a time schedule. Having the plan will keep writers on
schedule and give management a means of measuring progress.

3. Is information obtained on the Web as reliable as information obtained from
journals, newspapers, and magazines? (Obj. 3)

Information obtained from professional journals and reputable newspapers and
magazines has generally been authenticated, edited, and reviewed. Professional
journals are also “refereed,” which means that the articles have undergone stiff peer
review. Therefore, the information obtained from these sources is generally considered
to be valid, objective, and credible. However, information from the Web is questionable.
Anyone can publish on the Web, and the “information” may be propaganda or

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advertising or worse. It’s wise to scrutinize all Web data carefully.

4. Some people say that business reports never contain footnotes. If you were
writing your first report for a business and you did considerable research,
what would you do about documenting your sources? (Obj. 5)

Although some people do assert that business reports never contain documentation, it’s
dangerous to avoid revealing your sources. The best plan is to check with your
supervisor or look in the files to see how previous reports have been documented. If
you don’t see evidence of sources, it’s best to make a list of all your sources and be
prepared to submit it should someone ask where the information came from. Even if
your company does not have a general documentation style, you should carefully note
where your information came from. Another possibility is to note your sources with
textual comments, such as this: “According to an article on page 15 in Canadian
Business on December 16, 2008, the rate of increase was....” Never assume that giving
credit to or documenting your sources is unnecessary.

Recommended Answers to Chapter Review

1. What purpose do most reports serve? (Obj. 1)

Reports are systematic attempts to answer questions, solve problems, and provide
information. (textbook, p. 272)

2. How do informational and analytical reports differ? (Obj. 1)

Informational reports typically present data without analysis or recommendations.
Analytical reports provide data, analyses, and conclusions. If requested,
recommendations are also provided. (textbook, p. 273)

3. How do the direct and indirect patterns of development differ? (Obj. 1)

Reports organized directly begin with results or recommendations. Reports organized
indirectly begin with facts, discussion, and analysis. Conclusions and recommendations
are presented last. (textbook, pp. 273–277)

4. Name five common report formats. (Obj. 1)

Five commonly used report formats are

 letters
 memos
 manuscripts
 printed forms
 digital formats.

(textbook, p. 278)

5. List the seven steps in the report-writing process. (Obj. 2)

Seven steps in the report-writing process are

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a. analyzing the problem and purpose
b. anticipating the audience and issues
c. preparing a work plan
d. researching data
e. organizing, analyzing, interpreting, and illustrating data
f. composing first draft
g. revising, proofreading, and evaluating.

(textbook, pp. 278–279)

6. What questions should you ask to anticipate your audience’s reaction? (Obj. 2)

Report writers should ask the following questions about their audiences:

 What do my readers need to know about this topic?
 What do they already know?
 What is their educational level?
 How will they react to this information?
 Which sources will they trust?
 How can I make this information readable, believable, and memorable?

(textbook, p. 281)

7. How do primary data differ from secondary data? Give an original example of
each. (Obj. 3)

Primary data are generated from first-hand experience, observation, and
experimentation. Secondary data come from reading what others have experienced and
observed. Collecting data for a report on selling techniques by watching exceptional
sales people results in primary data. Reading about sales techniques produces
secondary data. (textbook, p. 284)

8. Discuss five techniques that you think are most useful in enhancing a Web
search. (Obj. 3)

Techniques that are useful in enhancing a Web search include the following:

 Use two or three search tools.

 Know your search tool.

 Understand case sensitivity.

 Use nouns as search words.

 Combine keywords into phrases.

 Omit articles and prepositions.

 Use wild cards, such as asterisks, to extend a search term.

 Become familiar with a search tool by reading Help, FAQs, and How-to-Search

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sections.

 Learn basic Boolean search strategies.

 Bookmark the best sites.

 Keep trying if your search turns up nothing. Check your spelling. Check the syntax
of your Boolean operators. Try synonyms and variations on keywords.

 Repeat your search a week later.

(textbook, p. 289)

9. Why are your professors likely to discourage your use of Wikipedia, blogs, and
many other sources found on the Web as sources in your reports. (Obj. 4)

The biggest problem with wikis, blogs, and other team-generated content is that they
usually don’t last and, therefore, are not always verifiable as sources. In contrast to
print publications and peer-reviewed journals, the content on the Web is often fleeting.
Also, the quality of the contributions is inconsistent at best. In addition, relying on
encyclopedias amounts to lazy scholarship and poor research skills. (textbook, pp. 289–
290)

10.What are four major sources of primary information? (Obj. 5)

The four major sources of primary information are surveys, interviews, observation, or
experimentation. (textbook, p. 291)

11.Why is a pilot study necessary before conducting a survey? (Obj. 5)

A pilot study helps the researcher learn whether the survey works as expected. It
enables the researcher to correct any questions or wording that might be confusing or
change any techniques that could make the survey more effective. (textbook, p. 292)

12. What is documentation, and why is it necessary in reports? (Obj. 6)

Documentation means revealing and crediting sources of information. Careful
documentation

 strengthens the argument of the report
 protects the report writer
 instructs the reader so that he or she may undertake additional investigation.

Including direct quotes is acceptable when such quotations strengthen the point
being made. But writers must credit the original source.

(textbook, p. 295)

13. List two strategies for managing your research data. (Obj. 6)

Following are strategies for managing research data:
 saving sources to disk
 copying and pasting
 printing pages

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 creating favourites lists and bookmarks
 e-mailing documents

(textbook, p. 290)

14. Briefly compare the advantages and disadvantages of illustrating data
with charts (bar and line) versus tables. (Obj. 7)

Bar and line charts provide a visual overview or impression of trends, but they lack
exactness. Tables provide precise figures and values, but important points and
trends are not immediately visible. (textbook, pp. 299–300)

15. What is the major advantage of using a pie chart to illustrate data? (Obj.
7)

Pie charts help readers visualize a whole and the proportion of its component
parts. (textbook, p. 300)

Quiz 8

Click Quizzes (in the Evaluation block on the course homepage) to go to Quiz 8 (Chapter
12).

Chapter 13: Organizing and Writing Typical Business
Reports

Learning Objectives

After completing this chapter, you will be able to

1. use tabulating and statistical techniques to sort and interpret report data.

2. draw meaningful conclusions and make practical report recommendations based on prior
logical analysis.

3. organize report data logically and provide cues to aid comprehension.

4. prepare short informational reports.

5. prepare short analytical reports that solve business problems.

Introduction

So far, you have been introduced to the main elements of business reports and how the
3-x-3 writing process is applied to planning such reports. Now, in Chapter 13, you will
examine more closely how information is organized and analyzed to produce an effective
report. You will also apply the 3-x-3 writing process (Phase 2) to actually write business

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reports.

Specific topics covered in this chapter include

 sorting and interpreting data using tables and statistical techniques
 drawing conclusions and making recommendations
 organizing information logically
 writing typical informational reports
 writing typical analytical reports.

The information presented in business reports is often complex and may have a significant
impact on decisions within an organization. You must be sure to analyze information
carefully and present it clearly so your research efforts are not wasted through inaccurate
or ineffectual reports.

Reading and Activities

Why must data be sorted reading activity
and interpreted before
being presented as a From the print textbook, on pages 308 to 310, read
report? What methods are the following topic:
used to accomplish this?
 Interpreting Data

writing activity

Complete Activity 13.1 from the end-of-chapter
materials in your print textbook and compare your
response with the Recommended Answers to Activities
.

How does a conclusion reading activity
differ from a
recommendation? Why is From the print textbook, on pages 310 to 314, read
a report writer’s ability to the following topic:
draw logical conclusions
and make useful  Drawing Conclusions and Making
recommendations a Recommendations
valuable skill?
writing activity

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Complete Activity 13.3 from the end-of-chapter
materials in your print textbook and compare your
response with the Recommended Answers to Activities
.

Complete Critical Thinking 1 and 2 from the
end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Critical Thinking.

Why is it so important reading activity
that reports be logically
organized? What cues are From the print textbook, on pages 314 to 317, read
commonly used to guide the following topic:
readers through a report?
 Organizing Data

writing activity

Complete Activities 13.4 and 13.5 from the
end-of-chapter materials in your print textbook and
compare your responses with the Recommended
Answers to Activities.

Complete Critical Thinking 3 from the
end-of-chapter materials in your print textbook and
compare your response with the Recommended
Answers to Critical Thinking.

What are the unique reading activity
features of and
techniques for writing From the print textbook, on pages 317 to 333, read
typical informational the following topics:
reports?
 Writing Informational Reports
How do analytical reports
differ from informational  Checklist for Writing Informational Reports
reports? What are the
unique features of and  Writing Short Analytical Reports
techniques for writing
typical analytical reports?  Checklist for Writing Analytical Reports

writing activity

Complete Critical Thinking 4 from the
end-of-chapter materials in your print textbook and
compare your response with the Recommended
Answers to Critical Thinking.

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optional activity

On the textbook companion Web site, click
Crossword Puzzles in the right-hand menu and
complete the crossword puzzle for Chapter 13.

Work through these review
activities to review and
practise what you have Read the Summary of Learning Objectives at the end
learned in Chapter 13. of the chapter.
These activities will help
you prepare for Complete the Chapter Review from the end-of-chapter
Assignments and Chapter materials in your print textbook and compare your
Quizzes. responses with the Recommended Answers to Chapter
Review.

On the textbook companion Web site, locate Student
Resources on the right-hand side of the page and click
Test Yourself to informally test your understanding
of writing rules and key concepts taught in this
chapter.

Then locate Quiz 9 by clicking Quizzes (in the
Evaluation block on the course homepage) to formally
test your knowledge of these rules and key concepts.
The mark you achieve on this quiz will contribute to
your final grade in the course.

Recommended Answers to Activities

13.1 Tabulation and Interpretation of Survey Results (Obj. 1)

a. REACTIONS OF NORTH SHORE COLLEGE STUDENTS TO
FOUR PROPOSALS ABOUT BOOKSTORE BAGS
Fall, 2010
N = 560 students

Agree Undecided Disagree

Provide no bags; encourage students to bring 73.9% 4.5% 21.6%
their own bags

Provide no bags; offer cloth bags at a reduced 63.4 3.4 32.9
price (about $3)

Continue to provide plastic bags 23.6 3.0 73.4

Give a cloth bag with each major purchase, 11.3 2.7 86.1
the cost to be included in registration fees

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b. The data could be cross-tabulated by examining each response in terms of
number of units carried (did full-time students react differently than part-time
students?), by sex, and by major (if those questions had been asked in the
survey). However, such examination seems to serve no purpose beyond a
curiosity factor. The action taken will not be affected by such knowledge.

c. Three conclusions that could be drawn from the survey:

 A majority of students are concerned enough about the environment to
want to give up plastic bags.

 Although a majority of students want to eliminate plastic bags, they do not
want to replace them with cloth bags financed by their registration fees.

 Most students seem to prefer bringing their own bags.

d. The following are possible recommendations based upon the data collected:

 Stop supplying plastic bags with each purchase.

 Encourage students to bring their own bags to hold purchases. Publicize
this change in policy in the campus newspaper and with signs around
campus and in the bookstore.

 Encourage students who want bags to purchase the bargain $3 cloth bag.
Put signs in the bookstore to promote cloth bags.

 Mount an advertising campaign to inform students of the impact on the
environment of plastic bags and your effort to reduce pollution.

13.3 Distinguishing Between Conclusions and Recommendations (Obj. 2)

For each statement below indicate whether it could be classified as a conclusion or
recommendation.

a. Red light violations are dangerous offences. Conclusion

b. Red light cameras are an effective traffic safety tool. Conclusion

c. Local governments should be allowed to implement red light camera programs.
Recommendation

d. Although red light camera programs are expensive, they prevent crashes and
are, therefore, worthwhile. Conclusion

e. The city of Centreville should not implement a red light program because of the
program’s cost. Recommendation

f. Red light programs are not necessarily profitable for local governments.
Conclusion

13.4 Organizing Data (Obj. 3)

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a. A report comparing three locations for a fast-food company’s new restaurant.
The report presents data on real estate values, construction costs, traffic
patterns, competition, provincial taxes, labour availability, and population
demographics. Criteria (Note: Criteria. It’s better to discuss findings by
criteria rather than by location site.)

b. A report describing the history of the development of dwarf and spur apple
trees, starting with the first genetic dwarfs discovered about 100 years ago
and progressing to today’s grafted varieties on dwarfing rootstocks. Time

c. An informational report describing a company’s expansion plans in South
America, Europe, Australia, and Southeast Asia. Component

d. An employee performance appraisal submitted annually. Convention

13.5 Evaluating Headings and Titles (Obj. 3)

a. Budget - This functional heading fills a descriptive purpose and may be
appropriate in a shorter sensitive report, but it’s not very interesting or
helpful to the reader.

b. Mishandled Baggage Reports Filed by Passengers - This talking head identifies
a problem and interests reader, yet it’s not too long for easy reading.

c. Upgrades - This functional head provides minimal information and reader
interest.

d. How to Implement Instant Messaging Rules - This talking head is much better
than, say, “Instant Messaging” or “Rules.”

e. Case History: Focusing on Customer Service - This head combines talking and
function.

Recommended Answers to Critical Thinking

1. Researchers can draw various conclusions from a set of data. How do you
know how to shape conclusions and recommendations? Why? (Obj. 2)

Conclusions and recommendations should reflect the original assignment. What do the
data mean in terms of solving the original problem? Conclusions and recommendations
may be shaped to agree or disagree with the goals of the person or organization
authorizing the report. Generally, researchers strive to be objective. They avoid letting
preconceptions colour their reasoning. But the conclusions drawn depend greatly on the
viewpoint of the researcher and the organization’s goals.

2. Why is audience analysis particularly important in making report
recommendations? (Obj. 2)

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Reports are written to supply information to readers. Therefore, writers must carefully
consider both the background and information needs of their audiences.
Recommendations that are impractical or unacceptable to those who authorize reports
will serve no purpose. Analyzing the audience and anticipating its response will help
report writers to develop recommendations that will work and that are likely to be
implemented.

3. Should all reports be organized so that they follow the sequence of
investigation—that is, describing for the reader the initial problem, analysis of
issues, data collection, data analysis, and conclusions? Why or why not? (Obj.
3)

Like letters and memos, reports may be organized directly or indirectly. The reader’s
expectations and the content of a report determine its pattern of development.
Corporate annual reports may have some parts developed directly while other parts are
arranged indirectly. Reports should be organized for the convenience of the reader.
Determine and then implement the most appropriate pattern for the audience of every
report.

4. What are the major differences between informational and analytical reports?
(Objs. 4 and 5)

Analytical reports differ significantly from informational reports. Although both seek to
collect and present data clearly, analytical reports also analyze the data and typically try
to persuade the reader to accept the conclusions and act on the recommendations.
Informational reports emphasize facts; analytical reports emphasize reasoning and
conclusions.

Recommended Answers to Chapter Review

1. What is data tabulation? Provide an original example. Why is tabulation
necessary for a researcher who has collected large amounts of data? (Obj. 1)

Tabulation involves simplifying, summarizing, and classifying data. For example, the
Statistics Canada Census Bureau must tabulate the huge amounts of data it collects.
Tabulation is necessary in order for the researcher to draw valid conclusions and make
reasoned recommendations. (textbook, p. 308)

2. What is cross-tabulation? Give an example. (Obj. 1)

Cross-tabulation is the process of analyzing two or more variables together. Example:
breaking down the responses to a student questionnaire by upperclass and underclass
students. (textbook, p. 309)

3. Calculate the mean, median, and mode for these figures: 3, 4, 4, 4, 10. (Obj. 1)

The mean or average is 5 (divide the total by the number of units); the median is 4 (the
midpoint in a group of figures arranged in order—either smallest to largest or largest to
smallest); the mode is 4 (the number that occurs most frequently). (textbook, p. 309)

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4. How can a grid help classify material? (Obj. 1)

Grids help researchers analyze complex verbal data. Data are arranged systematically in
rows and columns so that comparisons can be made. (textbook, p. 309)

5. What are the two most widely read sections of a report? (Obj. 2)

The conclusions and recommendations are the two most widely read sections of a
report. (textbook, p. 310)

6. How do conclusions differ from recommendations? (Obj. 2)

Conclusions summarize and explain the findings; recommendations present specific
suggestions for actions that can solve the report problem. (textbook, p. 311)

7. When reports have multiple recommendations, how should they be presented?
(Obj. 2)

Multiple recommendations should be enumerated and written in parallel form with
imperative (command) sentences, each beginning with a verb. (textbook, p. 311)

8. Name five methods for organizing report data. Be prepared to discuss each.
(Obj. 3)

The five methods for organizing report data are the following:

 Time: Establishing a chronology of events.

 Component: Organizing data by components such as location, geography,
department, division, product, part, and so on.

 Importance: Beginning with the most important information and proceeding to the
least important, or vice versa.

 Criteria: Establishing criteria that readers can use to judge the information with
consistency.

 Convention: Following a prescribed plan that everyone understands.

(textbook, pp. 314–315)

9. What three devices can report writers use to prevent readers from getting lost
in the text? (Obj. 3)

Report writers can use

 an introduction that explains the report purpose and previews main points

 logic markers or transitions (words or expressions like consequently and on the
other hand )

 headings.

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(textbook, pp. 316–317)

10.Informational reports typically are organized into what three parts? (Obj. 4)

Information reports are generally organized into the following three parts:

 introduction/background
 facts/findings
 summary/conclusion

(textbook, p. 318)

11.Describe periodic reports and what they generally contain. (Obj. 4)

Periodic reports describe recurring operations, such as sales, shipments, and customer
service calls. They generally contain a summary of regular activities, irregular events,
and special needs and problems. (textbook, p. 319)

12.What should a progress report include? (Obj. 4)

Progress reports should contain the purpose and nature of the project, background
information, description of work completed, explanation of work in progress, anticipated
problems and remedies, future activities, and completion date. (textbook, p. 322)

13.What sequence should a direct recommendation/justification report follow?
(Obj. 5)

Direct recommendation/justification reports should identify the problem; announce the
recommendation(s); explain benefits; discuss pros, cons, and costs; and conclude with
a summary specifying the recommendations and action to be taken. (textbook, p. 325)

14.What is a feasibility report? Are they generally intended for internal or
external audiences? (Obj. 5)

A feasibility report examines the practicality and advisability of following a particular
course of action. This type of report is written for an internal audience to advise it about
matters such as consolidating departments, offering a wellness program to employees,
or hiring an outside firm to handle a company matter. (textbook, pp. 325-326)

15.What is a yardstick report? (Obj. 5)

A yardstick report examines problems with two or more solutions. To evaluate the best
solution, the writer establishes criteria by which to compare the alternatives. The
criteria then act as a yardstick against which all the alternatives are measured.
(textbook, p. 328)

Quiz 9

Click Quizzes (in the Evaluation block on the course homepage) to go to Quiz 9 (Chapter
13).

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ADMN 233v11
Writing in Organizations

Copyright

The learning objectives in each chapter of this course Web site have been adapted from
Guffey, M. E., Rhodes, K., & Rogin, P. (2010). Business communication: Process and
product (3rd brief Can. ed.). Toronto: Nelson Education Ltd. Reproduced by permission.
www.cengage.com/permissions

Answers to end-of-chapter questions on this course Web site have been adapted from the
Instructor’s Manual for Guffey, M. E., Rhodes, K., & Rogin, P. (2010). Business
communication: Process and product (3rd brief Can. ed.). Toronto: Nelson Education Ltd.
Reproduced by permission. www.cengage.com/permissions

ADMN233v11 Page 119 of 119 June 12/2014