format of report and essay

Ultimate Guide on How to Write a Report Tips and Sample

Defining a Report

A report is a type of writing that represents information, data, and research findings on a specific topic. The writer is expected to deliver a well-structured, credible, and informative text that dives into the small details of a certain topic, discussing its benefits and challenges.

Reports serve many important purposes. They provide recorded facts and findings. They are used to analyze data and draw insights that can be used for decision-making. Some reports serve as compliance checks to ensure that organizations meet certain standards and requirements. Also, reports are a formal way to communicate valuable information to decision-makers and stakeholders.

A report paper can be academic or about sales, science, business, etc. But unlike other texts, report writing takes much more than getting acquainted with the subject and forming an opinion about it. Report preparation is the most important stage of the writing process. Whether you are assigned to write an academic or a sales paper, before you start writing, you must do thorough research on the topic and ensure that every source of information is trustworthy.

Report writing has its rules. In this article, we will cover everything from how to start a report to how to format one. Below you will find a student research report sample. Check our paper writer service if you want one designed specifically for your requirements.

Student Research Report Sample

Before you read our article on how to write an act essay , see what an informative and well-structured report looks like. Below you will find a sample report that follows the format and tips we suggested in the article.

Explore and learn more about comprehensive but concise reports.

What are the Report Types

As mentioned, there are plenty of different types of report papers. Even though they are very formal, academic reports are only one of many people will come across in their lifetime. Some reports concentrate on the annual performance of a company, some on a project's progress, and others on scientific findings.

Next, we will elaborate more on different sorts of reports, their contents, and their purpose. Don't forget to also check out our report example that you can find below.

Academic Reports

An academic report represents supported data and information about a particular subject. This could be a historical event, a book, or a scientific finding. The credibility of such academic writing is very important as it, in the future, could be used as a backup for dissertations, essays, and other academic work.

Students are often assigned to write reports to test their understanding of a topic. They also provide evidence of the student's ability to critically analyze and synthesize information. It also demonstrates the student's writing skills and ability to simply convey complex findings and ideas.

Remember that the report outline will affect your final grade when writing an academic report. If you want to learn about the correct report writing format, keep reading the article. If you want to save time, you can always buy essays online .

Project Reports

Every project has numerous stakeholders who like to keep an eye on how things are going. This can be challenging if the number of people who need to be kept in the loop is high. One way to ensure everyone is updated and on the same page is periodic project reports.

Project managers are often assigned to make a report for people that affect the project's fate. It is a detailed document that summarizes the work done during the project and the work that needs to be completed. It informs about deadlines and helps form coherent expectations. Previous reports can be used as a reference point as the project progresses.

Sales Reports

Sales reports are excellent ways to keep your team updated on your sales strategies. It provides significant information to stakeholders, including managers, investors, and executives, so they can make informed decisions about the direction of their business.

A sales report usually provides information about a company's sales performance over a precise period. These reports include information about the revenue generated, the total number of units sold, and other metrics that help the company define the success of sales performance.

Sales report preparation is a meticulous job. To communicate information engagingly, you can put together graphs showing various information, including engagement increase, profit margins, and more.

Business Reports

If you were assigned a business report, something tells us you are wondering how to write a report for work. Let us tell you that the strategy is not much different from writing an academic report. A Strong thesis statement, compelling storytelling, credible sources, and correct format are all that matter.

Business reports can take many forms, such as marketing reports, operational reports, market research reports, feasible studies, and more. The purpose of such report writing is to provide analysis and recommendations to support decision-making and help shape a company's future strategy.

Most business reports include charts, graphs, and other visual aids that help illustrate key points and make complex information easy to digest. 

Scientific Reports

Scientific reports present the results of scientific research or investigation to a specific audience. Unlike book reports, a scientific report is always reviewed by other experts in the field for its accuracy, quality, and relevance.

If you are a scientist or a science student, you can't escape writing a lab report. You will need to provide background information on the research topic and explain the study's purpose. A scientific report includes a discussion part where the researcher interprets the results and significance of the study.

Whether you are assigned to write medical reports or make a report about new findings in the field of physics, your writing should always have an introduction, methodology, results, conclusion, and references. These are the foundation of a well-written report.

Annual Reports

An annual report is a comprehensive piece of writing that provides information about a company's performance over a year. In its nature, it might remind us of extended financial reports.

Annual reports represent types of longer reports. They usually include an overview of a company's activities, a financial summary, detailed product and service information, and market conditions. But it's not just a report of the company's performance in the sales market, but also an overview of its social responsibility programs and sustainability activities.

The format of annual report writing depends on the company's specific requirements, the needs of its stakeholder, and the regulation of the country it's based.

Writing Reports Are Not Your Thing?

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Report Format

As we've seen throughout this article, various types of reports exist. And even though their content differs, they share one essential element: report writing format. Structure, research methods, grammar, and reference lists are equally important to different reports.

Keep in mind that while the general format is the same for every type, you still need to check the requirements of the assigned report before writing one. School reports, lab reports, and financial reports are three different types of the same category.

We are now moving on to discuss the general report format. Let's direct our attention to how to start a report.

Title : You need a comprehensive but concise title to set the right tone and make a good impression. It should be reflective of the general themes in the report.

Table of Contents : Your title page must be followed by a table of contents. We suggest writing an entire report first and creating a table of content later.

Summary : The table of contents should be followed by an executive report summary. To create a comprehensive summary, wait until you have finished writing the full report.

Introduction : A major part of the report structure is an introduction. Make sure you convey the main idea of the report in just a few words. The introduction section must also include a strong thesis statement.

Body : The central part of your work is called the report's body. Here you should present relevant information and provide supported evidence. Make sure every paragraph starts with a topic sentence. Here you can use bullet points, graphs, and other visual aids.

Conclusion : Use this part to summarize your findings and focus on the main elements and what they bring to the table. Do not introduce new ideas. Good report writing means knowing the difference between a summary and a conclusion.

Recommendations : A report is designed to help decision-makers or provide crucial information to the conversation, including a set of goals or steps that should be taken to further advance the progress.

Appendices : As a finishing touch, include a list of source materials on which you based the information and facts. If you want your report to get acknowledged, don't neglect this part of the report format.

How to Write a Report Like a PRO

Mastering the report writing format is only a fraction of the job. Writing an exceptional report takes more than just including a title page and references.

Next, we will offer report-writing tips to help you figure out how to write a report like a PRO. Meanwhile, if you need someone to review your physics homework, our physics helper is ready to take on the job.

Start With a Strong Thesis

A strong thesis is essential to a good paper because it sets the direction for the rest. It should provide a well-defined but short summary of the main points and arguments made in the report.

A strong thesis can help you collect your thoughts and ensure that the report has a course and a coherent structure. It will help you stay focused on key points and tie every paragraph into one entity.

A clear thesis will make your report writing sound more confident and persuasive. It will make finding supporting evidence easier, and you will be able to effectively communicate your ideas to the reader.

Use Simple Wording

Reports are there to gather and distribute as much information to as many people as possible. So, the content of it should be accessible and understandable for everyone, despite their knowledge in the field. We encourage you to use simple words instead of fancy ones when writing reports for large audiences.

Other academic papers might require you to showcase advanced language knowledge and extensive vocabulary. Still, formal reports should present information in a way that does not confuse.

If you are wondering how to make report that is easy to read and digest, try finding simpler alternatives to fancy words. For example, use 'example' instead of 'paradigm'; Use 'relevant' instead of 'pertinent'; 'Exacerbate' is a fancier way to say 'worsen,' and while it makes you look educated, it might cause confusion and make you lose the reader. Choose words that are easier to understand.

Present Only One Concept in Each Phrase

Make your reports easier to understand by presenting only one concept in each paragraph. Simple, short sentences save everyone's time and make complex concepts easier to digest and memorize. 

Report writing is not a single-use material. It will be reread and re-used many times. Someone else might use your sales report to support their financial report. So, to avoid confusion and misinterpretation, start each paragraph with a topic sentence and tie everything else into this main theme.

Only Present Reliable Facts

You might have a strong hunch about future events or outcomes, but a research report is not a place to voice them. Everything you write should be supported by undisputed evidence.

Don't forget that one of the essential report preparation steps is conducting thorough research. Limit yourself to the information which is based on credible information. Only present relevant facts to the topic and add value to your thesis.

One of our report writing tips would be to write a rough draft and eliminate all the information not supported by reliable data. Double-check the credibility of the sources before finalizing the writing process.

Incorporate Bullet Points

When writing a research report, your goal is to make the information as consumable as possible. Don't shy away from using visual aids; this will only help you connect with a wider audience.

Bullet points are a great way to simplify the reading process and draw attention to the main concepts of the report. Use this technique in the body part of the report. If you notice that you are writing related information, use bullet points to point out their relation.

Incorporating bullet points and other visual aids in your report writing format will make a report easy to comprehend and use for further research.

While you are busy coming up with effective visual aids, you may not have enough time to take care of other assignments. Simply say, ' write my argumentative essay ,' and one of our expert writers will answer your prayer.

Review the Text for Accuracy and Inconsistencies

After completing report preparation and writing, ensure you don't skip the final stage. Even the greatest writers are not immune to grammatical mistakes and factual mix-ups.

Reviewing what you wrote is just as important as the research stage. Make sure there are no inconsistencies, and everything smoothly ties into the bigger scheme of events. Look out for spelling mistakes and word count.

If you want to further advance your writing skills, read our article about how to write a cover letter for essay .

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How to Write a Report (2023 Guide & Free Templates)

You have a report due in a few days, but you’re still procrastinating like a pro.

Sounds familiar?

If you’ve been staring at a blank page, wondering how to write a report the best way possible, you’re not alone. For many, writing a report, especially for the first time, can feel like rolling a giant boulder uphill.

The good news is that from a first draft to creating reports that people love to read is a skill you can develop and polish over time.

Whether you’re a student, a professional, or someone who wants to up their report-writing game, keep reading for a 2023 guide and step-by-step instructions on how to write a report. Plus, learn about the basic report format.

You’ll also get access to report templates that you can edit and customize immediately and learn about a tool to make reports online (no need to download software!). You can also jump right into customizing templates by creating a free account .

What is report writing?

Report writing is a way of communicating information, data, insight, or analysis. It’s an essential skill that will come in handy in various settings, from academic research or diving into historical events to business meetings.

But creating a report can be a bit intimidating at first.

In its simplest form, report writing starts with researching and gathering all the information, analyzing your findings, and presenting it in a way that’s easy for your audience to understand.

Sounds easy enough, right? 

Well, there’s a bit more to it than that. We’ll guide you through every step of the process to write an entire report from a rough draft and data in the next section. 

But first, let’s get to know the different types of reports.

Types of reports

Reports come in all shapes and sizes, and the type of report you write will depend on your specific goals and audience. Each type of report has its unique purpose, format, and style.

The most common types of reports are: 

• Academic report – These include school reports, book reports, thesis reports, or analytical reports between two opposing ideas.
• Business report – Business reports range from annual reports to SWOT analyses . The goal of business reports is to communicate ideas, information, or insights in a business setting.
• Research report –  Research reports are often more scientific or methodological in nature. They can take the form of case studies or research papers. 

Learn more : 20 Types of Reports and When to Use Them (Plus Templates)

How to write a report without feeling overwhelmed

Breaking down the report writing process into three stages can make it much more manageable for you, especially if it’s your first time to create one. 

These three stages are: 

• Pre-writing stage
• Writing stage
• Post-writing stage

Let’s take a look at the steps for each stage and how to write a good report in 2023 that you can be proud of.

Stage 1: Pre-writing 

The pre-writing stage is all about preparation. Take some time to gather your thoughts and organize your main idea. Write a summary first.

Here are important steps to help you deal with the overwhelm of creating an insightful report. 

Understand the purpose of your report

Knowing your purpose will help you focus and stay on track throughout the process. Dig into the why of your report through these questions:

• Who is your intended reader? Are you familiar with your audience’s language and how they think?
• What are you trying to achieve with your report? Are you trying to inform, persuade, or recommend a course of action to the reader? 

Research your topic

It’s time to gather as much information as you can about your topic. This might involve reading books, articles, and other reports. You might also need to conduct interviews with subject matter experts.

Pro tip on how to write a report : Pick reputable sources like research papers, recently-published books, and case studies by trustworthy authors. 

Make a report outline

An outline is a roadmap for your report. It covers your title, introduction, thesis statement, main points, and conclusion. Organizing your thoughts this way will help you keep focus and ensure you cover all the necessary information.

While you can create a report without creating an outline, you could write a better report with an outline. An outline helps you organize your facts and important points on paper. 

Stage 2: Writing

Once you have completed the pre-writing stage, it’s time to write your report. 

Follow the proper report writing format

You will feel a lot of resistance at this point because this is where most of the tedious work of report writing happens. However, the process can be a breeze if you follow a proper structure and report writing format.

The structure of your report can vary depending on the type of report you’re creating, but the report writing format below can serve as a guide for anyone.

• Title page. This is the first page of your report and should include the report’s title, the author’s name, the date of presentation or submission, and any other relevant information, such as your name or the organization’s name.
• Table of Contents (TOC ). This section contains subsections of your report and their corresponding page numbering.  A well-written TOC will help readers navigate your report easily and find the information they need.
• Brief summary . This part provides an overview of the report’s particular purpose, subject, methodology, key findings, and recommendations. This section is often called the executive summary in corporate reports.
• Introduction . The introduction should provide background information about the topic and explain why the report was written. It should also state the aims and objectives of your report and give an overview of the methodology used to gather and analyze the data. Make sure you include a powerful topic sentence.
• Main body. The main body of the report should be divided into subsections, each dealing with a specific aspect of the topic. These sections should be clearly labeled and organized in a logical order. In most reports, this is also the part where you explain and present your findings, analysis, and recommendations.
• Conclusion. Summarize the main points of your report and provide a final summary, thought, or suggestions. Review your thesis statement. The conclusion also includes any limitations of the study and areas for further research or future action.
• References . This section should include a list of all the sources cited in the report, like books, journal articles, websites, and any other sources used to gather information on your subject.
• Appendices . In the appendices section, you should include any additional information relevant to the report but not in the article’s main body. This might consist of raw data, event details, graphs, charts, or tables.

With all these key report elements, your readers can look forward to an informative, well-organized, and easy-to-read report.

Pro tips: Remember to use clear and concise language in your essay. It is also required to follow a specific type of formatting set by your organization or instructor.

Plus, use the active voice when you can because it helps improve clarity. To write a report essay in a passive voice makes it sound less concise.

Reports should usually be written in the third person.

Edit and proofread the article

Once you have completed your first essay draft, take some time to edit and proofread your work. Look for spelling mistakes and grammar errors, as well as any areas where the flow of your article could be improved. Review your topic sentence.

If hiring a professional editor isn’t possible, have a colleague or someone else read your rough draft and provide feedback. You can also use tools like Grammarly and the Hemingway App . 

Stage 3: Post-writing

You’re almost there! This stage is about finalizing your report and ensuring it is ready to be shared. 

Format your report

Ensure your report is formatted correctly, with clear and easy-to-read fonts, headings, and subheadings.

Incorporate visuals

Adding visuals to your report article is another great way to help your audience understand complex information more easily.

From charts to illustrations, the right visual can help highlight and explain key points, events, trends, and patterns in your data, making it easier for the reader to interpret the information.

Want to check out more templates? Get access to the template gallery today .

However, it’s important to use visuals sparingly and ensure they are relevant and effectively support the texts. You will learn more about effectively incorporating visuals into your report as you scroll down below to the next sections. 

Share your report

Once your report is complete, share it with your audience. This might involve submitting it to your boss, presenting it to a group, or sharing it online.

A final note for this section: Remember to take your time, stay organized, and most importantly, have fun! Writing a report can be a rewarding experience, especially if you get positive feedback when you present.

How to add visuals to your report

Adding visuals to your report is more than just putting a graph or chart for every piece of information.

There are no hard and fast rules but use the pointers below as guidelines:

• Each visual in your report should have a purpose. Don’t just add a pie chart or bar graph for the sake of adding one. Your visual of choice should offer clarity to readers that’s impossible to achieve with words alone. Piktochart’s report maker lets you search for free stock images and illustrations to add to any page with drag and drop.
• Add captions, legends, or arrows to your visuals when possible. For more technical reports, graphics are either Tables or Figures. Number them in order of appearance (Figure 1, Figure 2, Table 1, etc.) and give each a descriptive title.
• Place the visual close to the relevant text on the page.
• Document the source of the visual, citing it in both the caption and references section if necessary.
• Make the graphic stand out with colors, borders, boxes, spacing, and frames.

Learn more : How to Improve Your Data Visualization Design in 6 Steps 

Write reports like a pro with Piktochart’s easy-to-edit report templates

Creating reports from scratch can be time-consuming. The great news is you don’t have to make reports from scratch like how it used to be in the 90s and early 2000s. Organizations of all shapes and sizes now understand that you can also create the perfect report with the help of templates.

For example, Piktochart offers a variety of fully customizable templates, allowing you to easily add your branding, colors, and text within the online editor. You can visualize your thesis statement and first draft in less than an hour. It’s also possible to start writing directly in the tool, adding graphics page by page.

These templates range from reports for school presentations to sales reports. By editing them, you can create professional-looking reports without the hassle of formatting and design.

Here are some examples of Piktochart’s professionally-designed templates. If you can’t pick one that matches your report writing format and needs, create a free Piktochart account to get access to more templates. 

Survey report template 

This survey report template includes clear visualizations, making your report findings easier to understand. From customer surveys to employee satisfaction reports, this template is quite versatile. 

Research report template 

This research report template is perfect for anyone looking to create a thorough and professional research report. The template includes all the necessary sections to help you easily organize your research and present your findings in a concise document.

Corporate report template 

Looking for a corporate report template example with an editable table of contents and foreword? This template is the perfect fit!

Whether you’re presenting to investors or sharing information with your team, this corporate report template will help you create a polished and informative executive summary for any corporate organization.

Case study report template

Whether you’re conducting a business case study or an academic case study, this case study report template can help you earn your readers’ trust. This template is specifically designed with fashion as its main theme, but you can edit the photos and details to make it more on-brand with your niche.

Marketing report template

Use this template to create comprehensive marketing reports. The template includes editable sections for social media, data from search engines, email marketing, and paid ads. 

Financial report template 

With this customizable finance report template, you don’t need to make a financial report from scratch. Once you’ve written your content, save your report in PDF or PNG formats.

Annual report template 

This annual report template is the right template for creating a professional and informative executive summary of your organization’s performance over the past year. This template was designed for HR annual reports, but you can also repurpose it for other types of yearly reports. 

See more report templates by creating a free Piktochart account . 

Quick checklist for better report writing

Before you submit or present your report, use the quick checklist below to help ensure that your report is well-structured, accurate, clear, and properly cited. Most of all, you must ensure that your report meets your audience’s expectations and has all the information and details they need. 

Purpose and audience

• Does the report address its purpose and meet the needs of the intended audience?

Structure and organization

• Is the material appropriately arranged in sections?
• Have irrelevant details been removed?

Accuracy and analysis

• Has all the material been checked for accuracy?
• Are graphs and tables clearly labeled? Check the page numbers too.
• Is the data in graphs or tables analyzed and explained in words?
• Does the discussion or conclusion show how the results relate to the objectives mentioned in the introduction?
• Have the results been compared with existing research from the literature survey?

Writing style and clarity

• Is the report written in a tone that’s indicated in the brand style guide (for corporate reports)? Does it avoid colloquialisms or contractions? 
• Does it follow the organization’s specific guidelines for writing style? 
• Is it jargon-free and clearly written? Have you translated technical terms into simpler words?
• Use the active voice when you can because it helps improve clarity. A written report in a passive voice may make it sound less concise. 

Acknowledgment and citation

• Have all ideas and event data taken from or inspired by someone else’s work been acknowledged with a reference?
• Have all illustrations and figures taken from someone else’s work been cited correctly?

Proofreading

• Has the report been carefully proofread for typos, spelling errors, and grammatical mistakes?

Make engaging and effective reports quickly with Piktochart

Writing a report is a must-have skill for anyone looking to communicate more effectively in their personal and professional lives. 

With the steps we’ve provided in this guide, anyone can learn how to write a report that is informative, engaging, and comprehensive.

Plus, the free templates we highlighted are valuable for individuals looking to create reports quickly and efficiently. They can also be used to transform a longer report filled with texts into something more engaging and easy to digest.

Sign up for a free Piktochart account today, and look forward to writing reports with its library of modern, customizable report templates. 

Piktochart offers professionally designed templates for all your visual communication needs. It is your one-stop shop for presentations , posters , logos , email signatures , infographics , and more. Customize all templates according to your brand assets in seconds. Get started for free today.

Kyjean Tomboc is an experienced content marketer for healthcare, design, and SaaS brands. She also manages content (like a digital librarian of sorts). She lives for mountain trips, lap swimming, books, and cats.

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How to Write a Report

Last Updated: March 15, 2024 Fact Checked

This article was co-authored by Emily Listmann, MA and by wikiHow staff writer, Amy Bobinger . Emily Listmann is a private tutor in San Carlos, California. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. There are 22 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 8,724,876 times.

When you’re assigned to write a report, it can seem like an intimidating process. Fortunately, if you pay close attention to the report prompt, choose a subject you like, and give yourself plenty of time to research your topic, you might actually find that it’s not so bad. After you gather your research and organize it into an outline, all that’s left is to write out your paragraphs and proofread your paper before you hand it in!

Easy Steps to Write a Report

• Choose an interesting topic and narrow it down to a specific idea.
• Take notes as you research your topic. Come up with a thesis, or main theme of your report, based on your research.
• Outline the main ideas you’ll cover in your report. Then, write the first draft.

Sample Reports

Selecting Your Topic

• The guidelines will also typically tell you the requirements for the structure and format of your report.
• If you have any questions about the assignment, speak up as soon as possible. That way, you don’t start working on the report, only to find out you have to start over because you misunderstood the report prompt.

• For instance, if your report is supposed to be on a historical figure, you might choose someone you find really interesting, like the first woman to be governor of a state in the U.S., or the man who invented Silly Putty.
• If your report is about information technology , you could gather information about the use of computers to store, retrieve, transmit, and manipulate data or information.
• Even if you don’t have the option to choose your topic, you can often find something in your research that you find interesting. If your assignment is to give a report on the historical events of the 1960s in America, for example, you could focus your report on the way popular music reflected the events that occurred during that time.

Tip: Always get approval from your teacher or boss on the topic you choose before you start working on the report!

• If you’re not sure what to write about at first, pick a larger topic, then narrow it down as you start researching.
• For instance, if you wanted to do your report on World Fairs, then you realize that there are way too many of them to talk about, you might choose one specific world fair, such as the Panama-Pacific International Exposition, to focus on.
• However, you wouldn’t necessarily want to narrow it down to something too specific, like “Food at the Panama-Pacific International Exposition,” since it could be hard to find sources on the subject without just listing a lot of recipes.

Researching the Report

• If you don’t have guidelines on how many sources to use, try to find 1-2 reputable sources for each page of the report.
• Sources can be divided into primary sources, like original written works, court records, and interviews, and secondary sources, like reference books and reviews.
• Databases, abstracts, and indexes are considered tertiary sources, and can be used to help you find primary and secondary sources for your report. [5] X Research source
• If you’re writing a business report , you may be given some supplementary materials, such as market research or sales reports, or you may need to compile this information yourself. [6] X Research source

• Librarians are an excellent resource when you're working on a report. They can help you find books, articles, and other credible sources.
• Often, a teacher will limit how many online sources you can use. If you find most of the information you need in the library, you can then use your online sources for details that you couldn’t find anywhere else.

Tip: Writing a report can take longer than you think! Don't put off your research until the last minute , or it will be obvious that you didn't put much effort into the assignment.

• Examples of authoritative online sources include government websites, articles written by known experts, and publications in peer-reviewed journals that have been published online.

• If you’re using a book as one of your sources, check the very back few pages. That’s often where an author will list the sources they used for their book.

• Remember to number each page of your notes, so you don’t get confused later about what information came from which source!
• Remember, you’ll need to cite any information that you use in your report; however, exactly how you do this will depend on the format that was assigned to you.

• For most reports, your thesis statement should not contain your own opinions. However, if you're writing a persuasive report, the thesis should contain an argument that you will have to prove in the body of the essay.
• An example of a straightforward report thesis (Thesis 1) would be: “The three main halls of the Panama-Pacific International Exposition were filled with modern creations of the day and were an excellent representation of the innovative spirit of the Progressive era.”
• A thesis for a persuasive report (Thesis 2) might say: “The Panama-Pacific International Exposition was intended as a celebration of the Progressive spirit, but actually harbored a deep racism and principle of white supremacy that most visitors chose to ignore or celebrate.”

• The purpose of an outline is to help you to visualize how your essay will look. You can create a straightforward list or make a concept map , depending on what makes the most sense to you.
• Try to organize the information from your notes so it flows together logically. For instance, it can be helpful to try to group together related items, like important events from a person’s childhood, education, and career, if you’re writing a biographical report.
• Example main ideas for Thesis 1: Exhibits at the Court of the Universe, Exhibits at the Court of the Four Seasons, Exhibits at the Court of Abundance.

Tip: It can help to create your outline on a computer in case you change your mind as you’re moving information around.

Writing the First Draft

• Try to follow any formatting instructions to the letter. If there aren't any, opt for something classic, like 12-point Times New Roman or Arial font, double-spaced lines, and 1 in (2.5 cm) margins all around.
• You'll usually need to include a bibliography at the end of the report that lists any sources you used. You may also need a title page , which should include the title of the report, your name, the date, and the person who requested the report.
• For some types of reports, you may also need to include a table of contents and an abstract or summary that briefly sums up what you’ve written. It’s typically easier to write these after you’ve finished your first draft. [14] X Research source

• Example Intro for Thesis 1: “The Panama-Pacific International Exposition (PPIE) of 1915 was intended to celebrate both the creation of the Panama Canal, and the technological advancements achieved at the turn of the century. The three main halls of the PPIE were filled with modern creations of the day and were an excellent representation of the innovative spirit of the Progressive era.”

• Typically, you should present the most important or compelling information first.
• Example topic sentence for Thesis 1: At the PPIE, the Court of the Universe was the heart of the exposition and represented the greatest achievements of man, as well as the meeting of the East and the West.

Tip: Assume that your reader knows little to nothing about the subject. Support your facts with plenty of details and include definitions if you use technical terms or jargon in the paper.

• Paraphrasing means restating the original author's ideas in your own words. On the other hand, a direct quote means using the exact words from the original source in quotation marks, with the author cited.
• For the topic sentence listed above about the Court of the Universe, the body paragraph should go on to list the different exhibits found at the exhibit, as well as proving how the Court represented the meeting of the East and West.
• Use your sources to support your topic, but don't plagiarize . Always restate the information in your own words. In most cases, you'll get in serious trouble if you just copy from your sources word-for-word. Also, be sure to cite each source as you use it, according to the formatting guidelines you were given. [18] X Research source

• Your commentary needs to be at least 1-2 sentences long. For a longer report, you may write more sentences for each piece of commentary.

• Avoid presenting any new information in the conclusion. You don’t want this to be a “Gotcha!” moment. Instead, it should be a strong summary of everything you’ve already told the reader.

Revising Your Report

• A good question to ask yourself is, “If I were someone reading this report for the first time, would I feel like I understood the topic after I finished reading?

Tip: If you have time before the deadline, set the report aside for a few days . Then, come back and read it again. This can help you catch errors you might otherwise have missed.

• Try reading the report to yourself out loud. Hearing the words can help you catch awkward language or run-on sentences you might not catch by reading it silently.

• This is a great trick to find spelling errors or grammatical mistakes that your eye would otherwise just scan over.

• Ask your helper questions like, “Do you understand what I am saying in my report?” “Is there anything you think I should take out or add?” And “Is there anything you would change?”

• If you have any questions about the assignment requirements, ask your instructor. It's important to know how they'll be grading your assignment.

Expert Q&A

You Might Also Like

• ↑ https://libguides.reading.ac.uk/reports/writing-up
• ↑ https://emory.libanswers.com/faq/44525
• ↑ https://opentextbc.ca/writingforsuccess/chapter/chapter-7-sources-choosing-the-right-ones/
• ↑ https://libguides.merrimack.edu/research_help/Sources
• ↑ https://www.wgtn.ac.nz/__data/assets/pdf_file/0010/1779625/VBS-Report-Writing-Guide-2017.pdf
• ↑ https://www.library.illinois.edu/hpnl/tutorials/primary-sources/
• ↑ https://libguides.scu.edu.au/harvard/secondary-sources
• ↑ https://learningcenter.unc.edu/tips-and-tools/taking-notes-while-reading/
• ↑ https://wts.indiana.edu/writing-guides/how-to-write-a-thesis-statement.html
• ↑ https://libguides.usc.edu/writingguide/outline
• ↑ https://ecampusontario.pressbooks.pub/engl250oer/chapter/10-4-table-of-contents/
• ↑ https://writingcenter.unc.edu/tips-and-tools/thesis-statements/
• ↑ https://www.yourdictionary.com/articles/report-writing-format
• ↑ https://www.monash.edu/rlo/assignment-samples/assignment-types/writing-an-essay/writing-body-paragraphs
• ↑ https://www.grammarly.com/blog/5-most-effective-methods-for-avoiding-plagiarism/
• ↑ https://wts.indiana.edu/writing-guides/using-evidence.html
• ↑ https://www.student.unsw.edu.au/writing-report
• ↑ https://writingcenter.unc.edu/tips-and-tools/revising-drafts/
• ↑ https://writing.wisc.edu/handbook/grammarpunct/proofreading/
• ↑ https://opentextbc.ca/writingforsuccess/chapter/chapter-12-peer-review-and-final-revisions/
• ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/

About This Article

It can seem really hard to write a report, but it will be easier if you choose an original topic that you're passionate about. Once you've got your topic, do some research on it at the library and online, using reputable sources like encyclopedias, scholarly journals, and government websites. Use your research write a thesis statement that sums up the focus of your paper, then organize your notes into an outline that supports that thesis statement. Finally, expand that outline into paragraph form. Read on for tips from our Education co-author on how to format your report! Did this summary help you? Yes No

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Report Writing Format, Tips, Samples and Examples

Pankaj dhiman.

• Created on December 11, 2023

How to Write a Report: A Complete Guide (Format, Tips, Common Mistakes, Samples and Examples of Report Writing)

Struggling to write clear, concise reports that impress? Fear not! This blog is your one-stop guide to mastering report writing . Learn the essential format, uncover impactful tips, avoid common pitfalls, and get inspired by real-world examples.

Whether you’re a student, professional, or simply seeking to communicate effectively, this blog empowers you to craft compelling reports that leave a lasting impression.

Must Read: Notice Writing: How to write, Format, Examples

What is Report Writing ?

Report Writing – Writing reports is an organized method of communicating ideas, analysis, and conclusions to a target audience for a predetermined goal. It entails the methodical presentation of information, statistics, and suggestions, frequently drawn from study or inquiry.

Its main goal is to inform, convince, or suggest actions, which makes it a crucial ability in a variety of professional domains.

A well-written report usually has a concise conclusion, a well-thought-out analysis, a clear introduction, a thorough methodology, and a presentation of the findings.

It doesn’t matter what format is used as long as information is delivered in a logical manner, supports decision-making, and fosters understanding among stakeholders.

Must Read : Article Writing Format, Objective, Common Mistakes, and Samples

Format of Report Writing 

• Title Page:
• Title of the report.
• Author’s name.
• Date of submission.
• Any relevant institutional affiliations.
• Abstract/Summary:
• A brief overview of the report’s key points.
• Summarizes the purpose, methods, results, and conclusions.
• Table of Contents:
• Lists all sections and subsections with corresponding page numbers.

Introduction:

• Provides background information on the subject.
• Clearly states the purpose and objectives of the report.
• Methodology:
• Details how the information was gathered or the experiment conducted.
• Includes any relevant procedures, tools, or techniques used.
• Findings/Results:
• Presents the main outcomes, data, or observations.
• Often includes visual aids such as charts, graphs, or tables.
• Discussion:
• Analyzes and interprets the results.
• Provides context and explanations for the findings.

Conclusion:

• Summarizes the key points.
• May include recommendations or implications.

Must Read: Directed Writing: Format, Benefits, Topics, Common Mistakes and Examples

Report Writing Examples – Solved Questions from previous papers

Example 1: historical event report.

Question : Write a report on the historical significance of the “ Battle of Willow Creek ” based on the research of Sarah Turner. Analyze the key events, outcomes, and the lasting impact on the region.

Solved Report:

Title: Historical Event Report – The “Battle of Willow Creek” by Sarah Turner

This report delves into the historical significance of the “Battle of Willow Creek” based on the research of Sarah Turner. Examining key events, outcomes, and the lasting impact on the region, it sheds light on a pivotal moment in our local history.

Sarah Turner’s extensive research on the “Battle of Willow Creek” provides a unique opportunity to explore a critical chapter in our local history. This report aims to unravel the intricacies of this historical event.

Key Events:

The Battle of Willow Creek unfolded on [date] between [opposing forces]. Sarah Turner’s research meticulously outlines the sequence of events leading to the conflict, including the political climate, disputes over resources, and the strategies employed by both sides.

Through Turner’s insights, we gain a nuanced understanding of the immediate outcomes of the battle, such as changes in territorial control and the impact on the local population. The report highlights the consequences that rippled through subsequent years.

Lasting Impact:

Sarah Turner’s research underscores the enduring impact of the Battle of Willow Creek on the region’s development, cultural identity, and socio-political landscape. The report examines how the event shaped the community we know today.

The “Battle of Willow Creek,” as explored by Sarah Turner, emerges as a significant historical event with far-reaching consequences. Understanding its intricacies enriches our appreciation of local history and its role in shaping our community.

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Report writing Samples

 book review report.

Title: Book Review – “The Lost City” by Emily Rodriguez

“The Lost City” by Emily Rodriguez is an enthralling adventure novel that takes readers on a captivating journey through uncharted territories. The author weaves a tale of mystery, discovery, and self-realization that keeps the reader engaged from beginning to end.

Themes and Characters:

Rodriguez skillfully explores themes of resilience, friendship, and the pursuit of the unknown. The characters are well-developed, each contributing uniquely to the narrative. The protagonist’s transformation throughout the story adds depth to the overall theme of self-discovery.

Plot and Pacing:

The plot is intricately crafted, with twists and turns that maintain suspense and intrigue. Rodriguez’s ability to balance action scenes with moments of introspection contributes to the novel’s well-paced narrative.

Writing Style:

The author’s writing style is engaging and descriptive, allowing readers to vividly envision the settings and empathize with the characters. Dialogue flows naturally, enhancing the overall readability of the book.

“The Lost City” is a commendable work by Emily Rodriguez, showcasing her storytelling prowess and ability to create a captivating narrative. This novel is recommended for readers who enjoy adventure, mystery, and character-driven stories.

Must Read: What is Descriptive Writing? Learn how to write, Examples and Secret Tips

Report Writing Tips

Recognise your audience:

Take into account your target audience’s expectations and degree of knowledge. Adjust the content, tone, and language to the readers’ needs.

Precision and succinctness:

To communicate your point, use language that is simple and unambiguous. Steer clear of convoluted sentences or needless jargon that could confuse the reader.

Logical Structure:

Organize your report with a clear and logical structure, including sections like introduction, methodology, findings, discussion, and conclusion.

Use headings and subheadings to improve readability.

Introduction with Purpose:

Clearly state the purpose, objectives, and scope of the report in the introduction.

Provide context to help readers understand the importance of the information presented.

Methodology Details:

Clearly explain the methods or processes used to gather information.

Include details that would allow others to replicate the study or experiment.

Presentation of Findings:

Give a well-organized and structured presentation of your findings.

Employ graphics (tables, graphs, and charts) to support the text and improve comprehension.

Talk and Interpretation:

Examine the findings and talk about the ramifications.

Explain the significance of the results and how they relate to the main goal.

Brief Conclusion:

Recap the main ideas in the conclusion.

Indicate in detail any suggestions or actions that should be implemented in light of the results.

Explore the Access Platform

Common mistakes for Report Writing 

Insufficient defining:.

Error: Employing ambiguous or imprecise wording that could cause misunderstandings.

Impact: It’s possible that readers won’t grasp the content, which could cause misunderstandings and confusion.

Solution: Explain difficult concepts, use clear language, and express ideas clearly.

Inadequate Coordination:

Error: Not adhering to a coherent and systematic format for the report.

Impact: The report’s overall effectiveness may be lowered by readers finding it difficult to follow the information’s flow due to the report’s lack of structure.

Solution: Make sure the sections are arranged clearly and sequentially, each of which adds to the report’s overall coherence.

Inadequate Research:

Error: Conducting insufficient research or relying on incomplete data.

Impact: Inaccuracies in data or lack of comprehensive information can weaken the report’s credibility and reliability.

Solution: Thoroughly research the topic, use reliable sources, and gather comprehensive data to support your findings.

Inconsistent Formatting:

Error: Using inconsistent formatting for headings, fonts, or spacing throughout the report.

Impact: Inconsistent formatting can make the report look unprofessional and distract from the content.

Solution: Maintain a uniform format for headings, fonts, and spacing to enhance the visual appeal and professionalism of the report.

Unsubstantiated Conclusions:

Error: Drawing conclusions that are not adequately supported by the evidence or findings presented.

Impact: Unsubstantiated conclusions can undermine the report’s credibility and weaken the overall argument.

Solution: Ensure that your conclusions are directly derived from the results and are logically connected to your research objectives, providing sufficient evidence to support your claims.

To sum up, proficient report writing necessitates precision, organization, and clarity. Making impactful reports requires avoiding common errors like ambiguous wording, shoddy organization, inadequate research, inconsistent formatting, and conclusions that are not supported by evidence.

One can improve the caliber and legitimacy of their reports by following a logical format, carrying out extensive research, staying clear, and providing conclusions that are supported by evidence.

Aiming for linguistic accuracy and meticulousness guarantees that the desired meaning is communicated successfully, promoting a deeper comprehension of the topic among readers.

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8.5 Writing Process: Creating an Analytical Report

Learning outcomes.

By the end of this section, you will be able to:

• Identify the elements of the rhetorical situation for your report.
• Find and focus a topic to write about.
• Gather and analyze information from appropriate sources.
• Distinguish among different kinds of evidence.
• Draft a thesis and create an organizational plan.
• Compose a report that develops ideas and integrates evidence from sources.
• Give and act on productive feedback to works in progress.

You might think that writing comes easily to experienced writers—that they draft stories and college papers all at once, sitting down at the computer and having sentences flow from their fingers like water from a faucet. In reality, most writers engage in a recursive process, pushing forward, stepping back, and repeating steps multiple times as their ideas develop and change. In broad strokes, the steps most writers go through are these:

• Planning and Organization . You will have an easier time drafting if you devote time at the beginning to consider the rhetorical situation for your report, understand your assignment, gather ideas and information, draft a thesis statement, and create an organizational plan.
• Drafting . When you have an idea of what you want to say and the order in which you want to say it, you’re ready to draft. As much as possible, keep going until you have a complete first draft of your report, resisting the urge to go back and rewrite. Save that for after you have completed a first draft.
• Review . Now is the time to get feedback from others, whether from your instructor, your classmates, a tutor in the writing center, your roommate, someone in your family, or someone else you trust to read your writing critically and give you honest feedback.
• Revising . With feedback on your draft, you are ready to revise. You may need to return to an earlier step and make large-scale revisions that involve planning, organizing, and rewriting, or you may need to work mostly on ensuring that your sentences are clear and correct.

Considering the Rhetorical Situation

Like other kinds of writing projects, a report starts with assessing the rhetorical situation —the circumstance in which a writer communicates with an audience of readers about a subject. As the writer of a report, you make choices based on the purpose of your writing, the audience who will read it, the genre of the report, and the expectations of the community and culture in which you are working. A graphic organizer like Table 8.1 can help you begin.

Summary of Assignment

Write an analytical report on a topic that interests you and that you want to know more about. The topic can be contemporary or historical, but it must be one that you can analyze and support with evidence from sources.

The following questions can help you think about a topic suitable for analysis:

• Why or how did ________ happen?
• What are the results or effects of ________?
• Is ________ a problem? If so, why?
• What are examples of ________ or reasons for ________?
• How does ________ compare to or contrast with other issues, concerns, or things?

Consult and cite three to five reliable sources. The sources do not have to be scholarly for this assignment, but they must be credible, trustworthy, and unbiased. Possible sources include academic journals, newspapers, magazines, reputable websites, government publications or agency websites, and visual sources such as TED Talks. You may also use the results of an experiment or survey, and you may want to conduct interviews.

Consider whether visuals and media will enhance your report. Can you present data you collect visually? Would a map, photograph, chart, or other graphic provide interesting and relevant support? Would video or audio allow you to present evidence that you would otherwise need to describe in words?

Another Lens. To gain another analytic view on the topic of your report, consider different people affected by it. Say, for example, that you have decided to report on recent high school graduates and the effect of the COVID-19 pandemic on the final months of their senior year. If you are a recent high school graduate, you might naturally gravitate toward writing about yourself and your peers. But you might also consider the adults in the lives of recent high school graduates—for example, teachers, parents, or grandparents—and how they view the same period. Or you might consider the same topic from the perspective of a college admissions department looking at their incoming freshman class.

Quick Launch: Finding and Focusing a Topic

Coming up with a topic for a report can be daunting because you can report on nearly anything. The topic can easily get too broad, trapping you in the realm of generalizations. The trick is to find a topic that interests you and focus on an angle you can analyze in order to say something significant about it. You can use a graphic organizer to generate ideas, or you can use a concept map similar to the one featured in Writing Process: Thinking Critically About a “Text.”

Asking the Journalist’s Questions

One way to generate ideas about a topic is to ask the five W (and one H) questions, also called the journalist’s questions : Who? What? When? Where? Why? How? Try answering the following questions to explore a topic:

Who was or is involved in ________?

What happened/is happening with ________? What were/are the results of ________?

When did ________ happen? Is ________ happening now?

Where did ________ happen, or where is ________ happening?

Why did ________ happen, or why is ________ happening now?

How did ________ happen?

For example, imagine that you have decided to write your analytical report on the effect of the COVID-19 shutdown on high-school students by interviewing students on your college campus. Your questions and answers might look something like those in Table 8.2 :

Asking Focused Questions

Another way to find a topic is to ask focused questions about it. For example, you might ask the following questions about the effect of the 2020 pandemic shutdown on recent high school graduates:

• How did the shutdown change students’ feelings about their senior year?
• How did the shutdown affect their decisions about post-graduation plans, such as work or going to college?
• How did the shutdown affect their academic performance in high school or in college?
• How did/do they feel about continuing their education?
• How did the shutdown affect their social relationships?

Any of these questions might be developed into a thesis for an analytical report. Table 8.3 shows more examples of broad topics and focusing questions.

Gathering Information

Because they are based on information and evidence, most analytical reports require you to do at least some research. Depending on your assignment, you may be able to find reliable information online, or you may need to do primary research by conducting an experiment, a survey, or interviews. For example, if you live among students in their late teens and early twenties, consider what they can tell you about their lives that you might be able to analyze. Returning to or graduating from high school, starting college, or returning to college in the midst of a global pandemic has provided them, for better or worse, with educational and social experiences that are shared widely by people their age and very different from the experiences older adults had at the same age.

Some report assignments will require you to do formal research, an activity that involves finding sources and evaluating them for reliability, reading them carefully, taking notes, and citing all words you quote and ideas you borrow. See Research Process: Accessing and Recording Information and Annotated Bibliography: Gathering, Evaluating, and Documenting Sources for detailed instruction on conducting research.

Whether you conduct in-depth research or not, keep track of the ideas that come to you and the information you learn. You can write or dictate notes using an app on your phone or computer, or you can jot notes in a journal if you prefer pen and paper. Then, when you are ready to begin organizing your report, you will have a record of your thoughts and information. Always track the sources of information you gather, whether from printed or digital material or from a person you interviewed, so that you can return to the sources if you need more information. And always credit the sources in your report.

Kinds of Evidence

Depending on your assignment and the topic of your report, certain kinds of evidence may be more effective than others. Other kinds of evidence may even be required. As a general rule, choose evidence that is rooted in verifiable facts and experience. In addition, select the evidence that best supports the topic and your approach to the topic, be sure the evidence meets your instructor’s requirements, and cite any evidence you use that comes from a source. The following list contains different kinds of frequently used evidence and an example of each.

Definition : An explanation of a key word, idea, or concept.

The U.S. Census Bureau refers to a “young adult” as a person between 18 and 34 years old.

Example : An illustration of an idea or concept.

The college experience in the fall of 2020 was starkly different from that of previous years. Students who lived in residence halls were assigned to small pods. On-campus dining services were limited. Classes were small and physically distanced or conducted online. Parties were banned.

Expert opinion : A statement by a professional in the field whose opinion is respected.

According to Louise Aronson, MD, geriatrician and author of Elderhood , people over the age of 65 are the happiest of any age group, reporting “less stress, depression, worry, and anger, and more enjoyment, happiness, and satisfaction” (255).

Fact : Information that can be proven correct or accurate.

According to data collected by the NCAA, the academic success of Division I college athletes between 2015 and 2019 was consistently high (Hosick).

Interview : An in-person, phone, or remote conversation that involves an interviewer posing questions to another person or people.

During our interview, I asked Betty about living without a cell phone during the pandemic. She said that before the pandemic, she hadn’t needed a cell phone in her daily activities, but she soon realized that she, and people like her, were increasingly at a disadvantage.

Quotation : The exact words of an author or a speaker.

In response to whether she thought she needed a cell phone, Betty said, “I got along just fine without a cell phone when I could go everywhere in person. The shift to needing a phone came suddenly, and I don’t have extra money in my budget to get one.”

Statistics : A numerical fact or item of data.

The Pew Research Center reported that approximately 25 percent of Hispanic Americans and 17 percent of Black Americans relied on smartphones for online access, compared with 12 percent of White people.

Survey : A structured interview in which respondents (the people who answer the survey questions) are all asked the same questions, either in person or through print or electronic means, and their answers tabulated and interpreted. Surveys discover attitudes, beliefs, or habits of the general public or segments of the population.

A survey of 3,000 mobile phone users in October 2020 showed that 54 percent of respondents used their phones for messaging, while 40 percent used their phones for calls (Steele).

• Visuals : Graphs, figures, tables, photographs and other images, diagrams, charts, maps, videos, and audio recordings, among others.

Thesis and Organization

Drafting a thesis.

When you have a grasp of your topic, move on to the next phase: drafting a thesis. The thesis is the central idea that you will explore and support in your report; all paragraphs in your report should relate to it. In an essay-style analytical report, you will likely express this main idea in a thesis statement of one or two sentences toward the end of the introduction.

For example, if you found that the academic performance of student athletes was higher than that of non-athletes, you might write the following thesis statement:

student sample text Although a common stereotype is that college athletes barely pass their classes, an analysis of athletes’ academic performance indicates that athletes drop fewer classes, earn higher grades, and are more likely to be on track to graduate in four years when compared with their non-athlete peers. end student sample text

The thesis statement often previews the organization of your writing. For example, in his report on the U.S. response to the COVID-19 pandemic in 2020, Trevor Garcia wrote the following thesis statement, which detailed the central idea of his report:

student sample text An examination of the U.S. response shows that a reduction of experts in key positions and programs, inaction that led to equipment shortages, and inconsistent policies were three major causes of the spread of the virus and the resulting deaths. end student sample text

After you draft a thesis statement, ask these questions, and examine your thesis as you answer them. Revise your draft as needed.

• Is it interesting? A thesis for a report should answer a question that is worth asking and piques curiosity.
• Is it precise and specific? If you are interested in reducing pollution in a nearby lake, explain how to stop the zebra mussel infestation or reduce the frequent algae blooms.
• Is it manageable? Try to split the difference between having too much information and not having enough.

Organizing Your Ideas

As a next step, organize the points you want to make in your report and the evidence to support them. Use an outline, a diagram, or another organizational tool, such as Table 8.4 .

Drafting an Analytical Report

With a tentative thesis, an organization plan, and evidence, you are ready to begin drafting. For this assignment, you will report information, analyze it, and draw conclusions about the cause of something, the effect of something, or the similarities and differences between two different things.

Introduction

Some students write the introduction first; others save it for last. Whenever you choose to write the introduction, use it to draw readers into your report. Make the topic of your report clear, and be concise and sincere. End the introduction with your thesis statement. Depending on your topic and the type of report, you can write an effective introduction in several ways. Opening a report with an overview is a tried-and-true strategy, as shown in the following example on the U.S. response to COVID-19 by Trevor Garcia. Notice how he opens the introduction with statistics and a comparison and follows it with a question that leads to the thesis statement (underlined).

student sample text With more than 83 million cases and 1.8 million deaths at the end of 2020, COVID-19 has turned the world upside down. By the end of 2020, the United States led the world in the number of cases, at more than 20 million infections and nearly 350,000 deaths. In comparison, the second-highest number of cases was in India, which at the end of 2020 had less than half the number of COVID-19 cases despite having a population four times greater than the U.S. (“COVID-19 Coronavirus Pandemic,” 2021). How did the United States come to have the world’s worst record in this pandemic? underline An examination of the U.S. response shows that a reduction of experts in key positions and programs, inaction that led to equipment shortages, and inconsistent policies were three major causes of the spread of the virus and the resulting deaths end underline . end student sample text

For a less formal report, you might want to open with a question, quotation, or brief story. The following example opens with an anecdote that leads to the thesis statement (underlined).

student sample text Betty stood outside the salon, wondering how to get in. It was June of 2020, and the door was locked. A sign posted on the door provided a phone number for her to call to be let in, but at 81, Betty had lived her life without a cell phone. Betty’s day-to-day life had been hard during the pandemic, but she had planned for this haircut and was looking forward to it; she had a mask on and hand sanitizer in her car. Now she couldn’t get in the door, and she was discouraged. In that moment, Betty realized how much Americans’ dependence on cell phones had grown in the months since the pandemic began. underline Betty and thousands of other senior citizens who could not afford cell phones or did not have the technological skills and support they needed were being left behind in a society that was increasingly reliant on technology end underline . end student sample text

Body Paragraphs: Point, Evidence, Analysis

Use the body paragraphs of your report to present evidence that supports your thesis. A reliable pattern to keep in mind for developing the body paragraphs of a report is point , evidence , and analysis :

• The point is the central idea of the paragraph, usually given in a topic sentence stated in your own words at or toward the beginning of the paragraph. Each topic sentence should relate to the thesis.
• The evidence you provide develops the paragraph and supports the point made in the topic sentence. Include details, examples, quotations, paraphrases, and summaries from sources if you conducted formal research. Synthesize the evidence you include by showing in your sentences the connections between sources.
• The analysis comes at the end of the paragraph. In your own words, draw a conclusion about the evidence you have provided and how it relates to the topic sentence.

The paragraph below illustrates the point, evidence, and analysis pattern. Drawn from a report about concussions among football players, the paragraph opens with a topic sentence about the NCAA and NFL and their responses to studies about concussions. The paragraph is developed with evidence from three sources. It concludes with a statement about helmets and players’ safety.

student sample text The NCAA and NFL have taken steps forward and backward to respond to studies about the danger of concussions among players. Responding to the deaths of athletes, documented brain damage, lawsuits, and public outcry (Buckley et al., 2017), the NCAA instituted protocols to reduce potentially dangerous hits during football games and to diagnose traumatic head injuries more quickly and effectively. Still, it has allowed players to wear more than one style of helmet during a season, raising the risk of injury because of imperfect fit. At the professional level, the NFL developed a helmet-rating system in 2011 in an effort to reduce concussions, but it continued to allow players to wear helmets with a wide range of safety ratings. The NFL’s decision created an opportunity for researchers to look at the relationship between helmet safety ratings and concussions. Cocello et al. (2016) reported that players who wore helmets with a lower safety rating had more concussions than players who wore helmets with a higher safety rating, and they concluded that safer helmets are a key factor in reducing concussions. end student sample text

Developing Paragraph Content

In the body paragraphs of your report, you will likely use examples, draw comparisons, show contrasts, or analyze causes and effects to develop your topic.

Paragraphs developed with Example are common in reports. The paragraph below, adapted from a report by student John Zwick on the mental health of soldiers deployed during wartime, draws examples from three sources.

student sample text Throughout the Vietnam War, military leaders claimed that the mental health of soldiers was stable and that men who suffered from combat fatigue, now known as PTSD, were getting the help they needed. For example, the New York Times (1966) quoted military leaders who claimed that mental fatigue among enlisted men had “virtually ceased to be a problem,” occurring at a rate far below that of World War II. Ayres (1969) reported that Brigadier General Spurgeon Neel, chief American medical officer in Vietnam, explained that soldiers experiencing combat fatigue were admitted to the psychiatric ward, sedated for up to 36 hours, and given a counseling session with a doctor who reassured them that the rest was well deserved and that they were ready to return to their units. Although experts outside the military saw profound damage to soldiers’ psyches when they returned home (Halloran, 1970), the military stayed the course, treating acute cases expediently and showing little concern for the cumulative effect of combat stress on individual soldiers. end student sample text

When you analyze causes and effects , you explain the reasons that certain things happened and/or their results. The report by Trevor Garcia on the U.S. response to the COVID-19 pandemic in 2020 is an example: his report examines the reasons the United States failed to control the coronavirus. The paragraph below, adapted from another student’s report written for an environmental policy course, explains the effect of white settlers’ views of forest management on New England.

student sample text The early colonists’ European ideas about forest management dramatically changed the New England landscape. White settlers saw the New World as virgin, unused land, even though indigenous people had been drawing on its resources for generations by using fire subtly to improve hunting, employing construction techniques that left ancient trees intact, and farming small, efficient fields that left the surrounding landscape largely unaltered. White settlers’ desire to develop wood-built and wood-burning homesteads surrounded by large farm fields led to forestry practices and techniques that resulted in the removal of old-growth trees. These practices defined the way the forests look today. end student sample text

Compare and contrast paragraphs are useful when you wish to examine similarities and differences. You can use both comparison and contrast in a single paragraph, or you can use one or the other. The paragraph below, adapted from a student report on the rise of populist politicians, compares the rhetorical styles of populist politicians Huey Long and Donald Trump.

student sample text A key similarity among populist politicians is their rejection of carefully crafted sound bites and erudite vocabulary typically associated with candidates for high office. Huey Long and Donald Trump are two examples. When he ran for president, Long captured attention through his wild gesticulations on almost every word, dramatically varying volume, and heavily accented, folksy expressions, such as “The only way to be able to feed the balance of the people is to make that man come back and bring back some of that grub that he ain’t got no business with!” In addition, Long’s down-home persona made him a credible voice to represent the common people against the country’s rich, and his buffoonish style allowed him to express his radical ideas without sounding anti-communist alarm bells. Similarly, Donald Trump chose to speak informally in his campaign appearances, but the persona he projected was that of a fast-talking, domineering salesman. His frequent use of personal anecdotes, rhetorical questions, brief asides, jokes, personal attacks, and false claims made his speeches disjointed, but they gave the feeling of a running conversation between him and his audience. For example, in a 2015 speech, Trump said, “They just built a hotel in Syria. Can you believe this? They built a hotel. When I have to build a hotel, I pay interest. They don’t have to pay interest, because they took the oil that, when we left Iraq, I said we should’ve taken” (“Our Country Needs” 2020). While very different in substance, Long and Trump adopted similar styles that positioned them as the antithesis of typical politicians and their worldviews. end student sample text

The conclusion should draw the threads of your report together and make its significance clear to readers. You may wish to review the introduction, restate the thesis, recommend a course of action, point to the future, or use some combination of these. Whichever way you approach it, the conclusion should not head in a new direction. The following example is the conclusion from a student’s report on the effect of a book about environmental movements in the United States.

student sample text Since its publication in 1949, environmental activists of various movements have found wisdom and inspiration in Aldo Leopold’s A Sand County Almanac . These audiences included Leopold’s conservationist contemporaries, environmentalists of the 1960s and 1970s, and the environmental justice activists who rose in the 1980s and continue to make their voices heard today. These audiences have read the work differently: conservationists looked to the author as a leader, environmentalists applied his wisdom to their movement, and environmental justice advocates have pointed out the flaws in Leopold’s thinking. Even so, like those before them, environmental justice activists recognize the book’s value as a testament to taking the long view and eliminating biases that may cloud an objective assessment of humanity’s interdependent relationship with the environment. end student sample text

Citing Sources

You must cite the sources of information and data included in your report. Citations must appear in both the text and a bibliography at the end of the report.

The sample paragraphs in the previous section include examples of in-text citation using APA documentation style. Trevor Garcia’s report on the U.S. response to COVID-19 in 2020 also uses APA documentation style for citations in the text of the report and the list of references at the end. Your instructor may require another documentation style, such as MLA or Chicago.

Peer Review: Getting Feedback from Readers

You will likely engage in peer review with other students in your class by sharing drafts and providing feedback to help spot strengths and weaknesses in your reports. For peer review within a class, your instructor may provide assignment-specific questions or a form for you to complete as you work together.

If you have a writing center on your campus, it is well worth your time to make an online or in-person appointment with a tutor. You’ll receive valuable feedback and improve your ability to review not only your report but your overall writing.

Another way to receive feedback on your report is to ask a friend or family member to read your draft. Provide a list of questions or a form such as the one in Table 8.5 for them to complete as they read.

Revising: Using Reviewers’ Responses to Revise your Work

When you receive comments from readers, including your instructor, read each comment carefully to understand what is being asked. Try not to get defensive, even though this response is completely natural. Remember that readers are like coaches who want you to succeed. They are looking at your writing from outside your own head, and they can identify strengths and weaknesses that you may not have noticed. Keep track of the strengths and weaknesses your readers point out. Pay special attention to those that more than one reader identifies, and use this information to improve your report and later assignments.

As you analyze each response, be open to suggestions for improvement, and be willing to make significant revisions to improve your writing. Perhaps you need to revise your thesis statement to better reflect the content of your draft. Maybe you need to return to your sources to better understand a point you’re trying to make in order to develop a paragraph more fully. Perhaps you need to rethink the organization, move paragraphs around, and add transition sentences.

Below is an early draft of part of Trevor Garcia’s report with comments from a peer reviewer:

student sample text To truly understand what happened, it’s important first to look back to the years leading up to the pandemic. Epidemiologists and public health officials had long known that a global pandemic was possible. In 2016, the U.S. National Security Council (NSC) published a 69-page document with the intimidating title Playbook for Early Response to High-Consequence Emerging Infectious Disease Threats and Biological Incidents . The document’s two sections address responses to “emerging disease threats that start or are circulating in another country but not yet confirmed within U.S. territorial borders” and to “emerging disease threats within our nation’s borders.” On 13 January 2017, the joint Obama-Trump transition teams performed a pandemic preparedness exercise; however, the playbook was never adopted by the incoming administration. end student sample text

annotated text Peer Review Comment: Do the words in quotation marks need to be a direct quotation? It seems like a paraphrase would work here. end annotated text

annotated text Peer Review Comment: I’m getting lost in the details about the playbook. What’s the Obama-Trump transition team? end annotated text

student sample text In February 2018, the administration began to cut funding for the Prevention and Public Health Fund at the Centers for Disease Control and Prevention; cuts to other health agencies continued throughout 2018, with funds diverted to unrelated projects such as housing for detained immigrant children. end student sample text

annotated text Peer Review Comment: This paragraph has only one sentence, and it’s more like an example. It needs a topic sentence and more development. end annotated text

student sample text Three months later, Luciana Borio, director of medical and biodefense preparedness at the NSC, spoke at a symposium marking the centennial of the 1918 influenza pandemic. “The threat of pandemic flu is the number one health security concern,” she said. “Are we ready to respond? I fear the answer is no.” end student sample text

annotated text Peer Review Comment: This paragraph is very short and a lot like the previous paragraph in that it’s a single example. It needs a topic sentence. Maybe you can combine them? end annotated text

annotated text Peer Review Comment: Be sure to cite the quotation. end annotated text

Reading these comments and those of others, Trevor decided to combine the three short paragraphs into one paragraph focusing on the fact that the United States knew a pandemic was possible but was unprepared for it. He developed the paragraph, using the short paragraphs as evidence and connecting the sentences and evidence with transitional words and phrases. Finally, he added in-text citations in APA documentation style to credit his sources. The revised paragraph is below:

student sample text Epidemiologists and public health officials in the United States had long known that a global pandemic was possible. In 2016, the National Security Council (NSC) published Playbook for Early Response to High-Consequence Emerging Infectious Disease Threats and Biological Incidents , a 69-page document on responding to diseases spreading within and outside of the United States. On January 13, 2017, the joint transition teams of outgoing president Barack Obama and then president-elect Donald Trump performed a pandemic preparedness exercise based on the playbook; however, it was never adopted by the incoming administration (Goodman & Schulkin, 2020). A year later, in February 2018, the Trump administration began to cut funding for the Prevention and Public Health Fund at the Centers for Disease Control and Prevention, leaving key positions unfilled. Other individuals who were fired or resigned in 2018 were the homeland security adviser, whose portfolio included global pandemics; the director for medical and biodefense preparedness; and the top official in charge of a pandemic response. None of them were replaced, leaving the White House with no senior person who had experience in public health (Goodman & Schulkin, 2020). Experts voiced concerns, among them Luciana Borio, director of medical and biodefense preparedness at the NSC, who spoke at a symposium marking the centennial of the 1918 influenza pandemic in May 2018: “The threat of pandemic flu is the number one health security concern,” she said. “Are we ready to respond? I fear the answer is no” (Sun, 2018, final para.). end student sample text

A final word on working with reviewers’ comments: as you consider your readers’ suggestions, remember, too, that you remain the author. You are free to disregard suggestions that you think will not improve your writing. If you choose to disregard comments from your instructor, consider submitting a note explaining your reasons with the final draft of your report.

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• Study and research support
• Academic skills

Report writing

What is a report and how does it differ from writing an essay? Reports are concise and have a formal structure. They are often used to communicate the results or findings of a project.

Essays by contrast are often used to show a tutor what you think about a topic. They are discursive and the structure can be left to the discretion of the writer.

Who and what is the report for?

Before you write a report, you need to be clear about who you are writing the report for and why the report has been commissioned.

Keep the audience in mind as you write your report, think about what they need to know. For example, the report could be for:

• the general public
• academic staff
• senior management
• a customer/client.

Reports are usually assessed on content, structure, layout, language, and referencing. You should consider the focus of your report, for example:

• Are you reporting on an experiment?
• Is the purpose to provide background information?
• Should you be making recommendations for action?

Language of report writing

Reports use clear and concise language, which can differ considerably from essay writing.

They are often broken down in to sections, which each have their own headings and sub-headings. These sections may include bullet points or numbering as well as more structured sentences. Paragraphs are usually shorter in a report than in an essay.

Both essays and reports are examples of academic writing. You are expected to use grammatically correct sentence structure, vocabulary and punctuation.

Academic writing is formal so you should avoid using apostrophes and contractions such as “it’s” and "couldn't". Instead, use “it is” and “could not”.

Structure and organisation

Reports are much more structured than essays. They are divided in to sections and sub-sections that are formatted using bullet points or numbering.

Report structures do vary among disciplines, but the most common structures include the following:

The title page needs to be informative and descriptive, concisely stating the topic of the report.

Abstract (or Executive Summary in business reports)

The abstract is a brief summary of the context, methods, findings and conclusions of the report. It is intended to give the reader an overview of the report before they continue reading, so it is a good idea to write this section last.

An executive summary should outline the key problem and objectives, and then cover the main findings and key recommendations.

Table of contents

Readers will use this table of contents to identify which sections are most relevant to them. You must make sure your contents page correctly represents the structure of your report.

Take a look at this sample contents page.

Introduction

In your introduction you should include information about the background to your research, and what its aims and objectives are. You can also refer to the literature in this section; reporting what is already known about your question/topic, and if there are any gaps. Some reports are also expected to include a section called ‘Terms of references’, where you identify who asked for the report, what is covers, and what its limitations are.

Methodology

If your report involved research activity, you should state what that was, for example you may have interviewed clients, organised some focus groups, or done a literature review. The methodology section should provide an accurate description of the material and procedures used so that others could replicate the experiment you conducted.

Results/findings

The results/findings section should be an objective summary of your findings, which can use tables, graphs, or figures to describe the most important results and trends. You do not need to attempt to provide reasons for your results (this will happen in the discussion section).

In the discussion you are expected to critically evaluate your findings. You may need to re-state what your report was aiming to prove and whether this has been achieved. You should also assess the accuracy and significance of your findings, and show how it fits in the context of previous research.

Conclusion/recommendations

Your conclusion should summarise the outcomes of your report and make suggestions for further research or action to be taken. You may also need to include a list of specific recommendations as a result of your study.

The references are a list of any sources you have used in your report. Your report should use the standard referencing style preferred by your school or department eg Harvard, Numeric, OSCOLA etc.

You should use appendices to expand on points referred to in the main body of the report. If you only have one item it is an appendix, if you have more than one they are called appendices. You can use appendices to provide backup information, usually data or statistics, but it is important that the information contained is directly relevant to the content of the report.

Appendices can be given alphabetical or numerical headings, for example Appendix A, or Appendix 1. The order they appear at the back of your report is determined by the order that they are mentioned in the body of your report. You should refer to your appendices within the text of your report, for example ‘see Appendix B for a breakdown of the questionnaire results’. Don’t forget to list the appendices in your contents page.

Presentation and layout

Reports are written in several sections and may also include visual data such as figures and tables. The layout and presentation is therefore very important.

Your tutor or your module handbook will state how the report should be presented in terms of font sizes, margins, text alignment etc.

You will need good IT skills to manipulate graphical data and work with columns and tables. If you need to improve these skills, try the following online resources:

• Microsoft online training through Linkedin Learning
• Engage web resource on using tables and figures in reports

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Home » Research Report – Example, Writing Guide and Types

Research Report – Example, Writing Guide and Types

Table of Contents

Research Report

Definition:

Research Report is a written document that presents the results of a research project or study, including the research question, methodology, results, and conclusions, in a clear and objective manner.

The purpose of a research report is to communicate the findings of the research to the intended audience, which could be other researchers, stakeholders, or the general public.

Components of Research Report

Components of Research Report are as follows:

Introduction

The introduction sets the stage for the research report and provides a brief overview of the research question or problem being investigated. It should include a clear statement of the purpose of the study and its significance or relevance to the field of research. It may also provide background information or a literature review to help contextualize the research.

Literature Review

The literature review provides a critical analysis and synthesis of the existing research and scholarship relevant to the research question or problem. It should identify the gaps, inconsistencies, and contradictions in the literature and show how the current study addresses these issues. The literature review also establishes the theoretical framework or conceptual model that guides the research.

Methodology

The methodology section describes the research design, methods, and procedures used to collect and analyze data. It should include information on the sample or participants, data collection instruments, data collection procedures, and data analysis techniques. The methodology should be clear and detailed enough to allow other researchers to replicate the study.

The results section presents the findings of the study in a clear and objective manner. It should provide a detailed description of the data and statistics used to answer the research question or test the hypothesis. Tables, graphs, and figures may be included to help visualize the data and illustrate the key findings.

The discussion section interprets the results of the study and explains their significance or relevance to the research question or problem. It should also compare the current findings with those of previous studies and identify the implications for future research or practice. The discussion should be based on the results presented in the previous section and should avoid speculation or unfounded conclusions.

The conclusion summarizes the key findings of the study and restates the main argument or thesis presented in the introduction. It should also provide a brief overview of the contributions of the study to the field of research and the implications for practice or policy.

The references section lists all the sources cited in the research report, following a specific citation style, such as APA or MLA.

The appendices section includes any additional material, such as data tables, figures, or instruments used in the study, that could not be included in the main text due to space limitations.

Types of Research Report

Types of Research Report are as follows:

Thesis is a type of research report. A thesis is a long-form research document that presents the findings and conclusions of an original research study conducted by a student as part of a graduate or postgraduate program. It is typically written by a student pursuing a higher degree, such as a Master’s or Doctoral degree, although it can also be written by researchers or scholars in other fields.

Research Paper

Research paper is a type of research report. A research paper is a document that presents the results of a research study or investigation. Research papers can be written in a variety of fields, including science, social science, humanities, and business. They typically follow a standard format that includes an introduction, literature review, methodology, results, discussion, and conclusion sections.

Technical Report

A technical report is a detailed report that provides information about a specific technical or scientific problem or project. Technical reports are often used in engineering, science, and other technical fields to document research and development work.

Progress Report

A progress report provides an update on the progress of a research project or program over a specific period of time. Progress reports are typically used to communicate the status of a project to stakeholders, funders, or project managers.

Feasibility Report

A feasibility report assesses the feasibility of a proposed project or plan, providing an analysis of the potential risks, benefits, and costs associated with the project. Feasibility reports are often used in business, engineering, and other fields to determine the viability of a project before it is undertaken.

Field Report

A field report documents observations and findings from fieldwork, which is research conducted in the natural environment or setting. Field reports are often used in anthropology, ecology, and other social and natural sciences.

Experimental Report

An experimental report documents the results of a scientific experiment, including the hypothesis, methods, results, and conclusions. Experimental reports are often used in biology, chemistry, and other sciences to communicate the results of laboratory experiments.

Case Study Report

A case study report provides an in-depth analysis of a specific case or situation, often used in psychology, social work, and other fields to document and understand complex cases or phenomena.

Literature Review Report

A literature review report synthesizes and summarizes existing research on a specific topic, providing an overview of the current state of knowledge on the subject. Literature review reports are often used in social sciences, education, and other fields to identify gaps in the literature and guide future research.

Research Report Example

Following is a Research Report Example sample for Students:

Title: The Impact of Social Media on Academic Performance among High School Students

This study aims to investigate the relationship between social media use and academic performance among high school students. The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The findings indicate that there is a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students. The results of this study have important implications for educators, parents, and policymakers, as they highlight the need for strategies that can help students balance their social media use and academic responsibilities.

Introduction:

Social media has become an integral part of the lives of high school students. With the widespread use of social media platforms such as Facebook, Twitter, Instagram, and Snapchat, students can connect with friends, share photos and videos, and engage in discussions on a range of topics. While social media offers many benefits, concerns have been raised about its impact on academic performance. Many studies have found a negative correlation between social media use and academic performance among high school students (Kirschner & Karpinski, 2010; Paul, Baker, & Cochran, 2012).

Given the growing importance of social media in the lives of high school students, it is important to investigate its impact on academic performance. This study aims to address this gap by examining the relationship between social media use and academic performance among high school students.

Methodology:

The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The questionnaire was developed based on previous studies and was designed to measure the frequency and duration of social media use, as well as academic performance.

The participants were selected using a convenience sampling technique, and the survey questionnaire was distributed in the classroom during regular school hours. The data collected were analyzed using descriptive statistics and correlation analysis.

The findings indicate that the majority of high school students use social media platforms on a daily basis, with Facebook being the most popular platform. The results also show a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students.

Discussion:

The results of this study have important implications for educators, parents, and policymakers. The negative correlation between social media use and academic performance suggests that strategies should be put in place to help students balance their social media use and academic responsibilities. For example, educators could incorporate social media into their teaching strategies to engage students and enhance learning. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. Policymakers could develop guidelines and policies to regulate social media use among high school students.

Conclusion:

In conclusion, this study provides evidence of the negative impact of social media on academic performance among high school students. The findings highlight the need for strategies that can help students balance their social media use and academic responsibilities. Further research is needed to explore the specific mechanisms by which social media use affects academic performance and to develop effective strategies for addressing this issue.

Limitations:

One limitation of this study is the use of convenience sampling, which limits the generalizability of the findings to other populations. Future studies should use random sampling techniques to increase the representativeness of the sample. Another limitation is the use of self-reported measures, which may be subject to social desirability bias. Future studies could use objective measures of social media use and academic performance, such as tracking software and school records.

Implications:

The findings of this study have important implications for educators, parents, and policymakers. Educators could incorporate social media into their teaching strategies to engage students and enhance learning. For example, teachers could use social media platforms to share relevant educational resources and facilitate online discussions. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. They could also engage in open communication with their children to understand their social media use and its impact on their academic performance. Policymakers could develop guidelines and policies to regulate social media use among high school students. For example, schools could implement social media policies that restrict access during class time and encourage responsible use.

References:

• Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237-1245.
• Paul, J. A., Baker, H. M., & Cochran, J. D. (2012). Effect of online social networking on student academic performance. Journal of the Research Center for Educational Technology, 8(1), 1-19.
• Pantic, I. (2014). Online social networking and mental health. Cyberpsychology, Behavior, and Social Networking, 17(10), 652-657.
• Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948-958.

Note*: Above mention, Example is just a sample for the students’ guide. Do not directly copy and paste as your College or University assignment. Kindly do some research and Write your own.

Applications of Research Report

Research reports have many applications, including:

• Communicating research findings: The primary application of a research report is to communicate the results of a study to other researchers, stakeholders, or the general public. The report serves as a way to share new knowledge, insights, and discoveries with others in the field.
• Informing policy and practice : Research reports can inform policy and practice by providing evidence-based recommendations for decision-makers. For example, a research report on the effectiveness of a new drug could inform regulatory agencies in their decision-making process.
• Supporting further research: Research reports can provide a foundation for further research in a particular area. Other researchers may use the findings and methodology of a report to develop new research questions or to build on existing research.
• Evaluating programs and interventions : Research reports can be used to evaluate the effectiveness of programs and interventions in achieving their intended outcomes. For example, a research report on a new educational program could provide evidence of its impact on student performance.
• Demonstrating impact : Research reports can be used to demonstrate the impact of research funding or to evaluate the success of research projects. By presenting the findings and outcomes of a study, research reports can show the value of research to funders and stakeholders.
• Enhancing professional development : Research reports can be used to enhance professional development by providing a source of information and learning for researchers and practitioners in a particular field. For example, a research report on a new teaching methodology could provide insights and ideas for educators to incorporate into their own practice.

How to write Research Report

Here are some steps you can follow to write a research report:

• Identify the research question: The first step in writing a research report is to identify your research question. This will help you focus your research and organize your findings.
• Conduct research : Once you have identified your research question, you will need to conduct research to gather relevant data and information. This can involve conducting experiments, reviewing literature, or analyzing data.
• Organize your findings: Once you have gathered all of your data, you will need to organize your findings in a way that is clear and understandable. This can involve creating tables, graphs, or charts to illustrate your results.
• Write the report: Once you have organized your findings, you can begin writing the report. Start with an introduction that provides background information and explains the purpose of your research. Next, provide a detailed description of your research methods and findings. Finally, summarize your results and draw conclusions based on your findings.
• Proofread and edit: After you have written your report, be sure to proofread and edit it carefully. Check for grammar and spelling errors, and make sure that your report is well-organized and easy to read.
• Include a reference list: Be sure to include a list of references that you used in your research. This will give credit to your sources and allow readers to further explore the topic if they choose.
• Format your report: Finally, format your report according to the guidelines provided by your instructor or organization. This may include formatting requirements for headings, margins, fonts, and spacing.

Purpose of Research Report

The purpose of a research report is to communicate the results of a research study to a specific audience, such as peers in the same field, stakeholders, or the general public. The report provides a detailed description of the research methods, findings, and conclusions.

Some common purposes of a research report include:

• Sharing knowledge: A research report allows researchers to share their findings and knowledge with others in their field. This helps to advance the field and improve the understanding of a particular topic.
• Identifying trends: A research report can identify trends and patterns in data, which can help guide future research and inform decision-making.
• Addressing problems: A research report can provide insights into problems or issues and suggest solutions or recommendations for addressing them.
• Evaluating programs or interventions : A research report can evaluate the effectiveness of programs or interventions, which can inform decision-making about whether to continue, modify, or discontinue them.
• Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies.

When to Write Research Report

A research report should be written after completing the research study. This includes collecting data, analyzing the results, and drawing conclusions based on the findings. Once the research is complete, the report should be written in a timely manner while the information is still fresh in the researcher’s mind.

In academic settings, research reports are often required as part of coursework or as part of a thesis or dissertation. In this case, the report should be written according to the guidelines provided by the instructor or institution.

In other settings, such as in industry or government, research reports may be required to inform decision-making or to comply with regulatory requirements. In these cases, the report should be written as soon as possible after the research is completed in order to inform decision-making in a timely manner.

Overall, the timing of when to write a research report depends on the purpose of the research, the expectations of the audience, and any regulatory requirements that need to be met. However, it is important to complete the report in a timely manner while the information is still fresh in the researcher’s mind.

Characteristics of Research Report

There are several characteristics of a research report that distinguish it from other types of writing. These characteristics include:

• Objective: A research report should be written in an objective and unbiased manner. It should present the facts and findings of the research study without any personal opinions or biases.
• Systematic: A research report should be written in a systematic manner. It should follow a clear and logical structure, and the information should be presented in a way that is easy to understand and follow.
• Detailed: A research report should be detailed and comprehensive. It should provide a thorough description of the research methods, results, and conclusions.
• Accurate : A research report should be accurate and based on sound research methods. The findings and conclusions should be supported by data and evidence.
• Organized: A research report should be well-organized. It should include headings and subheadings to help the reader navigate the report and understand the main points.
• Clear and concise: A research report should be written in clear and concise language. The information should be presented in a way that is easy to understand, and unnecessary jargon should be avoided.
• Citations and references: A research report should include citations and references to support the findings and conclusions. This helps to give credit to other researchers and to provide readers with the opportunity to further explore the topic.

Advantages of Research Report

Research reports have several advantages, including:

• Communicating research findings: Research reports allow researchers to communicate their findings to a wider audience, including other researchers, stakeholders, and the general public. This helps to disseminate knowledge and advance the understanding of a particular topic.
• Providing evidence for decision-making : Research reports can provide evidence to inform decision-making, such as in the case of policy-making, program planning, or product development. The findings and conclusions can help guide decisions and improve outcomes.
• Supporting further research: Research reports can provide a foundation for further research on a particular topic. Other researchers can build on the findings and conclusions of the report, which can lead to further discoveries and advancements in the field.
• Demonstrating expertise: Research reports can demonstrate the expertise of the researchers and their ability to conduct rigorous and high-quality research. This can be important for securing funding, promotions, and other professional opportunities.
• Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies. Producing a high-quality research report can help ensure compliance with these requirements.

Limitations of Research Report

Despite their advantages, research reports also have some limitations, including:

• Time-consuming: Conducting research and writing a report can be a time-consuming process, particularly for large-scale studies. This can limit the frequency and speed of producing research reports.
• Expensive: Conducting research and producing a report can be expensive, particularly for studies that require specialized equipment, personnel, or data. This can limit the scope and feasibility of some research studies.
• Limited generalizability: Research studies often focus on a specific population or context, which can limit the generalizability of the findings to other populations or contexts.
• Potential bias : Researchers may have biases or conflicts of interest that can influence the findings and conclusions of the research study. Additionally, participants may also have biases or may not be representative of the larger population, which can limit the validity and reliability of the findings.
• Accessibility: Research reports may be written in technical or academic language, which can limit their accessibility to a wider audience. Additionally, some research may be behind paywalls or require specialized access, which can limit the ability of others to read and use the findings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Reports and essays: key differences

Know what to expect

Explore the main differences between reports and essays and how to write for your assignments

You'll complete assignments with different requirements throughout your degree, so it's important to understand what you need to do for each of them. Here we explore the key differences between reports and essays. 

This page describes general features of academic reports and essays. Depending on your subject you may use all of these features, a selection of them, or you may have additional requirements. 

There is no single right way to write a report or essay, but they are different assignments. At a glance: 

• Reports depend heavily on your subject and the type of report.
• Essays usually have specific content and a planned structure with a focus on sense and flow. You subject might need different types of information in your introduction –  some disciplines include a short background and context here, while others begin their discussion, discuss their resources or briefly signpost the topic.

Differences between reports and essays

This table compares reports and essays and provides an outline of the standard structure for each. Your assignment will also depend on your discipline, the purpose of your work, and your audience – so you should check what you need to do in your course and module handbooks, instructions from your lecturer, and your subject conventions.

Table adapted from Cottrell, 2003, p. 209.

The structure of reports

Most reports use an IMRaD structure: Introduction, Methods, Results and Discussion.

Below are some common sections that also appear in reports. Some sections include alternative headings.

1. Table of contents

Your contents shows the number of each report section, its title, page number and any sub-sections. Sub-section numbers and details start under the section title, not the margin or the number.

2. Abstract or Executive summary

This brief summary of the report is usually the last thing you write.

3. Introduction

Your introduction describes the purpose of the report, explains why it necessary or useful, and sets out its precise aims and objectives.

4. Literature review

This describes current research and thinking about the problem or research question, and is often incorporated into the introduction.

5. Methods or Methodology

This describes and justifies the methods or processes used to collect your data.

6. Results or Findings

This section presents the results (or processed data) from the research and may consist of mainly tables, charts and or diagrams.

7. Discussion, or Analysis, or Interpretation

This section analyses the results and evaluates the research carried out.

8. Conclusion

The conclusion summarises the report and usually revisits the aims and objectives.

9. Recommendations

In this section the writer uses the results and conclusions from the report to make practical suggestions about a problem or issue. This may not be required.

10. Appendices

You can include raw data or materials that your report refers to in the appendix, if you need to. The data is often presented as charts, diagrams and tables. Each item should be numbered : for example, write Table 1 and its title; Table 2 and its title, and so on as needed.

Structure of essays

Introduction.

Your essay introduction contextualises and gives background information about the topic or questions being discussed, and sets out what the essay is going to cover.

Your essay body is divided into paragraphs. These paragraphs help make a continuous, flowing text.

The conclusion summarises the main points made in the essay. Avoid introducing new information in your conclusion.

Bibliography or Reference list

This is a list of the resources you've used in your essay. This is usually presented alphabetically by authors’ surname.

Reference for the Table of Distinctions above: 

Cottrell, S. (2003).  The Study Skills Handbook  (2nd ed.). Basingstoke: Palgrave.

Download our report and essay differences revision sheet

Download this page as a PDF for your report and essay revision notes.

Key features of academic reports

Basic essay structure

Writing clear sentences

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Find out about the guidance and support you'll get if you need a helping hand with academic life – or life in general – when you study with us at Portsmouth.

How to Write a Report Essay (Plus Example) – PDF

Today, you’re going to learn how to write a report essay as part of your high school English Language course.

The  truth is, you are likely to meet a report essay question in the WASSCE, IGCSE, JAMB or NECO/SSCE English test.

I will first show you the format or main features of a  typical report essay. You can call it a report essay template. Then I will give you some tips to guide you any time you need to write a report essay.

At the end of it all, you will have a sample report essay which you may freely download and study.

Are you ready to learn how to write a report essay? Then come along with me as I take you through this simplified tutorial about the acceptable way to write a report essay.

Report Writing Format

Make it as brief as possible.

INTRODUCTION

The introduction of the report essay must include a summary of the major points, any conclusions and recommendations you want to make to your audience.

Also, make sure to state the problem you’re addressing in the introduction.

This is a key area of the report writing process. The body of the report will go further to explain the points you stated in the introduction.

To write a good report essay, you need to have a conclusion. Make a quick summary of the key points you have been writing about in the body of the report.

RECOMMENDATIONS

Say what you believe need to be done to resolve the issues you have outlined in the body of the report. Tell your audience the steps that need to be taken.

YOUR NAME AND CREDENTIALS

Identify yourself. Say who you are. Stick to a simple formal name. Cite your position or credentials, if you have any. Make sure it is relevant to the report in question.

Tips to Score High in Report Writing

Follow these guidelines to write a report essay you will be proud of.

Use names and pronouns

As much as possible, reduce, to the barest minimum, the use of expressions like, “the woman”, “the teacher”, “a police officer” and so on. Instead, use names and, occasionally, pronouns.

THE HISTORY OF ENGLISH PRONOUNS

GRAMMATICAL NAME AND FUNCTIONS OF PRONOUNS

State your points clearly and be specific

It is best to write short sentences that contain a point each. Say what is important in a straightforward way. Avoid flowery language. This takes us to the next important tip for effective report writing.

Use simple language

Remember, your audience needs you to help them have a grasp of the issues that truly matter. You can only do this for  them if you use simple words and expressions in the report essay. So try hard and stick to simple, everyday words.

Active voice is better

Use active voice for more sentences as you write a report essay. For instance, instead of “Mr Tomson was invited to the classroom.” (PASSIVE VOICE), write: “We invited Mr.Tomson to the classroom.” (ACTIVE VOICE).

Focus on relevant facts.

At the core of every good report writing exercise is a statement of facts that serve the purpose for which the report is being written. Anything else is of no use to you or your audience. Neither is it going to help all others concerned.

Write in brief paragraphs

Let each of your paragraphs deal with a single idea at a time. Make sure to be concise and straightforward. Then quickly move to the next paragraph.

Report Essay Sample for High School

QUESTION: There was a disagreement between your class and one of your teachers. As the class prefect, write a report to the head of your school on the incident.

A REPORT TO THE HEADMASTER  ON A DISAGREEMENT BETWEEN MR. SAM TOMSON AND TECHNICAL 3B CLASS

 A disagreement arose between the class of Technical 3B and Mr. Tomson, the English teacher, on 20 th  October, 2020. Mr. Tomson has not been teaching the class since. This has adversely affected teaching and learning of English Language. We need your quick intervention so that life will return to normal for the English class of Technical 3 B.  

On 18 th  October 2020, Technical 3B class had English Language on the time table for the day. As the class prefect, I went and called Mr. Tomson.  He came in with some books. He promptly announced to the class that he was going to use that book to teach the lesson. For that matter, every student must buy one so that the class could have effective studies and also to make the lesson easier for him and the class.

The book in question is No Sweetness Her e by Ama Ata Aidoo.

But the class said they would not buy the book because they had no money at that material moment. At first, Mr. Tomson wanted to make the purchase of the book compulsory for each and every student in the class. But he later agreed to the students’ suggestion and sold it to us on credit for a period of two weeks.

In three days’ time, that was 20 th  April, when the class had English Language, I went and called Mr. Tomson for the lesson as usual. He came in with a certain man.

Mr. Tomson then said, “Today is the day you must pay for the books you bought because the owner of the books is this man. His name is Mr Sowah and he is here to take his money”.

The class was taken aback because Mr. Tomson sold the books on credit for two weeks; not for three days.

“We have no money to pay today, because you told us we would pay for them within two weeks”, said John Dumelo, one of the students in the class.

Immediately, Mr Tomson got annoyed. He told John Dumelo he was a useless person. The whole class quickly rose to support John Dumelo because Mr. Tomson who was demanding that money was the same person who told the class that the books were sold on credit for two weeks.

This was the disagreement between the class and Mr Tomson. He insisted that since Mr. Sowah was there to take his money, he would by all means make us pay.

The class also stood their ground with the argument that since Mr Tomson gave them two weeks to pay they had not come with any money to pay for the book.

The dispute became so serious that it got very close to a fight. Mr. Sowah (the owner of the books) eventually agreed that the students should pay the money in the stipulated two weeks’ time.

After that, Mr. Tomson, together with Mr. Sowah, went out of the room.

A few moments later, after Mr. Sowah had gone away, Mr. Tomson came back to say the class had disgraced him before his best friend so he would have no lesson with the class that day.

He, therefore, went away without teaching the English lesson for the day.

The next time it was time for English , we called Mr. Tomson for the lesson but he refused to show up.  He said unless the class wrote an apology letter or brought someone to plead on their behalf, he would not step into the class for lessons.  The class also said they had done nothing wrong to warrant their writing of an apology letter.

Up to this day, whenever Technical 3B class calls Mr. Tomson for English lessons, he refuses to come and teach.

Sir, as the class prefect, I have to let you know about the situation just as you demanded. I hope this report would be given the much needed attention so that we can have our English Language lessons back. Thank you.                                                                                                                                                                  

KWESI OWUSU

(CLASS PREFECT)

SHS 3B, TECHNICAL

It is not that difficult to write a report essay in your WASSCE, NECO/SSCE, IGCSE or any other high school level English Language test. If you can follow the report writing tips above, you should be able to do well. And, remember, you can download this tutorial with the sample report essay for FREE.

Did you find this information helpful? Then share it on your favourite social media platform for the benefit of others you care about. Thank you!

Image by Anja🤗#helpinghands #solidarity#stays healthy🙏 from Pixabay

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Short Report Essay

What comes to mind if you add the words graphs, tables, numbers and specifics to writing, words, grammar and spelling. The first part of the random words, you may instantly think of mathematics or reports which are common in this kind of field. You may think that this is just one of those random words placed to make the topic sound easier to understand. When we hear the words graphs, tables, and numbers we think of reports . However, when we hear the words grammar, spelling, specifics of writing, we think of essays .

What do you think these two sets of words have in common? If you think they do not have anything in common, they actually do. This is what we would specifically call a report essay. You may be wondering what a report essay is and the length of it. They can either be a short report essay which we are going to be discussing today, and a narrative report essay. What is the difference you may ask? If you want to know more about it, all you have to do is to scroll the whole article to get the information you need. Head on below for examples and more.

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What Is a Short Report Essay?

You may have heard of narrative report essay , and may wonder if these two are the same. In a way they are and in a way they differ as well. As we all know that a narrative report essay from the term itself is a narrative. It is lengthy compared to reports or essays even. However, a short report essay is the opposite. A short report essay focuses on the main report and a short summary of it. The short report essay does not focus on the lengthy explanations and a lot of explained graphs, it focuses on a single or two graphs and a few explanations that are based on the report you are doing.

Most cases, a lot of businesses or companies who value time would prefer the short report essay over the narrative report. The difference between these two is that a narrative report essay gives you the opportunity to explain in detail while the short report essay only cares about the general detail of your report . It’s purpose is to give you a general bird’s eye view of your topic and of the progress or the lack of it.

How to Write a Short Report Essay?

It goes without saying that when you write reports, you have to be careful with what you are going to be writing. You also have to be concise and clear at the same time. Even if it means it only has to be shorter than your usual reports. If you are planning on making a short report essay, you have to check these out first. These will help you get started and where to start too.

1. Start With a Simple Outline

You may be wondering why you should start with an outline. The purpose of the outline is to help you know what you should be writing and where to begin. What you are going to be writing about and the keywords that you would use. As we know, writing a short report essay is the keywords that are the most important. To be able to get that, writing an outline or a draft is necessary before writing the actual report essay.

2. Do Your Research

Something you must do when you are writing a report essay. Regardless if it may be a lengthy report or a short one. If you are not sure about what you may be reporting about, research is the best tool and it’s also quite helpful. In addition to that, you may only be writing a short report about your topic, but it is still crucial to do your research. Just to be sure and just to add to the facts that may already be there. The more facts the better. However, do not go into detail, even a general fact will do.

3. Keep It as Simple as Possible

Remember that this is a short report essay. Keep everything simple as possible. Having to explain in full detail may not be the right use for this kind of report essay. A general to mildly specific but at the same time keeping it simple should be the right course of action when writing this essay.

4. Write Your Final Output

After you have written your outlined for your report essay, it is time to write the final output. Make sure that what you have outlined in your draft is found in your final output. The keywords, the main topic and the general explanations. In other words, everything that you have drafted, whether you added or took away a sentence or keyword should already be finalized in your output.

5. Proofread for Any Mistakes Found

Last but not the least tip is to proofread for any mistakes that could be found in your output. Before you are able to give or to hand out your report essay, always make sure that there are no mistakes or at least the majority is as good as you planned it. Proofreading may sound like a bore, but it is quite useful.

What is a short report essay?

A short report essay is a kind of report that you use to give the general summary of a report. Short report essays are mostly done for those who do not prefer to read a lengthy narrative.

Who is the audience for this kind of report essay?

The audience for this kind of report essay could range from your supervisors to your colleagues. Anyone who may need to use or to write a short report essay can be the audience or the target for the essay.

How lengthy can a short report essay be?

Compared to a narrative report essay, a short report essay does not have to be more than a page long. As you are not going to be putting too much detail in to the report. It is expected to read the report essay filled with general and mildly specific.

Writing report essays can be a bore if you have no idea where to begin or how to write one. But all that could change when you read the article. Check the tips that are clearly doable and make yourself a short report essay from the examples above.

Short Report Essay Generator

Text prompt

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Write a short report essay on the effects of global warming on Arctic wildlife.

Prepare a short report essay on the history and significance of the Olympic Games.

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

MLA General Format 

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

MLA Style specifies guidelines for formatting manuscripts and citing research in writing. MLA Style also provides writers with a system for referencing their sources through parenthetical citation in their essays and Works Cited pages. 

Writers who properly use MLA also build their credibility by demonstrating accountability to their source material. Most importantly, the use of MLA style can protect writers from accusations of plagiarism, which is the purposeful or accidental uncredited use of source material produced by other writers. 

If you are asked to use MLA format, be sure to consult the  MLA Handbook  (9th edition). Publishing scholars and graduate students should also consult the  MLA Style Manual and Guide to Scholarly Publishing  (3rd edition). The  MLA Handbook  is available in most writing centers and reference libraries. It is also widely available in bookstores, libraries, and at the MLA web site. See the Additional Resources section of this page for a list of helpful books and sites about using MLA Style.

Paper Format

The preparation of papers and manuscripts in MLA Style is covered in part four of the  MLA Style Manual . Below are some basic guidelines for formatting a paper in  MLA Style :

General Guidelines

• Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper.
• Double-space the text of your paper and use a legible font (e.g. Times New Roman). Whatever font you choose, MLA recommends that the regular and italics type styles contrast enough that they are each distinct from one another. The font size should be 12 pt.
• Leave only one space after periods or other punctuation marks (unless otherwise prompted by your instructor).
• Set the margins of your document to 1 inch on all sides.
• Indent the first line of each paragraph one half-inch from the left margin. MLA recommends that you use the “Tab” key as opposed to pushing the space bar five times.
• Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow your instructor's guidelines.)
• Use italics throughout your essay to indicate the titles of longer works and, only when absolutely necessary, provide emphasis.
• If you have any endnotes, include them on a separate page before your Works Cited page. Entitle the section Notes (centered, unformatted).

Formatting the First Page of Your Paper

• Do not make a title page for your paper unless specifically requested or the paper is assigned as a group project. In the case of a group project, list all names of the contributors, giving each name its own line in the header, followed by the remaining MLA header requirements as described below. Format the remainder of the page as requested by the instructor.
• In the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date. Again, be sure to use double-spaced text.
• Double space again and center the title. Do not underline, italicize, or place your title in quotation marks. Write the title in Title Case (standard capitalization), not in all capital letters.
• Use quotation marks and/or italics when referring to other works in your title, just as you would in your text. For example:  Fear and Loathing in Las Vegas  as Morality Play; Human Weariness in "After Apple Picking"
• Double space between the title and the first line of the text.
• Create a header in the upper right-hand corner that includes your last name, followed by a space with a page number. Number all pages consecutively with Arabic numerals (1, 2, 3, 4, etc.), one-half inch from the top and flush with the right margin. (Note: Your instructor or other readers may ask that you omit the last name/page number header on your first page. Always follow instructor guidelines.)

Here is a sample of the first page of a paper in MLA style:

The First Page of an MLA Paper

Section Headings

Writers sometimes use section headings to improve a document’s readability. These sections may include individual chapters or other named parts of a book or essay.

MLA recommends that when dividing an essay into sections you number those sections with an Arabic number and a period followed by a space and the section name.

MLA does not have a prescribed system of headings for books (for more information on headings, please see page 146 in the MLA Style Manual and Guide to Scholarly Publishing , 3rd edition). If you are only using one level of headings, meaning that all of the sections are distinct and parallel and have no additional sections that fit within them, MLA recommends that these sections resemble one another grammatically. For instance, if your headings are typically short phrases, make all of the headings short phrases (and not, for example, full sentences). Otherwise, the formatting is up to you. It should, however, be consistent throughout the document.

If you employ multiple levels of headings (some of your sections have sections within sections), you may want to provide a key of your chosen level headings and their formatting to your instructor or editor.

Sample Section Headings

The following sample headings are meant to be used only as a reference. You may employ whatever system of formatting that works best for you so long as it remains consistent throughout the document.

Formatted, unnumbered:

Level 1 Heading: bold, flush left

Level 2 Heading: italics, flush left

Level 3 Heading: centered, bold

Level 4 Heading: centered, italics

Level 5 Heading: underlined, flush left

Numbers, Facts and Trends Shaping Your World

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Read Our Research On:

What It Means To Be Asian in America

The lived experiences and perspectives of asian americans in their own words.

Asians are the fastest growing racial and ethnic group in the United States. More than 24 million Americans in the U.S. trace their roots to more than 20 countries in East and Southeast Asia and the Indian subcontinent.

The majority of Asian Americans are immigrants, coming to understand what they left behind and building their lives in the United States. At the same time, there is a fast growing, U.S.-born generation of Asian Americans who are navigating their own connections to familial heritage and their own experiences growing up in the U.S.

In a new Pew Research Center analysis based on dozens of focus groups, Asian American participants described the challenges of navigating their own identity in a nation where the label “Asian” brings expectations about their origins, behavior and physical self. Read on to see, in their own words, what it means to be Asian in America.

• Introduction

Table of Contents

This is how i view my identity, this is how others see and treat me, this is what it means to be home in america, about this project, methodological note, acknowledgments.

No single experience defines what it means to be Asian in the United States today. Instead, Asian Americans’ lived experiences are in part shaped by where they were born, how connected they are to their family’s ethnic origins, and how others – both Asians and non-Asians – see and engage with them in their daily lives. Yet despite diverse experiences, backgrounds and origins, shared experiences and common themes emerged when we asked: “What does it mean to be Asian in America?”

In the fall of 2021, Pew Research Center undertook the largest focus group study it had ever conducted – 66 focus groups with 264 total participants – to hear Asian Americans talk about their lived experiences in America. The focus groups were organized into 18 distinct Asian ethnic origin groups, fielded in 18 languages and moderated by members of their own ethnic groups. Because of the pandemic, the focus groups were conducted virtually, allowing us to recruit participants from all parts of the United States. This approach allowed us to hear a diverse set of voices – especially from less populous Asian ethnic groups whose views, attitudes and opinions are seldom presented in traditional polling. The approach also allowed us to explore the reasons behind people’s opinions and choices about what it means to belong in America, beyond the preset response options of a traditional survey.

The terms “Asian,” “Asians living in the United States” and “Asian American” are used interchangeably throughout this essay to refer to U.S. adults who self-identify as Asian, either alone or in combination with other races or Hispanic identity.

“The United States” and “the U.S.” are used interchangeably with “America” for variations in the writing.

Multiracial participants are those who indicate they are of two or more racial backgrounds (one of which is Asian). Multiethnic participants are those who indicate they are of two or more ethnicities, including those identified as Asian with Hispanic background.

U.S. born refers to people born in the 50 U.S. states or the District of Columbia, Puerto Rico, or other U.S. territories.

Immigrant refers to people who were not U.S. citizens at birth – in other words, those born outside the U.S., Puerto Rico or other U.S. territories to parents who were not U.S. citizens. The terms “immigrant,” “first generation” and “foreign born” are used interchangeably in this report.  

Second generation refers to people born in the 50 states or the District of Columbia with at least one first-generation, or immigrant, parent.

The pan-ethnic term “Asian American” describes the population of about 22 million people living in the United States who trace their roots to more than 20 countries in East and Southeast Asia and the Indian subcontinent. The term was popularized by U.S. student activists in the 1960s and was eventually adopted by the U.S. Census Bureau. However, the “Asian” label masks the diverse demographics and wide economic disparities across the largest national origin groups (such as Chinese, Indian, Filipino) and the less populous ones (such as Bhutanese, Hmong and Nepalese) living in America. It also hides the varied circumstances of groups immigrated to the U.S. and how they started their lives there. The population’s diversity often presents challenges . Conventional survey methods typically reflect the voices of larger groups without fully capturing the broad range of views, attitudes, life starting points and perspectives experienced by Asian Americans. They can also limit understanding of the shared experiences across this diverse population.

Across all focus groups, some common findings emerged. Participants highlighted how the pan-ethnic “Asian” label used in the U.S. represented only one part of how they think of themselves. For example, recently arrived Asian immigrant participants told us they are drawn more to their ethnic identity than to the more general, U.S.-created pan-ethnic Asian American identity. Meanwhile, U.S.-born Asian participants shared how they identified, at times, as Asian but also, at other times, by their ethnic origin and as Americans.

Another common finding among focus group participants is the disconnect they noted between how they see themselves and how others view them. Sometimes this led to maltreatment of them or their families, especially at heightened moments in American history such as during Japanese incarceration during World War II, the aftermath of 9/11 and, more recently, the COVID-19 pandemic. Beyond these specific moments, many in the focus groups offered their own experiences that had revealed other people’s assumptions or misconceptions about their identity.

Another shared finding is the multiple ways in which participants take and express pride in their cultural and ethnic backgrounds while also feeling at home in America, celebrating and blending their unique cultural traditions and practices with those of other Americans.

This focus group project is part of a broader research agenda about Asians living in the United States. The findings presented here offer a small glimpse of what participants told us, in their own words, about how they identify themselves, how others see and treat them, and more generally, what it means to be Asian in America.

Illustrations by Jing Li

Publications from the Being Asian in America project

• Read the data essay: What It Means to Be Asian in America
• Watch the documentary: Being Asian in America
• Explore the interactive: In Their Own Words: The Diverse Perspectives of Being Asian in America
• View expanded interviews: Extended Interviews: Being Asian in America
• About this research project: More on the Being Asian in America project
• Q&A: Why and how Pew Research Center conducted 66 focus groups with Asian Americans

One of the topics covered in each focus group was how participants viewed their own racial or ethnic identity. Moderators asked them how they viewed themselves, and what experiences informed their views about their identity. These discussions not only highlighted differences in how participants thought about their own racial or ethnic background, but they also revealed how different settings can influence how they would choose to identify themselves. Across all focus groups, the general theme emerged that being Asian was only one part of how participants viewed themselves.

The pan-ethnic label ‘Asian’ is often used more in formal settings

“I think when I think of the Asian Americans, I think that we’re all unique and different. We come from different cultures and backgrounds. We come from unique stories, not just as a group, but just as individual humans.” Mali , documentary participant

Many participants described a complicated relationship with the pan-ethnic labels “Asian” or “Asian American.” For some, using the term was less of an active choice and more of an imposed one, with participants discussing the disconnect between how they would like to identify themselves and the available choices often found in formal settings. For example, an immigrant Pakistani woman remarked how she typically sees “Asian American” on forms, but not more specific options. Similarly, an immigrant Burmese woman described her experience of applying for jobs and having to identify as “Asian,” as opposed to identifying by her ethnic background, because no other options were available. These experiences highlight the challenges organizations like government agencies and employers have in developing surveys or forms that ask respondents about their identity. A common sentiment is one like this:

“I guess … I feel like I just kind of check off ‘Asian’ [for] an application or the test forms. That’s the only time I would identify as Asian. But Asian is too broad. Asia is a big continent. Yeah, I feel like it’s just too broad. To specify things, you’re Taiwanese American, that’s exactly where you came from.”

–U.S.-born woman of Taiwanese origin in early 20s

Smaller ethnic groups default to ‘Asian’ since their groups are less recognizable

Other participants shared how their experiences in explaining the geographic location and culture of their origin country led them to prefer “Asian” when talking about themselves with others. This theme was especially prominent among those belonging to smaller origin groups such as Bangladeshis and Bhutanese. A Lao participant remarked she would initially say “Asian American” because people might not be familiar with “Lao.”

“​​[When I fill out] forms, I select ‘Asian American,’ and that’s why I consider myself as an Asian American. [It is difficult to identify as] Nepali American [since] there are no such options in forms. That’s why, Asian American is fine to me.”

–Immigrant woman of Nepalese origin in late 20s

“Coming to a big country like [the United States], when people ask where we are from … there are some people who have no idea about Bhutan, so we end up introducing ourselves as being Asian.”

–Immigrant woman of Bhutanese origin in late 40s

But for many, ‘Asian’ as a label or identity just doesn’t fit

Many participants felt that neither “Asian” nor “Asian American” truly captures how they view themselves and their identity. They argue that these labels are too broad or too ambiguous, as there are so many different groups included within these labels. For example, a U.S.-born Pakistani man remarked on how “Asian” lumps many groups together – that the term is not limited to South Asian groups such as Indian and Pakistani, but also includes East Asian groups. Similarly, an immigrant Nepalese man described how “Asian” often means Chinese for many Americans. A Filipino woman summed it up this way:

“Now I consider myself to be both Filipino and Asian American, but growing up in [Southern California] … I didn’t start to identify as Asian American until college because in [the Los Angeles suburb where I lived], it’s a big mix of everything – Black, Latino, Pacific Islander and Asian … when I would go into spaces where there were a lot of other Asians, especially East Asians, I didn’t feel like I belonged. … In media, right, like people still associate Asian with being East Asian.”

–U.S.-born woman of Filipino origin in mid-20s

Participants also noted they have encountered confusion or the tendency for others to view Asian Americans as people from mostly East Asian countries, such as China, Japan and Korea. For some, this confusion even extends to interactions with other Asian American groups. A Pakistani man remarked on how he rarely finds Pakistani or Indian brands when he visits Asian stores. Instead, he recalled mostly finding Vietnamese, Korean and Chinese items.

Among participants of South Asian descent, some identified with the label “South Asian” more than just “Asian.” There were other nuances, too, when it comes to the labels people choose. Some Indian participants, for example, said people sometimes group them with Native Americans who are also referred to as Indians in the United States. This Indian woman shared her experience at school:

“I love South Asian or ‘Desi’ only because up until recently … it’s fairly new to say South Asian. I’ve always said ‘Desi’ because growing up … I’ve had to say I’m the red dot Indian, not the feather Indian. So annoying, you know? … Always a distinction that I’ve had to make.”

–U.S.-born woman of Indian origin in late 20s

Participants with multiethnic or multiracial backgrounds described their own unique experiences with their identity. Rather than choosing one racial or ethnic group over the other, some participants described identifying with both groups, since this more accurately describes how they see themselves. In some cases, this choice reflected the history of the Asian diaspora. For example, an immigrant Cambodian man described being both Khmer/Cambodian and Chinese, since his grandparents came from China. Some other participants recalled going through an “identity crisis” as they navigated between multiple identities. As one woman explained:

“I would say I went through an identity crisis. … It’s because of being multicultural. … There’s also French in the mix within my family, too. Because I don’t identify, speak or understand the language, I really can’t connect to the French roots … I’m in between like Cambodian and Thai, and then Chinese and then French … I finally lumped it up. I’m just an Asian American and proud of all my roots.”

–U.S.-born woman of Cambodian origin in mid-30s

In other cases, the choice reflected U.S. patterns of intermarriage. Asian newlyweds have the highest intermarriage rate of any racial or ethnic group in the country. One Japanese-origin man with Hispanic roots noted:

“So I would like to see myself as a Hispanic Asian American. I want to say Hispanic first because I have more of my mom’s culture in me than my dad’s culture. In fact, I actually have more American culture than my dad’s culture for what I do normally. So I guess, Hispanic American Asian.”

–U.S.-born man of Hispanic and Japanese origin in early 40s

Other identities beyond race or ethnicity are also important

Focus group participants also talked about their identity beyond the racial or ethnic dimension. For example, one Chinese woman noted that the best term to describe her would be “immigrant.” Faith and religious ties were also important to some. One immigrant participant talked about his love of Pakistani values and how religion is intermingled into Pakistani culture. Another woman explained:

“[Japanese language and culture] are very important to me and ingrained in me because they were always part of my life, and I felt them when I was growing up. Even the word itadakimasu reflects Japanese culture or the tradition. Shinto religion is a part of the culture. They are part of my identity, and they are very important to me.”

–Immigrant woman of Japanese origin in mid-30s

For some, gender is another important aspect of identity. One Korean participant emphasized that being a woman is an important part of her identity. For others, sexual orientation is an essential part of their overall identity. One U.S.-born Filipino participant described herself as “queer Asian American.” Another participant put it this way:

“I belong to the [LGBTQ] community … before, what we only know is gay and lesbian. We don’t know about being queer, nonbinary. [Here], my horizon of knowing what genders and gender roles is also expanded … in the Philippines, if you’ll be with same sex, you’re considered gay or lesbian. But here … what’s happening is so broad, on how you identify yourself.”

–Immigrant woman of Filipino origin in early 20s

Immigrant identity is tied to their ethnic heritage

Participants born outside the United States tended to link their identity with their ethnic heritage. Some felt strongly connected with their ethnic ties due to their citizenship status. For others, the lack of permanent residency or citizenship meant they have stronger ties to their ethnicity and birthplace. And in some cases, participants said they held on to their ethnic identity even after they became U.S. citizens. One woman emphasized that she will always be Taiwanese because she was born there, despite now living in the U.S.

For other participants, family origin played a central role in their identity, regardless of their status in the U.S. According to some of them, this attitude was heavily influenced by their memories and experiences in early childhood when they were still living in their countries of origin. These influences are so profound that even after decades of living in the U.S., some still feel the strong connection to their ethnic roots. And those with U.S.-born children talked about sending their kids to special educational programs in the U.S. to learn about their ethnic heritage.

“Yes, as for me, I hold that I am Khmer because our nationality cannot be deleted, our identity is Khmer as I hold that I am Khmer … so I try, even [with] my children today, I try to learn Khmer through Zoom through the so-called Khmer Parent Association.”

–Immigrant man of Cambodian origin in late 50s

Navigating life in America is an adjustment

Many participants pointed to cultural differences they have noticed between their ethnic culture and U.S. culture. One of the most distinct differences is in food. For some participants, their strong attachment to the unique dishes of their families and their countries of origin helps them maintain strong ties to their ethnic identity. One Sri Lankan participant shared that her roots are still in Sri Lanka, since she still follows Sri Lankan traditions in the U.S. such as preparing kiribath (rice with coconut milk) and celebrating Ramadan.

For other participants, interactions in social settings with those outside their own ethnic group circles highlighted cultural differences. One Bangladeshi woman talked about how Bengalis share personal stories and challenges with each other, while others in the U.S. like to have “small talk” about TV series or clothes.

Many immigrants in the focus groups have found it is easier to socialize when they are around others belonging to their ethnicity. When interacting with others who don’t share the same ethnicity, participants noted they must be more self-aware about cultural differences to avoid making mistakes in social interactions. Here, participants described the importance of learning to “fit in,” to avoid feeling left out or excluded. One Korean woman said:

“Every time I go to a party, I feel unwelcome. … In Korea, when I invite guests to my house and one person sits without talking, I come over and talk and treat them as a host. But in the United States, I have to go and mingle. I hate mingling so much. I have to talk and keep going through unimportant stories. In Korea, I am assigned to a dinner or gathering. I have a party with a sense of security. In America, I have nowhere to sit, and I don’t know where to go and who to talk to.”

–Immigrant woman of Korean origin in mid-40s

And a Bhutanese immigrant explained:

“In my case, I am not an American. I consider myself a Bhutanese. … I am a Bhutanese because I do not know American culture to consider myself as an American. It is very difficult to understand the sense of humor in America. So, we are pure Bhutanese in America.”

–Immigrant man of Bhutanese origin in early 40s

Language was also a key aspect of identity for the participants. Many immigrants in the focus groups said they speak a language other than English at home and in their daily lives. One Vietnamese man considered himself Vietnamese since his Vietnamese is better than his English. Others emphasized their English skills. A Bangladeshi participant felt that she was more accepted in the workplace when she does more “American” things and speaks fluent English, rather than sharing things from Bangladeshi culture. She felt that others in her workplace correlate her English fluency with her ability to do her job. For others born in the U.S., the language they speak at home influences their connection to their ethnic roots.

“Now if I go to my work and do show my Bengali culture and Asian culture, they are not going to take anything out of it. So, basically, I have to show something that they are interested in. I have to show that I am American, [that] I can speak English fluently. I can do whatever you give me as a responsibility. So, in those cases I can’t show anything about my culture.”

–Immigrant woman of Bangladeshi origin in late 20s

“Being bi-ethnic and tri-cultural creates so many unique dynamics, and … one of the dynamics has to do with … what it is to be Americanized. … One of the things that played a role into how I associate the identity is language. Now, my father never spoke Spanish to me … because he wanted me to develop a fluency in English, because for him, he struggled with English. What happened was three out of the four people that raised me were Khmer … they spoke to me in Khmer. We’d eat breakfast, lunch and dinner speaking Khmer. We’d go to the temple in Khmer with the language and we’d also watch videos and movies in Khmer. … Looking into why I strongly identify with the heritage, one of the reasons is [that] speaking that language connects to the home I used to have [as my families have passed away].”

–U.S.-born man of Cambodian origin in early 30s

Balancing between individualistic and collective thinking

For some immigrant participants, the main differences between themselves and others who are seen as “truly American” were less about cultural differences, or how people behave, and more about differences in “mindset,” or how people think . Those who identified strongly with their ethnicity discussed how their way of thinking is different from a “typical American.” To some, the “American mentality” is more individualistic, with less judgment on what one should do or how they should act . One immigrant Japanese man, for example, talked about how other Japanese-origin co-workers in the U.S. would work without taking breaks because it’s culturally inconsiderate to take a break while others continued working. However, he would speak up for himself and other workers when they are not taking any work breaks. He attributed this to his “American” way of thinking, which encourages people to stand up for themselves.

Some U.S.-born participants who grew up in an immigrant family described the cultural clashes that happened between themselves and their immigrant parents. Participants talked about how the second generation (children of immigrant parents) struggles to pursue their own dreams while still living up to the traditional expectations of their immigrant parents.

“I feel like one of the biggest things I’ve seen, just like [my] Asian American friends overall, is the kind of family-individualistic clash … like wanting to do your own thing is like, is kind of instilled in you as an American, like go and … follow your dream. But then you just grow up with such a sense of like also wanting to be there for your family and to live up to those expectations, and I feel like that’s something that’s very pronounced in Asian cultures.”

–U.S.-born man of Indian origin in mid-20s

Discussions also highlighted differences about gender roles between growing up in America compared with elsewhere.

“As a woman or being a girl, because of your gender, you have to keep your mouth shut [and] wait so that they call on you for you to speak up. … I do respect our elders and I do respect hearing their guidance but I also want them to learn to hear from the younger person … because we have things to share that they might not know and that [are] important … so I like to challenge gender roles or traditional roles because it is something that [because] I was born and raised here [in America], I learn that we all have the equal rights to be able to speak and share our thoughts and ideas.”

U.S. born have mixed ties to their family’s heritage

“I think being Hmong is somewhat of being free, but being free of others’ perceptions of you or of others’ attempts to assimilate you or attempts to put pressure on you. I feel like being Hmong is to resist, really.” Pa Houa , documentary participant

How U.S.-born participants identify themselves depends on their familiarity with their own heritage, whom they are talking with, where they are when asked about their identity and what the answer is used for. Some mentioned that they have stronger ethnic ties because they are very familiar with their family’s ethnic heritage. Others talked about how their eating habits and preferred dishes made them feel closer to their ethnic identity. For example, one Korean participant shared his journey of getting closer to his Korean heritage because of Korean food and customs. When some participants shared their reasons for feeling closer to their ethnic identity, they also expressed a strong sense of pride with their unique cultural and ethnic heritage.

“I definitely consider myself Japanese American. I mean I’m Japanese and American. Really, ever since I’ve grown up, I’ve really admired Japanese culture. I grew up watching a lot of anime and Japanese black and white films. Just learning about [it], I would hear about Japanese stuff from my grandparents … myself, and my family having blended Japanese culture and American culture together.”

–U.S.-born man of Japanese origin in late 20s

Meanwhile, participants who were not familiar with their family’s heritage showed less connection with their ethnic ties. One U.S.-born woman said she has a hard time calling herself Cambodian, as she is “not close to the Cambodian community.” Participants with stronger ethnic ties talked about relating to their specific ethnic group more than the broader Asian group. Another woman noted that being Vietnamese is “more specific and unique than just being Asian” and said that she didn’t feel she belonged with other Asians. Some participants also disliked being seen as or called “Asian,” in part because they want to distinguish themselves from other Asian groups. For example, one Taiwanese woman introduces herself as Taiwanese when she can, because she had frequently been seen as Chinese.

Some in the focus groups described how their views of their own identities shifted as they grew older. For example, some U.S.-born and immigrant participants who came to the U.S. at younger ages described how their experiences in high school and the need to “fit in” were important in shaping their own identities. A Chinese woman put it this way:

“So basically, all I know is that I was born in the United States. Again, when I came back, I didn’t feel any barrier with my other friends who are White or Black. … Then I got a little confused in high school when I had trouble self-identifying if I am Asian, Chinese American, like who am I. … Should I completely immerse myself in the American culture? Should I also keep my Chinese identity and stuff like that? So yeah, that was like the middle of that mist. Now, I’m pretty clear about myself. I think I am Chinese American, Asian American, whatever people want.”

–U.S.-born woman of Chinese origin in early 20s

Identity is influenced by birthplace

“I identified myself first and foremost as American. Even on the forms that you fill out that says, you know, ‘Asian’ or ‘Chinese’ or ‘other,’ I would check the ‘other’ box, and I would put ‘American Chinese’ instead of ‘Chinese American.’” Brent , documentary participant

When talking about what it means to be “American,” participants offered their own definitions. For some, “American” is associated with acquiring a distinct identity alongside their ethnic or racial backgrounds, rather than replacing them. One Indian participant put it this way:

“I would also say [that I am] Indian American just because I find myself always bouncing between the two … it’s not even like dual identity, it just is one whole identity for me, like there’s not this separation. … I’m doing [both] Indian things [and] American things. … They use that term like ABCD … ‘American Born Confused Desi’ … I don’t feel that way anymore, although there are those moments … but I would say [that I am] Indian American for sure.”

–U.S.-born woman of Indian origin in early 30s

Meanwhile, some U.S.-born participants view being American as central to their identity while also valuing the culture of their family’s heritage.

Many immigrant participants associated the term “American” with immigration status or citizenship. One Taiwanese woman said she can’t call herself American since she doesn’t have a U.S. passport. Notably, U.S. citizenship is an important milestone for many immigrant participants, giving them a stronger sense of belonging and ultimately calling themselves American. A Bangladeshi participant shared that she hasn’t received U.S. citizenship yet, and she would call herself American after she receives her U.S. passport.

Other participants gave an even narrower definition, saying only those born and raised in the United States are truly American. One Taiwanese woman mentioned that her son would be American since he was born, raised and educated in the U.S. She added that while she has U.S. citizenship, she didn’t consider herself American since she didn’t grow up in the U.S. This narrower definition has implications for belonging. Some immigrants in the groups said they could never become truly American since the way they express themselves is so different from those who were born and raised in the U.S. A Japanese woman pointed out that Japanese people “are still very intimidated by authorities,” while those born and raised in America give their opinions without hesitation.

“As soon as I arrived, I called myself a Burmese immigrant. I had a green card, but I still wasn’t an American citizen. … Now I have become a U.S. citizen, so now I am a Burmese American.”

–Immigrant man of Burmese origin in mid-30s

“Since I was born … and raised here, I kind of always view myself as American first who just happened to be Asian or Chinese. So I actually don’t like the term Chinese American or Asian American. I’m American Asian or American Chinese. I view myself as American first.”

–U.S.-born man of Chinese origin in early 60s

“[I used to think of myself as] Filipino, but recently I started saying ‘Filipino American’ because I got [U.S.] citizenship. And it just sounds weird to say Filipino American, but I’m trying to … I want to accept it. I feel like it’s now marry-able to my identity.”

–Immigrant woman of Filipino origin in early 30s

For others, American identity is about the process of ‘becoming’ culturally American

Immigrant participants also emphasized how their experiences and time living in America inform their views of being an “American.” As a result, some started to see themselves as Americans after spending more than a decade in the U.S. One Taiwanese man considered himself an American since he knows more about the U.S. than Taiwan after living in the U.S. for over 52 years.

But for other immigrant participants, the process of “becoming” American is not about how long they have lived in the U.S., but rather how familiar they are with American culture and their ability to speak English with little to no accent. This is especially true for those whose first language is not English, as learning and speaking it without an accent can be a big challenge for some. One Bangladeshi participant shared that his pronunciation of “hot water” was very different from American English, resulting in confusions in communication. By contrast, those who were more confident in their English skills felt they can better understand American culture and values as a result, leading them to a stronger connection with an American identity.

“[My friends and family tease me for being Americanized when I go back to Japan.] I think I seem a little different to people who live in Japan. I don’t think they mean anything bad, and they [were] just joking, because I already know that I seem a little different to people who live in Japan.”

–Immigrant man of Japanese origin in mid-40s

“I value my Hmong culture, and language, and ethnicity, but I also do acknowledge, again, that I was born here in America and I’m grateful that I was born here, and I was given opportunities that my parents weren’t given opportunities for.”

–U.S.-born woman of Hmong origin in early 30s

During the focus group discussions about identity, a recurring theme emerged about the difference between how participants saw themselves and how others see them. When asked to elaborate on their experiences and their points of view, some participants shared experiences they had with people misidentifying their race or ethnicity. Others talked about their frustration with being labeled the “model minority.” In all these discussions, participants shed light on the negative impacts that mistaken assumptions and labels had on their lives.

All people see is ‘Asian’

For many, interactions with others (non-Asians and Asians alike) often required explaining their backgrounds, reacting to stereotypes, and for those from smaller origin groups in particular, correcting the misconception that being “Asian” means you come from one of the larger Asian ethnic groups. Several participants remarked that in their own experiences, when others think about Asians, they tend to think of someone who is Chinese. As one immigrant Filipino woman put it, “Interacting with [non-Asians in the U.S.], it’s hard. … Well, first, I look Spanish. I mean, I don’t look Asian, so would you guess – it’s like they have a vision of what an Asian [should] look like.” Similarly, an immigrant Indonesian man remarked how Americans tended to see Asians primarily through their physical features, which not all Asian groups share.

Several participants also described how the tendency to view Asians as a monolithic group can be even more common in the wake of the COVID-19 pandemic.

“The first [thing people think of me as] is just Chinese. ‘You guys are just Chinese.’ I’m not the only one who felt [this] after the COVID-19 outbreak. ‘Whether you’re Japanese, Korean, or Southeast Asian, you’re just Chinese [to Americans]. I should avoid you.’ I’ve felt this way before, but I think I’ve felt it a bit more after the COVID-19 outbreak.”

–Immigrant woman of Korean origin in early 30s

At the same time, other participants described their own experiences trying to convince others that they are Asian or Asian American. This was a common experience among Southeast Asian participants.

“I have to convince people I’m Asian, not Middle Eastern. … If you type in Asian or you say Asian, most people associate it with Chinese food, Japanese food, karate, and like all these things but then they don’t associate it with you.”

–U.S.-born man of Pakistani origin in early 30s

The model minority myth and its impact

“I’ve never really done the best academically, compared to all my other Asian peers too. I never really excelled. I wasn’t in honors. … Those stereotypes, I think really [have] taken a toll on my self-esteem.” Diane , documentary participant

Across focus groups, immigrant and U.S.-born participants described the challenges of the seemingly positive stereotypes of Asians as intelligent, gifted in technical roles and hardworking. Participants often referred to this as the “model minority myth.”

The label “model minority” was coined in the 1960s and has been used to characterize Asian Americans as financially and educationally successful and hardworking when compared with other groups. However, for many Asians living in the United States, these characterizations do not align with their lived experiences or reflect their socioeconomic backgrounds. Indeed, among Asian origin groups in the U.S., there are wide differences in economic and social experiences. 

Academic research on the model minority myth has pointed to its impact beyond Asian Americans and towards other racial and ethnic groups, especially Black Americans, in the U.S. Some argue that the model minority myth has been used to justify policies that overlook the historical circumstances and impacts of colonialism, slavery, discrimination and segregation on other non-White racial and ethnic groups.

Many participants noted ways in which the model minority myth has been harmful. For some, expectations based on the myth didn’t match their own experiences of coming from impoverished communities. Some also recalled experiences at school when they struggled to meet their teachers’ expectations in math and science.

“As an Asian person, I feel like there’s that stereotype that Asian students are high achievers academically. They’re good at math and science. … I was a pretty mediocre student, and math and science were actually my weakest subjects, so I feel like it’s either way you lose. Teachers expect you to fit a certain stereotype and if you’re not, then you’re a disappointment, but at the same time, even if you are good at math and science, that just means that you’re fitting a stereotype. It’s [actually] your own achievement, but your teachers might think, ‘Oh, it’s because they’re Asian,’ and that diminishes your achievement.”

–U.S.-born woman of Korean origin in late 20s

Some participants felt that even when being Asian worked in their favor in the job market, they encountered stereotypes that “Asians can do quality work with less compensation” or that “Asians would not complain about anything at work.”

“There is a joke from foreigners and even Asian Americans that says, ‘No matter what you do, Asians always do the best.’ You need to get A, not just B-plus. Otherwise, you’ll be a disgrace to the family. … Even Silicon Valley hires Asian because [an] Asian’s wage is cheaper but [they] can work better. When [work] visa overflow happens, they hire Asians like Chinese and Indian to work in IT fields because we are good at this and do not complain about anything.”

–Immigrant man of Thai origin in early 40s

Others expressed frustration that people were placing them in the model minority box. One Indian woman put it this way:

“Indian people and Asian people, like … our parents or grandparents are the ones who immigrated here … against all odds. … A lot of Indian and Asian people have succeeded and have done really well for themselves because they’ve worked themselves to the bone. So now the expectations [of] the newer generations who were born here are incredibly unrealistic and high. And you get that not only from your family and the Indian community, but you’re also getting it from all of the American people around you, expecting you to be … insanely good at math, play an instrument, you know how to do this, you know how to do that, but it’s not true. And it’s just living with those expectations, it’s difficult.”

–U.S.-born woman of Indian origin in early 20s

Whether U.S. born or immigrants, Asians are often seen by others as foreigners

“Being only not quite 10 years old, it was kind of exciting to ride on a bus to go someplace. But when we went to Pomona, the assembly center, we were stuck in one of the stalls they used for the animals.” Tokiko , documentary participant

Across all focus groups, participants highlighted a common question they are asked in America when meeting people for the first time: “Where are you really from?” For participants, this question implied that people think they are “foreigners,” even though they may be longtime residents or citizens of the United States or were born in the country. One man of Vietnamese origin shared his experience with strangers who assumed that he and his friends are North Korean. Perhaps even more hurtful, participants mentioned that this meant people had a preconceived notion of what an “American” is supposed to look like, sound like or act like. One Chinese woman said that White Americans treated people like herself as outsiders based on her skin color and appearance, even though she was raised in the U.S.

Many focus group participants also acknowledged the common stereotype of treating Asians as “forever foreigners.” Some immigrant participants said they felt exhausted from constantly being asked this question by people even when they speak perfect English with no accent. During the discussion, a Korean immigrant man recalled that someone had said to him, “You speak English well, but where are you from?” One Filipino participant shared her experience during the first six months in the U.S.:

“You know, I spoke English fine. But there were certain things that, you know, people constantly questioning you like, oh, where are you from? When did you come here? You know, just asking about your experience to the point where … you become fed up with it after a while.”

–Immigrant woman of Filipino origin in mid-30s

U.S.-born participants also talked about experiences when others asked where they are from. Many shared that they would not talk about their ethnic origin right away when answering such a question because it often led to misunderstandings and assumptions that they are immigrants.

“I always get that question of, you know, ‘Where are you from?’ and I’m like, ‘I’m from America.’ And then they’re like, ‘No. Where are you from-from ?’ and I’m like, ‘Yeah, my family is from Pakistan,’ so it’s like I always had like that dual identity even though it’s never attached to me because I am like, of Pakistani descent.”

–U.S.-born man of Pakistani origin in early 20s

One Korean woman born in the U.S. said that once people know she is Korean, they ask even more offensive questions such as “Are you from North or South Korea?” or “Do you still eat dogs?”

In a similar situation, this U.S.-born Indian woman shared her responses:

“I find that there’s a, ‘So but where are you from?’ Like even in professional settings when they feel comfortable enough to ask you. ‘So – so where are you from?’ ‘Oh, I was born in [names city], Colorado. Like at [the hospital], down the street.’ ‘No, but like where are you from?’ ‘My mother’s womb?’”

–U.S.-born woman of Indian origin in early 40s

Ignorance and misinformation about Asian identity can lead to contentious encounters

“I have dealt with kids who just gave up on their Sikh identity, cut their hair and groomed their beard and everything. They just wanted to fit in and not have to deal with it, especially [those] who are victim or bullied in any incident.” Surinder , documentary participant

In some cases, ignorance and misinformation about Asians in the U.S. lead to inappropriate comments or questions and uncomfortable or dangerous situations. Participants shared their frustration when others asked about their country of origin, and they then had to explain their identity or correct misunderstandings or stereotypes about their background. At other times, some participants faced ignorant comments about their ethnicity, which sometimes led to more contentious encounters. For example, some Indian or Pakistani participants talked about the attacks or verbal abuse they experienced from others blaming them for the 9/11 terrorist attacks. Others discussed the racial slurs directed toward them since the COVID-19 pandemic in 2020. Some Japanese participants recalled their families losing everything and being incarcerated during World War II and the long-term effect it had on their lives.

“I think like right now with the coronavirus, I think we’re just Chinese, Chinese American, well, just Asian American or Asians in general, you’re just going through the same struggles right now. Like everyone is just blaming whoever looks Asian about the virus. You don’t feel safe.”

–U.S.-born man of Chinese origin in early 30s

“At the beginning of the pandemic, a friend and I went to celebrate her birthday at a club and like these guys just kept calling us COVID.”

–U.S.-born woman of Korean origin in early 20s

“There [were] a lot of instances after 9/11. One day, somebody put a poster about 9/11 [in front of] my business. He was wearing a gun. … On the poster, it was written ‘you Arabs, go back to your country.’ And then someone came inside. He pointed his gun at me and said ‘Go back to your country.’”

–Immigrant man of Pakistani origin in mid-60s

“[My parents went through the] internment camps during World War II. And my dad, he was in high school, so he was – they were building the camps and then he was put into the Santa Anita horse track place, the stables there. And then they were sent – all the Japanese Americans were sent to different camps, right, during World War II and – in California. Yeah, and they lost everything, yeah.”

–U.S.-born woman of Japanese origin in mid-60s

As focus group participants contemplated their identity during the discussions, many talked about their sense of belonging in America. Although some felt frustrated with people misunderstanding their ethnic heritage, they didn’t take a negative view of life in America. Instead, many participants – both immigrant and U.S. born – took pride in their unique cultural and ethnic backgrounds. In these discussions, people gave their own definitions of America as a place with a diverse set of cultures, with their ethnic heritage being a part of it.

Taking pride in their unique cultures

“Being a Pakistani American, I’m proud. … Because I work hard, and I make true my dreams from here.” Shahid , documentary participant

Despite the challenges of adapting to life in America for immigrant participants or of navigating their dual cultural identity for U.S.-born ones, focus group participants called America their home. And while participants talked about their identities in different ways – ethnic identity, racial (Asian) identity, and being American – they take pride in their unique cultures. Many also expressed a strong sense of responsibility to give back or support their community, sharing their cultural heritage with others on their own terms.

“Right now it has been a little difficult. I think it has been for all Asians because of the COVID issue … but I’m glad that we’re all here [in America]. I think we should be proud to be here. I’m glad that our families have traveled here, and we can help make life better for communities, our families and ourselves. I think that’s really a wonderful thing. We can be those role models for a lot of the future, the younger folks. I hope that something I did in the last years will have impacted either my family, friends or students that I taught in other community things that I’ve done. So you hope that it helps someplace along the line.”

“I am very proud of my culture. … There is not a single Bengali at my workplace, but people know the name of my country. Maybe many years [later] – educated people know all about the country. So, I don’t have to explain that there is a small country next to India and Nepal. It’s beyond saying. People after all know Bangladesh. And there are so many Bengali present here as well. So, I am very proud to be a Bangladeshi.”

Where home is

When asked about the definition of home, some immigrant participants said home is where their families are located. Immigrants in the focus groups came to the United States by various paths, whether through work opportunities, reuniting with family or seeking a safe haven as refugees. Along their journey, some received support from family members, their local community or other individuals, while others overcame challenges by themselves. Either way, they take pride in establishing their home in America and can feel hurt when someone tells them to “go back to your country.” In response, one Laotian woman in her mid-40s said, “This is my home. My country. Go away.”

“If you ask me personally, I view my home as my house … then I would say my house is with my family because wherever I go, I cannot marry if I do not have my family so that is how I would answer.”

–Immigrant man of Hmong origin in late 30s

“[If somebody yelled at me ‘go back to your country’] I’d feel angry because this is my country! I live here. America is my country. I grew up here and worked here … I’d say, ‘This is my country! You go back to your country! … I will not go anywhere. This is my home. I will live here.’ That’s what I’d say.”

–Immigrant woman of Laotian origin in early 50s

‘American’ means to blend their unique cultural and ethnic heritage with that in the U.S.

“I want to teach my children two traditions – one American and one Vietnamese – so they can compare and choose for themselves the best route in life.” Helen , documentary participant (translated from Vietnamese)

Both U.S.-born and immigrant participants in the focus groups shared their experiences of navigating a dual cultural environment between their ethnic heritage and American culture. A common thread that emerged was that being Asian in America is a process of blending two or more identities as one.

“Yeah, I want to say that’s how I feel – because like thinking about it, I would call my dad Lao but I would call myself Laotian American because I think I’m a little more integrated in the American society and I’ve also been a little more Americanized, compared to my dad. So that’s how I would see it.”

–U.S.-born man of Laotian origin in late 20s

“I mean, Bangladeshi Americans who are here, we are carrying Bangladeshi culture, religion, food. I am also trying to be Americanized like the Americans. Regarding language, eating habits.”

–Immigrant man of Bangladeshi origin in mid-50s

“Just like there is Chinese American, Mexican American, Japanese American, Italian American, so there is Indian American. I don’t want to give up Indianness. I am American by nationality, but I am Indian by birth. So whenever I talk, I try to show both the flags as well, both Indian and American flags. Just because you make new relatives but don’t forget the old relatives.”

–Immigrant man of Indian origin in late 40s

Pew Research Center designed these focus groups to better understand how members of an ethnically diverse Asian population think about their place in America and life here. By including participants of different languages, immigration or refugee experiences, educational backgrounds, and income levels, this focus group study aimed to capture in people’s own words what it means to be Asian in America. The discussions in these groups may or may not resonate with all Asians living in the United States. Browse excerpts from our focus groups with the interactive quote sorter below, view a video documentary focused on the topics discussed in the focus groups, or tell us your story of belonging in America via social media. The focus group project is part of a broader research project studying the diverse experiences of Asians living in the U.S.

Read sortable quotes from our focus groups

Browse excerpts in the interactive quote sorter from focus group participants in response to the question “What does it mean to be [Vietnamese, Thai, Sri Lankan, Hmong, etc.] like yourself in America?” This interactive allows you to sort quotes from focus group participants by ethnic origin, nativity (U.S. born or born in another country), gender and age.

Video documentary

Videos throughout the data essay illustrate what focus group participants discussed. Those recorded in these videos did not participate in the focus groups but were sampled to have similar demographic characteristics and thematically relevant stories.

Watch the full video documentary and watch additional shorter video clips related to the themes of this data essay.

Share the story of your family and your identity

Did the voices in this data essay resonate? Share your story of what it means to be Asian in America with @pewresearch. Tell us your story by using the hashtag #BeingAsianInAmerica and @pewidentity on Twitter, as well as #BeingAsianInAmerica and @pewresearch on Instagram.

This cross-ethnic, comparative qualitative research project explores the identity, economic mobility, representation, and experiences of immigration and discrimination among the Asian population in the United States. The analysis is based on 66 focus groups we conducted virtually in the fall of 2021 and included 264 participants from across the U.S. More information about the groups and analysis can be found in this appendix .

Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. This data essay was funded by The Pew Charitable Trusts, with generous support from the Chan Zuckerberg Initiative DAF, an advised fund of the Silicon Valley Community Foundation; the Robert Wood Johnson Foundation; the Henry Luce Foundation; The Wallace H. Coulter Foundation; The Dirk and Charlene Kabcenell Foundation; The Long Family Foundation; Lu-Hebert Fund; Gee Family Foundation; Joseph Cotchett; the Julian Abdey and Sabrina Moyle Charitable Fund; and Nanci Nishimura.

The accompanying video clips and video documentary were made possible by The Pew Charitable Trusts, with generous support from The Sobrato Family Foundation and The Long Family Foundation.

We would also like to thank the Leaders Forum for its thought leadership and valuable assistance in helping make this study possible. This is a collaborative effort based on the input and analysis of a number of individuals and experts at Pew Research Center and outside experts.

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This report presents the projections showing the economic and budgetary impact of an ageing population over the long term.

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Institutional Paper 279. April 2024. Brussels. PDF. 358pp. Tab. Graph. Bibliogr. Free.

KC-BC-24-006-EN-N ISBN 978-92-68-13780-2 (online) ISSN 2443-8014 (online) doi:10.2765/022983 (online)

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European Economy Institutional Papers are important reports analysing the economic situation and economic developments prepared by the European Commission's Directorate-General for Economic and Financial Affairs, which serve to underpin economic policy-making by the European Commission, the Council of the European Union and the European Parliament. Views expressed in unofficial documents do not necessarily represent the views of the European Commission.

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Earth Day 2024: Planet Vs. Plastic

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Born in 1970, Earth Day has evolved into one of the largest civic events of all time. When we observe the 54 th Earth Day on April 22, the health and safety of the planet couldn’t be timelier, especially when it comes to dealing with the proliferation of plastic.

Over the past 60 years, around eight billion tons of plastic has been produced, according to a recent study in the journal Science Advances — 90.5 per cent of which has not been recycled . As a result, this year’s Earth Day theme— “Planet vs. Plastic”— demands a 60% reduction in the production of all plastics by 2040.

Just how big of a challenge is this? What type of numbers are we talking about? Here’s some perspective:

• In 1950, the world produced just two million tons of plastic. We now produce over 450 million tons .
• Half of all plastics ever manufactured have been made in the last 15 years.
• P roduction is expected to double by 2050.
• More than one million plastic water bottles are sold every minute.
• Every year, about 11 million tons of plastic waste escapes into the ocean.
• Only 9% of plastics ever produced has been recycled.
• Plastics often contain additives that can extend the life of products, with some estimates ranging to at least 400 years to break down.

Plastic is literally everywhere

An advertisement from the American Plastics Council in a 1997 edition of the New Yorker suggested that plastic wrappers and containers were the “sixth food group” that were there to keep contaminates out of our food.

Close up shot of microplastics on a hand.

In a twisted type of irony, Microplastics are now in almost everything and everywhere. Even in in much of the food we eat and water we drink! Microplastics are tiny particles of plastic (from ½ inch to microscopic) is synthetic that never disappears. As Stephen Jamieson recently explained in a Future of Supply Chain podcast, “We're ingesting a credit card size worth of plastic every single week as humans, and the real health impacts of that, we don't truly know and don't truly understand.”

What is the world doing about it?

In the Podcast, Stephen discussed the upcoming fourth session of the United Nations Intergovernmental Negotiating Committee he is attending in Ottawa, Canada from 23rd to the 29th of April. The goal is to develop an international legally binding instrument on plastic pollution, including in the marine environment, that will, as Stephen stated, “by early next year, actually ratify a new treaty at the United Nations to eliminate plastic pollution by 2040”.

What can businesses do about it?

Think about optimizing your entire supply chain for sustainability, rather than just individual functions.

For example, you may be pulling certain levers in your design processes, or manufacturing plants, only to realize that the sustainability gains in that process are offset by much a much larger negative impact on logistics or at the end of life of a product.

Perform Life Cycle Assessments on your products

A Life Cycle Assessment is a method for the compilation and evaluation of the inputs, outputs and the potential environmental impacts of a product throughout its life cycle (ISO standard 14040).

In simple terms, it’s a way by which you can understand the sustainability footprint of a product throughout it’s full lifecycle, from “cradle to grave.”

By enabling product footprints periodically across the entire product lifecycle, you can gain insights on the environmental impacts of your products across the entire lifecycle for disclosure and internal product and process optimization.

Design with end of life in mind

As Earthday.org says, “We need to invest in innovative technologies and materials to build a plastic-free world”.

And this starts with how we design products and packaging material in the goods we manufacture and deliver. The sooner we phase out all single use plastics, the better. We need responsible design and production solutions that facilitate a product and package redesign that enables companies to engage in the circular economy and reduces waste without sacrificing quality.

Enforce compliance at each step of the product lifecycle

If you look at most companies’ website for their mission statement or purpose, sustainability is front and center. And supply chain sits right in the middle, both as a major contributor to the problem, and a major opportunity to improve.

But you can’t manage regulatory and sustainability requirements, track registrations and substance volumes, classify products, and create compliance documents, as well as package, transport, and store hazardous materials properly with accurate labeling you won’t be able to measure how you are performing.

This takes a stepwise approach to:

Record: The first step is to gather all necessary ESG (Environmental, Social and Governance) data along the entire value chain. This data cannot be found easily in one single system. Currently this is a highly manual and therefore time consuming effort compounded by data quality challenges.

Report: There are more than 600 ESG frameworks/standards out there and they are being constantly developed further (Take the evolving plastics taxes across Europe for example). The requirements for companies are constantly changing. A high effort is required to keep up with the current requirements to report along the respective regulatory & voluntary frameworks.

Act: In many companies sustainability action is already happening but in many cases this this is still partly disjoint from the strategy or not yet covering all business processes

What can we as individuals do about it?

The reality is that everybody has a role to play in the “Planet vs. Plastics battle, and the sustainability of the planet in general.

Little things like using reusable bottles and straws and bringing reusable bags to the store are great first step.

You can also go to earthday.org to learn more about the battle between planet vs. plastics, and find an event near you where you can help clean up the planet.

Let’s make every day Earth Day, to protect this beautiful rock we live on for future generations.

To learn more, listen to The Future of Supply Chain Podcast – Earth vs. Planet .

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The following outline provides a high-level overview of the FTC’s proposed final rule :

• Specifically, the final rule provides that it is an unfair method of competition—and therefore a violation of Section 5 of the FTC Act—for employers to enter into noncompetes with workers after the effective date.
• Fewer than 1% of workers are estimated to be senior executives under the final rule.
• Specifically, the final rule defines the term “senior executive” to refer to workers earning more than $151,164 annually who are in a “policy-making position.”
• Reduced health care costs: $74-$194 billion in reduced spending on physician services over the next decade.
• New business formation: 2.7% increase in the rate of new firm formation, resulting in over 8,500 additional new businesses created each year.
• This reflects an estimated increase of about 3,000 to 5,000 new patents in the first year noncompetes are banned, rising to about 30,000-53,000 in the tenth year.
• This represents an estimated increase of 11-19% annually over a ten-year period.
• The average worker’s earnings will rise an estimated extra $524 per year. 

The Federal Trade Commission develops policy initiatives on issues that affect competition, consumers, and the U.S. economy. The FTC will never demand money, make threats, tell you to transfer money, or promise you a prize. Follow the  FTC on social media , read  consumer alerts  and the  business blog , and  sign up to get the latest FTC news and alerts .

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What caused Dubai floods? Experts cite climate change, not cloud seeding

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World Central Kitchen (WCK) said it would resume operations in the Gaza Strip on Monday, a month after seven workers of the U.S.-based charity were killed in an Israeli air strike.

Greece has recovered the body of one migrant and rescued 25, while searching for at least four more believed missing after their boat sank off the island of Samos, the coastguard said on Sunday.

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NFL Draft 2024: With 21st pick, Miami Dolphins select LB Chop Robinson

By CBS Miami Team , The Associated Press

Updated on: April 26, 2024 / 5:59 PM EDT / CBS Miami

MIAMI - With the 21st pick of the 2024 NFL Draft, the Miami Dolphins selected Chop Robinson, LB, out of Penn State on Thursday night.

General manager Chris Grier used his first opening-round pick since 2021 to bolster a defense that saw a mass exodus of talent this spring. Robinson figures to immediately fill a need for new Dolphins defensive coordinator Anthony Weaver with his first-step quickness and athleticism.

Robinson, who is 6-foot-3, 254 pounds, had 60 tackles, 11 1/2 sacks and three forced fumbles over three college seasons.

The Dolphins have tried to address some of their losses on defense since the start of free agency. Defensive tackle Christian Wilkins, linebacker Andrew Van Ginkel, safety Brandon Jones and others signed free agent deals elsewhere, and veteran Xavien Howard and Jerome Baker were cut.

Robinson could get playing time immediately. The Dolphins could start the season without standout edge rushers Bradley Chubb and Jaelan Phillips, who are both recovering from significant injuries.

The Dolphins will select again on Friday and Saturday. Miami has a second-round pick on Friday and four more picks on Saturday, for a total of six picks.

Here is a detailed look at the selections they have over the next three days:

On day two, the Fins have a second-round pick with number 55 overall.

Then, they have two of the top 55 choices and as it stands they will have another pick in the fifth round, that is pick number 158.

They have two picks in the 6th round, numbers 184 and 198 and rounding things off, they have the seventh-round pick at 241st.

What's the format of the NFL draft and how many total rounds and picks are there?

The draft order is determined by the highest draft picks going to the teams with the worst records. The order of picks can change with potential trades. This year's first-overall pick goes to the Chicago Bears. Super Bowl champs Kansas City Chiefs pick last.

Each team has 10 minutes to make their pick in the first round. There are a total of seven rounds with over 250 picks involving the 32 teams. In the later rounds, teams will have less time to make their picks.

The Dolphins Training Facility is the team's headquarters on draft weekend. The first NFL draft took place at the Ritz-Carlton Hotel in Philadelphia on February 8, 1936. Ninety names were written on a blackboard in the meeting room from which the teams would choose.

New York City held the draft for 50 straight years and then it has moved to different locations since then to accommodate cities that don't normally host Super Bowls.

This year's draft will be held in the Motor City - Detroit, Michigan. Next year's draft will be in Green Bay, the home of the Packers.

The NFL Invites some of top players in college football to attend. All of them will hit the red carpet dressed to impress and then await their fate in the green room.

Every team has a table set up at the draft venue called selection square, where team representatives stay in constant contact with executives at each club's headquarters.

How does the process work when a team makes their picks?

Dolphins General Manager Chris Grier, head coach Mike McDaniel, and owner Stephen Ross, along with staff, will be at the Dolphins Training Facility. When a team decides on a selection, it communicates the player's name from its draft room to the draft site. The team representative then writes the selection on a draft card and submits it to an NFL staff member known as a runner. The runner then notifies that the selection has been made.

Upon receiving the card, the first runner immediately radios the selection to an NFL player personnel representative, who inputs the player's name into a database that notifies all clubs of the pick.

The runner also walks the card to the head table, where it reviews the name for accuracy and records the pick. He then shares the name with the NFL's commissioner to announce the pick.

The Dolphins have had some legendary draft picks in their history.

Miami's first-round selection of the 1983 draft was none other than Dan Marino with the 27th pick overall.

Marino is a Dolphins Hall of Famer and one of the best quarterbacks in NFL history. In 2020, Dolphins selected quarterback Tua Tagovailoa 5th overall.

Let's not forget some of the members of the 1972 perfect team.

Quarterback Bob Griese was selected by the Dolphins in the fourth overall pick in 1967 from Purdue and In 1968 the Dolphins selected Syracuse running back Larry Csonka with the eighth overall pick.

Not to mention two other Dolphin Hall of Famers.

Defensive lineman Jason Taylor was selected in the 3rd round of the 1997 draft and linebacker Zach Thomas was selected in the fifth round of the 1996 NFL draft.

Thanks for joining our class on NFL Draft 101. We hope you learn more about the draft and it helps you get ready for this big event.

Post-NFL Draft Show 

Don't forget to watch our Dolphins Draft 2024 Show/

When: 7:30 p.m Saturday, April 27th.

The players showed up to get picked. Now, it's time for them to show out! Join Mike Cugno and the CBS Miami Sports team for all the new player profiles and inside info on the future of the fins.

Click here to watch. 

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I Thought the Bragg Case Against Trump Was a Legal Embarrassment. Now I Think It’s a Historic Mistake.

By Jed Handelsman Shugerman

Mr. Shugerman is a law professor at Boston University.

About a year ago, when Alvin Bragg, the Manhattan district attorney, indicted former President Donald Trump, I was critical of the case and called it an embarrassment. I thought an array of legal problems would and should lead to long delays in federal courts.

After listening to Monday’s opening statement by prosecutors, I still think the district attorney has made a historic mistake. Their vague allegation about “a criminal scheme to corrupt the 2016 presidential election” has me more concerned than ever about their unprecedented use of state law and their persistent avoidance of specifying an election crime or a valid theory of fraud.

To recap: Mr. Trump is accused in the case of falsifying business records. Those are misdemeanor charges. To elevate it to a criminal case, Mr. Bragg and his team have pointed to potential violations of federal election law and state tax fraud. They also cite state election law, but state statutory definitions of “public office” seem to limit those statutes to state and local races.

Both the misdemeanor and felony charges require that the defendant made the false record with “intent to defraud.” A year ago, I wondered how entirely internal business records (the daily ledger, pay stubs and invoices) could be the basis of any fraud if they are not shared with anyone outside the business. I suggested that the real fraud was Mr. Trump’s filing an (allegedly) false report to the Federal Election Commission, and that only federal prosecutors had jurisdiction over that filing.

A recent conversation with Jeffrey Cohen, a friend, Boston College law professor and former prosecutor, made me think that the case could turn out to be more legitimate than I had originally thought. The reason has to do with those allegedly falsified business records: Most of them were entered in early 2017, generally before Mr. Trump filed his Federal Election Commission report that summer. Mr. Trump may have foreseen an investigation into his campaign, leading to its financial records. He may have falsely recorded these internal records before the F.E.C. filing as consciously part of the same fraud: to create a consistent paper trail and to hide intent to violate federal election laws, or defraud the F.E.C.

In short: It’s not the crime; it’s the cover-up.

Looking at the case in this way might address concerns about state jurisdiction. In this scenario, Mr. Trump arguably intended to deceive state investigators, too. State investigators could find these inconsistencies and alert federal agencies. Prosecutors could argue that New York State agencies have an interest in detecting conspiracies to defraud federal entities; they might also have a plausible answer to significant questions about whether New York State has jurisdiction or whether this stretch of a state business filing law is pre-empted by federal law.

However, this explanation is a novel interpretation with many significant legal problems. And none of the Manhattan district attorney’s filings or today’s opening statement even hint at this approach.

Instead of a theory of defrauding state regulators, Mr. Bragg has adopted a weak theory of “election interference,” and Justice Juan Merchan described the case , in his summary of it during jury selection, as an allegation of falsifying business records “to conceal an agreement with others to unlawfully influence the 2016 election.”

As a reality check: It is legal for a candidate to pay for a nondisclosure agreement. Hush money is unseemly, but it is legal. The election law scholar Richard Hasen rightly observed , “Calling it election interference actually cheapens the term and undermines the deadly serious charges in the real election interference cases.”

In Monday’s opening argument, the prosecutor Matthew Colangelo still evaded specifics about what was illegal about influencing an election, but then he claimed , “It was election fraud, pure and simple.” None of the relevant state or federal statutes refer to filing violations as fraud. Calling it “election fraud” is a legal and strategic mistake, exaggerating the case and setting up the jury with high expectations that the prosecutors cannot meet.

The most accurate description of this criminal case is a federal campaign finance filing violation. Without a federal violation (which the state election statute is tethered to), Mr. Bragg cannot upgrade the misdemeanor counts into felonies. Moreover, it is unclear how this case would even fulfill the misdemeanor requirement of “intent to defraud” without the federal crime.

In stretching jurisdiction and trying a federal crime in state court, the Manhattan district attorney is now pushing untested legal interpretations and applications. I see three red flags raising concerns about selective prosecution upon appeal.

First, I could find no previous case of any state prosecutor relying on the Federal Election Campaign Act either as a direct crime or a predicate crime. Whether state prosecutors have avoided doing so as a matter of law, norms or lack of expertise, this novel attempt is a sign of overreach.

Second, Mr. Trump’s lawyers argued that the New York statute requires that the predicate (underlying) crime must also be a New York crime, not a crime in another jurisdiction. The district attorney responded with judicial precedents only about other criminal statutes, not the statute in this case. In the end, the prosecutors could not cite a single judicial interpretation of this particular statute supporting their use of the statute (a plea deal and a single jury instruction do not count).

Third, no New York precedent has allowed an interpretation of defrauding the general public. Legal experts have noted that such a broad “election interference” theory is unprecedented, and a conviction based on it may not survive a state appeal.

Mr. Trump’s legal team also undercut itself for its decisions in the past year: His lawyers essentially put all of their eggs in the meritless basket of seeking to move the trial to federal court, instead of seeking a federal injunction to stop the trial entirely. If they had raised the issues of selective or vindictive prosecution and a mix of jurisdictional, pre-emption and constitutional claims, they could have delayed the trial past Election Day, even if they lost at each federal stage.

Another reason a federal crime has wound up in state court is that President Biden’s Justice Department bent over backward not to reopen this valid case or appoint a special counsel. Mr. Trump has tried to blame Mr. Biden for this prosecution as the real “election interference.” The Biden administration’s extra restraint belies this allegation and deserves more credit.

Eight years after the alleged crime itself, it is reasonable to ask if this is more about Manhattan politics than New York law. This case should serve as a cautionary tale about broader prosecutorial abuses in America — and promote bipartisan reforms of our partisan prosecutorial system.

Nevertheless, prosecutors should have some latitude to develop their case during trial, and maybe they will be more careful and precise about the underlying crime, fraud and the jurisdictional questions. Mr. Trump has received sufficient notice of the charges, and he can raise his arguments on appeal. One important principle of “ our Federalism ,” in the Supreme Court’s terms, is abstention , that federal courts should generally allow state trials to proceed first and wait to hear challenges later.

This case is still an embarrassment, in terms of prosecutorial ethics and apparent selectivity. Nevertheless, each side should have its day in court. If convicted, Mr. Trump can fight many other days — and perhaps win — in appellate courts. But if Monday’s opening is a preview of exaggerated allegations, imprecise legal theories and persistently unaddressed problems, the prosecutors might not win a conviction at all.

Jed Handelsman Shugerman (@jedshug) is a law professor at Boston University.

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