5. You are the cultural secretary of your school.

Write a notice in about 50

words inviting the names of students who would like to participate in the
variety programme that you are planning in aid of an old age home in
your city. Items may be in the form of solo and group singing, mono-
acting, magic show, dance performance, etc. Trials for the most suitable
participants will be held during the zero period everyday.
Blooming Flowers School
Notice
10 July 2007

Sandhya Tara
Our school is organising a cultural programme to collect funds for ‘Sandhya
Tara’, a home for the elderly. We plan to include a dance drama, mono
acting, a magic show and other items. Students who wish to participate
should submit their names to the undersigned before 20 October 2007.
Trials will be held daily in the zero period.
S Walia
SandeepWalia
Secretary, Cultural Society

6
 WORKSHEET 8

1. There is going to be an inter-section debate for all the students of Class VIII on
the topic ‘Tobacco companies should not sponsor sports events’. As the cultural
secretary, draft a notice providing all relevant details in not more than 50 words.
2. You are Krrish, a student of Class VIII. You have lost an expensive watch in the
school premises. Draft a notice to be put up on the school notice board giving
details of the watch and offering a suitable reward. Use not more than 50 words.
3. As president of the student’s council of your school, write a notice is not more
than 50 words asking the students of your school to donate old clothes, books
and bags for the Anubhav Shiksha Kendra, a school for the underprivileged
being run on your school premises.
4. The Hindustan Times Pace Programme is planning to hold fun-filled workshops
on candle making and clay modelling for all Class VIII students on Children’s
Day in the school. As Keni Pinto, the Head Boy, write a notice informing
students about it. Include necessary details and write the notice is not more
than 50 words.
5. The event management company, Altitudes Expeditions, has organised an
Adventure Trip of Sitlakhet in the summer vacations for interested students of
Classes VIII and IX. As president of the Excursions Committee, write a notice
in not more than 50 words informing students about the trip and inviting them
to join.
6. Write a notice for the school notice board informing the students about the
visit of the Prime Minister in your school on 20.11.2007. Write the notice in
not more than 50 words asking the students to maintain punctuality, cleanliness
and discipline.
7. The school has decided to organise a Christmas Carnival in the Sports Complex.
The Principal has asked you, as the school Prefect, to write a notice about this
carnival, inviting the students and teachers to participate in it. The notice should
be written in not more than 50 words including all the relevant details.
8. The Residents’ Welfare Association, New Friends Colony is organising a Diwali
Bazaar in the locality. As the president of the association, draft a notice in not
more than 50 words informing the residents about the same. Give other essential
details about the Bazaar.

7
9. You are the student editor of Saagar International School, Jaipur. Write a notice
inviting names of those who would like to give articles, stories, cartoons,
crossword, puzzles, jokes, etc for the school magazine. Write the notice in not
more than 50 words.
10. You are Rohan Kapoor, the secretary of the Science Club of your school. Write
a notice is not more than 50 words informing the students about the C V Raman
National Science Exhibition to be held and requesting them to participate in it
enthusiastically. Inform them that outsiders, too, are welcome to this exhibition.

Additional questions for practice

1. As secretary of the Debating Club of your school, Sacred Heart High School,
Chandigrah, write a notice not exceeding 50 words inviting the students to
participate in the Annual Debate for Classes VII and VIII to be held on 6
November 2006. The topic for the debate is ‘Should uniforms be made
compulsory in school?’
2. You are Srinjan, president of the Environment Club of your school. A notice
for the school notice board is to be prepared regarding the celebration of World
Environment Day in school on 15 July 2006, inviting the students to participate
in it by contributing at least seven potted plants from each class. Write the
notice in not more than 50 words.
3. You are Chief Warden of a Boys’ Hostel. You have noticed that the boys often
report late for the roll-call at night and have a tendency to damage the hostel
property. Write a notice informing the hostel inmates that they should refrain
from doing so or else they will be penalised. Do not use more than 50 words.
4. You are John/Jane, the secretary of the Arts Club of your school. The principal
has asked you to put up a notice on the school notice board informing students
about the Inter-School Art Competition to be held in your school premises on
9 November 2006. Write the notice in not more than 50 words giving details
like date, time, venue, prize, etc.
5. As president of the Residents’ Welfare Association, Hauz Khas, New Delhi,
draft a notice to be displayed on the society notice board requesting the members
to donate generously for the flood-hit victims in Mumbai. They can donate in-
kind or cash. Give the necessary details in not more than 50 words.
6. You are the secretary of Springleaf Housing Society Welfare Association. Write
a notice to be circulated to all the residents, informing them that there will be
no water supply to your society on 24 and 25 August due to maintenance work
in the underground storage tank. Write the notice within 50 words.

8
7. You are Subhash/Suniti. You have lost your history textbook somewhere on
the school premises. Put up a notice giving a description of the book and
requesting the finder to return it to you. Write the notice in not more than 50
words.
8. Your school is organising ‘English Week’ from 7–11 September. Deepti Joshi is
in charge of the literary club. She writes a notice informing the students about
the event and requesting their active participation. Parents of the students are
also invited. Books by famous authors in English will be displayed, special
reading sessions will be held to encourage the reading habit in children, and
recitation and literary quiz competitions will be held too. Imagine that you are
Deepti. Write the notice in 50 words.
9. You are Sub-inspector Mahender Singh, in charge of the Mubarakpur police
station. A 6-year-old boy is reported missing. With the information you receive
from the parents about the physical description of the boy, you get a notice
written and put up at all the vantage points within your jurisdiction. Reproduce
that notice here.
10. The Sales Promotion Manager of a cold drinks company has invited your school
for a tour of their cold drinks manufacturing and bottling plant. She has also
mentioned that each of the young visitors will be given a free drink of their
choice. As the head boy/head girl of your school, write a notice in not more
than 50 words informing the students about the programme. Include the date
for the trip and any other detail you think is necessary.
11. Your school, Bloomdale’s Senior Secondary School, Gurgaon, is organising an
inter-house skit competition to celebrate Independence Day. Scenes from the
struggle for independence are to be depicted. Auditions will be held a week
before the event. You are Lila/Laxman Arya, secretary of the Cultural Society
of your school. Write a notice announcing the event.
12. The principal of XYZ School, Ms Sarbani Sen, knows that her young students
are aware of the threat of terrorism in our lives. She feels that although they
should not live in fear, there are a few precautions that they must keep in mind.
She has a notice put up on the school notice board reminding her students:
• not to pick up any bag, cell phone, doll, or even a pen that may be lying
around
• to report any suspicious incident to a responsible grown-up
• to keep their parents posted about their whereabouts
Write the notice in not more than 50 words and in the correct format.

9
13. You are Navjot/Nayan of Class VII-C, Sunnydale Senior Secondary School.
You wish to sell your previous year’s Social Studies and Mathematics textbooks.
They are in quite a good condition. Put up a notice on the school notice board
informing your schoolmates about it. Any student who wishes to contact you
regarding the books should do so during the break.
14. You are Ajay Banerji, of XYX School. The football match which your team was
playing against ABC School on 20 September has been cancelled due to the death
of one of the officials of the other school. As the sports captain you have to
inform the members of your school football team. Draft a notice in about 50
words to be put up on the notice board of the games room. Also inform the
team members that the new date for the match will be announced as soon as it is
decided.
15. The students of the four sections of Class VII, Amar Jyoti High School,
Faridabad, are producing and acting in a play, ‘The Postoffice’, with the help of
their drama and elocution teacher, Ms Sushma Mathur. The play will be held in
the school auditorium on 2 December 2006 at 11am. All students of the school
are invited. Complimentary passes for two will be issued for the parents of the
students of Class VII. Write a notice, with all the above details, to be put up on
the school notice board.

10
Sample Agenda #1

9:30 AM Arrive at Headquarters, Building C. You may park in any

available space. Meet your hosts in the lobby of Building C.
10:00 am – 10:30 am Company Overview Presentation
10:30 am – 11:45 am R&D Presentation and Department Tour
Tour the major R&D areas of Software, Hardware, and
Mechanical Engineering which will inform about the job
functions in R&D associated with these degrees, allow
experience of design areas, meet Company engineers, etc.

11:45 am – 12:20 pm Lunch

12:20 pm – 12:45 pm Intern Presentations
12:45 pm – 1:45 pm Engineering Leadership Program Presentation and Tour
We will give a short presentation on the Engineering Leadership
Program and its role in developing future leaders at Company,
followed by a tour of the ELP area.
1:45 pm – 2:30 pm Leadership Panel Q&A
2:30 pm – 3:30 pm Aggie Engineers Reception & Closing Presentation
3:30 PM Depart Company

Sample Agenda #2

10 AM Arrive
Company Overview
Factory Tour
Lunch provided
Roundtable with Aggie Executives
Technical Demos
4 PM Depart

Sample Agenda #3

Students arrive – Meet & Greet –

9:00 – 9:30am Everyone Sign-in
9:30 – 9:45am Butzke Welcome
Introductions – Staff and Students
Safety Moment
Review Agenda
9:45 – 10:30am Steely Who we are? What we do?
10:30 –
11:15am Butzke ETP & Hiring Process
11:15 –
11:30am Christopherson Careers at Company
11:30 –
12:00pm Lunch – Video Presentation
12:00 – 2:00pm Cox Jobsite Visit – Tour - GPLNG
2:00 – 2:45pm ALL Panel Discussion
Recent Hire (EIT)
Manager
2:45 – 3:00pm ALL Question and Answer Session
Student Feedback Survey
Sign-out
Sample Agenda #4

9:30 - 10:00 Arrival, Meet & Greet

10:00 - 10:15 Welcome & Introductions
10:15 - 10:30 Company Overview
10:30 - 11:30 Facility Tour (Aero Energy)
11:30 - 12:30 Lunch
12:30 - 1:30 Business Presentations
- Aero
- Energy
- Water
1:30 - 2:30 Panel Discussion
2:30 - 3:00 Questions & Answers

Sample Agenda #5

10:00 Leasing the Land for a Prospect

10:30 Exploring for Oil and Gas
11:15 Drilling for Oil and Gas
11:45 Lunch
12:45 Site Tour
1:45 Wrap-up/Questions

Sample Agenda #6

9:00-9:30 Meet and Welcome Greeting

9:30-10:15 History of Company and About our Company
10:30-12:00 Tour Plant
12:15-1:00 Lunch
1:00-2:00 Discussion of Engineers in Our Company
Former students meet and greet
2:00-2:30 Exit interviews and feedback

Sample Agenda #7

8:20 a.m. Arrival time. Prompt arrival is required.

8:30 a.m. General introduction of agenda, speakers/students. Light
refreshments with coffee, tea and Juice will be served
8:45 -10:00 a.m. Company information session (emphasis on Field Engineers)
10:00 - 10:15 a.m. Break
10:15- 11:00 a.m. Petrotechnical presentation
11:00 - 11:15 a.m. Break
11:15 - 12:00 Research, Design, Manufacturing & Sustaining presentation
(Tentative) or Field Engineer Lifestyle videos alternatively
12:00 - 13:30p.m: Lunch
13:45 - 14:45p.m Tour of Technology (Bldg. 110) and Technology (Bldg. 121)
15:00 p.m. Round table, Distribute giveaways
15:30 p.m. Student Departure
 Group Discussion

Broadly speaking, Group Discussion means a group of people or even different groups of
people discussing the various aspects of a given topic. However, over the years in
professional circles, particularly in today’s professional world, GD has assumed a specific
meaning. A GD is a part of a job selection process or of an admission process for professional
courses such as MBA where a group of people or candidates are asked to speak on a given
topic, to assess their communicative ability and other qualities that an organisation is looking
for. Group Discussion therefore forms an important part of the selection process in
multinational corporations and big Indian companies and also for admission into professional
courses.

What is it that would-be employers look for from a candidate at the time of a GD?

1. The evaluators look for leadership qualities.

2. They look for team spirit and inter-personal skills.
3. They expect you to have good communication skills.
4. They expect you to be smart, yet friendly.
5. You should also be someone who is logical and rational.
6. They try to test your knowledge about current affairs.
7. The examiners also look for commitment and integrity from you.
8. You will also be appreciated if you have personality traits such as flexibility,
initiative, drive, assertiveness, along with the power to influence others.
9. They will also test your problem solving ability and decision making ability.
10. The employer would also look for creativity in the sense of an ability to look at a
topic from fresh perspectives and capability to offer innovative ideas.

What is the Structure of a Group Discussion?

 Initiation: In the GD, during the initiation you can start with a proverb or an adage or
a quotation or a saying. You can also start with a brief anecdote or use rhetorical
questions. However, you can tackle the topic head on by first defining the key terms.
 Continuation: After the initiation, in the middle portion of the GD, the discussion has
to continue with different members taking turns. Each member has to listen to others
carefully, and then respond appropriately to what has been said. In your speech, refer
briefly to what speakers before you have said so that there is a sense of continuity.
The discussion must not deviate from its focal point and must move forward logically
and smoothly and make an in-depth study of the subject matter.
 Conclusion: After having had as much of an in-depth study within the fixed time
limit, you will have to take the discussion to its logical end. Someone in the group----
usually, it is the initiator or someone else who has emerged as the natural leader of the

Prepared by Saumya Bera

 group--- will summarise all the major points and draw a conclusion which may be
positive, negative, or better still, one that reflects a balanced view.

Required Body Language:

It is essential that during the GD you carry yourself in a confident manner. The body and
head must be erect. Your behaviour must be pleasant, you must have a friendly look on your
face, and there must be proper eye contact with the team members. Look at others with
warmth instead of disdain or indifference. You must sit down at the GD table without
slouching. It also helps you to be the centre of attention if you are seated right in the middle
of the group.

Checklist for GD:

Dos:

1. Be clear about the topic, if necessary, ask for clarifications.

2. Seize the opportunity to initiate the discussion.
3. Allow others to speak, but you too should contribute fruitfully to the team.
4. Organise your points in your mind before you start speaking.
5. Speak calmly and logically.
6. Use concrete examples to substantiate your points.
7. Be a good team player, but also try to become the obvious choice as the leader of the
group.
8. Help foster a friendly and cooperative atmosphere.
9. Maintain positive body language.
10. Use appropriate language forms.
11. Speak in natural and pleasant voice, audible to everyone.
12. Try to modulate your voice according to the requirements.
13. Listen to others very carefully and then logically connect with their ideas.
14. Be assertive and persuasive and place your points effectively.
15. Be considerate to others.
16. Be innovative in your attitude.
17. Interject firmly but politely when necessary.
18. Override interruptions politely.
19. Listen to others, weigh their opinions, but draw your own conclusion.
20. Be logical and analytical, but try to maintain your human warmth.

Don’ts:

1. Avoid hiding yourself in corners.

2. Don’t sit with a rigid posture or be too casual.
3. Don’t use negative body movements.

Prepared by Saumya Bera

 4. Do not be either too aggressive or be too passive at the time of the GD.
5. Do not merely keep on agreeing or disagreeing with the points of others without
adding any more additional points from your end.
6. Do not show either superiority or inferiority complex.
7. Do not be rude.
8. Do not fumble during your speech.
9. Do not use language forms inappropriate to the occasion.
10. Do not deviate from the topic, or ramble for too long.
11. Do not fail to listen carefully to others.
12. Do not be unnecessarily emotional or over reactive.
13. Do not try to keep others silent by dominating.
14. Do not get into a heated discussion with any member.
15. Do not focus on only one member.
16. Do not speak too loudly or too softly or use a monotone.
17. Do not interrupt unnecessarily.
18. Do not be repetitive.
19. Do not come across as a loner who is cut off from the team.
20. Do not use wild gestures while opposing.

Prepared by Saumya Bera

 Writing Resumes and Job Applications

Learning Objectives:

 Understanding the nature and importance of employment communication

 Knowing about resume design
 Knowing how to write a persuasive resume
 Identifying the components of a job application letter
 Knowing how to write effective job applications

Introduction:

Getting a job depends on many factors, some of which one cannot control. For example, one
has no control over other applicants who might be more qualified, more experienced and
better suited to the job at hand. But there is one factor that one can control, and that is, how
well one communicates. Effective communication skills are the most important factor in
helping job applicants find employment.

A resume is a selective record of an individual’s background. It is basically a professional

employment-seeking document that presents a summary of an individual’s education,
professional training, experience, skills, abilities, achievements and references. It introduces
the individual to a potential employer. A resume is sent to prospective employers when an
applicant is seeking job interviews. So, the main objective of a resume is winning a job
interview by highlighting the applicant’s fitness for a particular position.

Resume Design:

There is no one right design for a resume. The design of a resume largely depends on a
person’s background, employment needs, career goals and professional competence in the
area of specialization. For best results, a resume must be designed to reflect the candidate’s
personality, employment goals and his/her career aspirations.

However, whatever the resume design, the resume must answer the following questions:

 How can the employer contact the candidate?

 What are his/her career objectives?
 Which institution has been attended?
 What courses (academic or professional) have been completed?
 What is his/her work experience?
 What is his/her career achievements?
 What are his/her special skills or capabilities?
 What are the honors and awards received?
 What are his/her activities/special interests/hobbies?
 Who are his/her references?

Prepared by Saumya Bera

Structure of a Resume:

1. Heading: The heading of a resume includes contact information, which contains the
applicant’s name, full postal address with pin code, telephone number and e-mail
address.
2. Position Sought: If applying for a solicited job position, the position sought should
be mentioned so that the employer is able to distinguish the application from those
who might have applied for other positions available in the organisation.
3. Career Objective: If responding to an advertised job position, the resume should
include the applicant’s career objective, which should be tailored to the position
he/she is seeking. Thus, it should be a specific one-sentence focused statement
expressing his career goals in relation to the targeted position.
4. Education: In this part of the resume, specific details regarding the applicant’s
education and professional training must be included. The names of the institutes
attended, major areas of study, degrees/certificates received should be mentioned.
Relevant training programmes, special courses, seminars and workshops that the
applicant might have completed, attended, or conducted should also be included.
Reverse chronological order is used to list educational information.
5. Work Experience: This part of the resume should provide a brief and specific
overview of the applicant’s work and professional experience. As prior work
experience is a vital part of any hiring decision, the applicant must draft this part of
the resume very carefully. Work experience should be given in reverse chronological
order, by listing the most recent experience first.
6. Special Skills, Abilities, and Aptitudes: In this part of the resume, the applicant’s
special skills, abilities and aptitudes that are of significance and of direct relevance to
the job applied for are listed. Examples of learned skills include computer
programming, computer processing, data processing, foreign languages, machinery
operation, drafting technical report and so on.
7. Other Activities and Interests: Extra-curricular, co-curricular, professional
activities, and hobbies and interests should be mentioned in order to show that the
applicant is a dynamic and energetic person who can face challenges and difficulties.
8. Achievements: The applicant’s achievements, accomplishments and awards
distinguish him from the rest. They convince the employer that he/she is an achiever
and therefore worth hiring. This part should include scholarships, fellowships, awards,
distinctions, commendations, certificates, or anything that shows achievement or
recognition.
9. References: When applying for a solicited job, where the employer wants references,
the names of three persons who can give letters of recommendations should be
mentioned.

Final Tips:

 Give the Resume a Professional Look

 Be Factual, Complete and Objective
 Use Appropriate Writing Style

Prepared by Saumya Bera

  Use Specific Details
 Organise the Resume properly
 Take Care of Grammar, Usage, Vocabulary, Spelling and Punctuation

Job Application Letters:

A job application letter (also called a “cover letter) is written to apply for a specific position.
It is a persuasive message that sells the applicant’s talents to a prospective employer. It
persuades the reader to believe in his/her suitability for a particular position. It is basically a
self promotion instrument used by the applicant to boost his/her professional value and career
prospects. Although the basic objective of every application is to draw a clear connection
between the job one is seeking and one’s qualifications, it serves several specific purposes. It

 Introduces the applicant to the hiring organisation

 Introduces the applicants resume
 Highlights the applicant’s positive personal traits and achievements
 Shows how the applicant’s special talents will benefit the organisation
 Emphasises how the applicant is right for the job by matching the requirements of the
job with his/her qualifications
 Asks for an opportunity to be interviewed by the organisation

Structure of the Letter:

Opening:

Solicited Application Letter:

1. Mentioning Source of Information: The letter may open by mentioning the source
of the information about the job clearly--- newspaper advertisement, website vacancy
notice, company circular.
2. Matching Credentials to Employer Needs: An important strategy to open a solicited
letter of application could be to focus on the applicant’s qualifications that meet the
needs of the prospective employer.
3. Using References: Making use of references is a popular strategy to open solicited
application letters. It strengthens the application because most of the employers prefer
to hire known people rather than strangers.

Unsolicited Application Letter:

1. Using Stimulating Questions that Highlight your Strengths: Using stimulating

questions that highlight the applicant’s qualifications and strengths is an effective
strategy to open unsolicited application letters. It attracts the attention of the reader by
raising his/her curiosity to continue.

Prepared by Saumya Bera

 2. Using Facts that Show Understanding of the Employer’s Business: Using facts
that reflect an appreciation, understanding, or knowledge of the employer’s business
could be an effective opening for unsolicited application letters.
3. Using Startling Statement: An unsolicited letter of application may open by using a
startling statement. Surprising or unexpected statements or statistics that surprise can
be used as an attractive tool.

Body

 Describe Achievements
 Highlight Your Strengths
 Describe Capabilities

Closing

 Refer to the Resume

 Restate Interest in the Company or Reinforce Suitability for the Position
 Express Eagerness to Meet the Employer or Directly Ask for an Interview
 Include Contact Information

Final Tips:

 Give the Letter a Professional Look

 Use a Positive Tone
 Show Confidence
 Show Genuine Interest
 Use Specific Details
 Be Factual and Objective
 Organise the Letter Well
 Follow Consistent Style

Prepared by Saumya Bera

 Sample Meeting Minutes
(Excerpted from Robert’s Rules of Order Newly Revised Edition)

MINUTES AND REPORTS OF OFFICERS

Minutes
The record of the proceedings of a deliberative assembly is usually called the minutes,
or sometimes - particularly in legislative bodies - the journal. In an ordinary society,
unless the minutes are to be published, they should contain mainly a record of what
was done at the meeting, not what was said by the members. The minutes should never
reflect the secretary's opinion, favorable or otherwise, on anything said or done. The
minutes should be kept in a substantial book or binder.

CONTENT OF THE MINUTES. The first paragraph of the minutes should contain the
following information (which need not, however, be divided into numbered or
separated items directly corresponding to those below):
1) The kind of meeting: regular, special, adjourned regular, or adjourned
special;
2) The name of the society or assembly;
3) The date and time of the meeting, and the place, if it is not always the
same;
4) The fact that the regular chairman and secretary were present or, in their
absence, the names of the persons who substituted for them; and
5) Whether the minutes of the previous meeting were read and approved-as
read, or as corrected-and the date of that meeting if it was other than a
regular business meeting. Any correction is made in the text of the
minutes being approved; the minutes of the meeting making the
correction merely state that the minutes were approved "as corrected".
The body of the minutes should contain a separate paragraph for each subject matter,
giving, in the case of all important motions, the name of the mover, and should show:
6) All main motions (10) or motions to bring a main question again before
the assembly except, normally, any that were withdrawn* - stating:
a) the wording in which each motion was adopted or otherwise
disposed of (with the facts as to whether the motion may have been
debated or amended before disposition being mentioned only
parenthetically); and
b) the disposition of the motion, including - if it was temporarily
disposed of any primary and secondary amendments and all
adhering secondary motions that were then pending;
7) Secondary motions that were not lost or withdrawn, in cases where it is
necessary to record them for completeness or clarity-for example, motions
to Recess or to Fix the Time to Which to Adjourn (among the privileged
motions), or motions to Suspend the Rules or grant a Request to Be
 Excused from a Duty (among the incidental motions), generally only
alluding to the adoption of such motions, however, as ". . . the matter
having been advanced in the agenda on motion of . . ." or ". . . a ballot vote
having been ordered, the tellers . . . ";
8) All notices of motions and
9) All points of order and appeals, whether sustained or lost, together with
the reasons given by the chair for his or her ruling.
The last paragraph should state:
10) The hour of adjournment.

Additional rules and practices relating to the content of the minutes are the following:
ƒ The name of the seconder of a motion should not be entered in the minutes
unless ordered by the assembly.
ƒ When a count has been ordered or the vote is by ballot, the number of votes on
each side should be entered; and when the voting is by roll call, the names of
those voting on each side and those answering "Present" should be entered. If
members fail to respond on a roll-call vote, enough of their names should be
recorded as present to reflect that a quorum was present at the time of the vote. If
the chair voted, no special mention of this fact is made in the minutes.
ƒ The proceedings of a committee of the whole, or a quasi committee of the whole,
should not be entered in the minutes, but the fact that the assembly went into
committee of the whole (or into quasi committee) and the committee report
should be recorded.
ƒ When a question is considered informally, the same information should be
recorded as under the regular rules, since the only informality in the proceedings
is in the debate.
ƒ When a committee report is of great importance or should be recorded to show
the legislative history of a measure, the assembly can order it "to be entered in
the minutes," in which case the secretary copies it in full in the minutes.
ƒ The name and subject of a guest speaker can be given, but no effort should be
made to summarize his remarks.

THE SIGNATURE. Minutes should be signed by the secretary and can also be signed,
if the assembly wishes, by the president. The words Respectfully submitted - although
occasionally used - represent an older practice that is not essential in signing the
minutes.

FORM OF THE MINUTES. The principles stated above are illustrated in the following
model form for minutes:

The regular monthly meeting of the L.M. Society was held on Thursday, January 4, 20__, at 8:30 P.M., at
the Society's building, the President being in the chair and the Secretary being present. The minutes of the
last meeting were read and approved as corrected.
The Treasurer reported the receipt of a bill from the Downs Construction Company in the amount of
$5,000 for the improvements recently made in the Society's building. The question put by the chair "that
the bill be paid" was adopted.

Mr. Johnson, reporting on behalf of the Membership Committee, moved "that John R. Brown be admitted
to membership in the Society." The motion was adopted after debate.

The report of the Program Committee was received and placed on file.

The special committee that was appointed to investigate and report on suitable parking facilities near the
Society's building reported, through its chairman, Mrs. Smith, a resolution, which, after debate and
amendment, was adopted as follows: "Resolved, That . . . [its exact words immediately before being acted
upon, incorporating all amendments]."

The resolution relating to the use of the Society's library by nonmembers, which was postponed from the
last meeting, was then taken up. This motion and a pending amendment were laid on the table after the
chair announced that the guest speaker had received a phone message which would require his early
departure.

The President introduced the guest speaker, Mr. James F. Mitchell, whose subject was ______________.
At the conclusion of Mr. Mitchell's talk, the resolution relating to the use of the Society's library by
nonmembers was taken from the table. After amendment and further debate, the resolution was adopted
as follows: "Resolved, That . . . [its exact wording immediately before being finally voted on]."

Mr. Gordon moved "that the Society undertake the establishment of a summer camp for boys on its
lakefront property." Mrs. Thomas moved to amend [page 456] this motion by inserting the word
"underprivileged" before "boys." On motion of Mr. Dorsey, the motion to establish the camp, with the
pending amendment, was referred to a committee of three to be appointed by the chair with instructions
to report at the next meeting. The chair appointed Messrs. Flynn, Dorsey, and Fine to the committee.

The meeting adjourned at 10:05 P.M.

Lashaunda Williams, Secretary
 Business Letters

―Letter writing is the only device for combining solitude with good company‖ – Lord Byron
It is important for professionals to be educated on the functional importance of effective writing. In letter
writing, precision and clarity of meaning are extremely important. Time is a valuable resource, and
precise communication helps save the time of the writer as well as of the recipient.
To write an effective letter, one needs to understand the purpose of writing and then draft the letter
focusing on the reader‘s perspective. To convince our readers, we need to follow these seven Cs:
Seven Cs
• Clarity
• Conciseness
• Correctness
• Completeness
• Conviction
• Cordiality
• Courtesy
Purpose
Formal letters are written for varied purposes as mentioned below:
 To inform
 To enquire
 To request
 To complain
 To sell a product, service or scheme
 To congratulate
 To order
 To collect dues
 To make an adjustment
 To apply for job

Structural Elements of Business Letters

• Heading : It is also known as the letterhead. The heading shows the organization‘s name, full
address and phone number.
Hard n Soft
13, Elgin Road Bangalore – 560001
Phone:( 080) 2335810 Email:hard_n_soft@[Link]

• Date: The component refers the date on which the letter is written.
The format of date is – 3 August 2013 or August 3, 2013
• Inside address: This part of the letter identifies the recipient‘s address and it is separated from the
date by at least one blank line. It is always best to address the letter to a specific person.

Mr M Sinha The General Manager

Info Industries Ltd. Info Industries Ltd.
3-A East Patel Nagar OR 3-A East Patel Nagar
Mumbai – 400001 Mumbai – 400001

• Salutation: This is nothing but greeting. The greeting in a business letter is always formal. It
normally begins with the word ‗Dear‘ and includes the person‘s last name.
Dear Professor Sinha Dear Mr Pande
And if the person‘s name is unknown, it is advisable to use
Dear Sir/Madam

• Message or The Body: The body is written as text. It should be single spaced, with a blank line
separating it from the preceding and the following parts of the letter. Skip a line between the
greeting and the body and also between the body and the close.

• Complimentary close: This short, polite closing ends with a comma. Depending on the style of
the business letter, it is written either at the left margin or its left edge. Here is a list of expressions
that can be used for complimentary closing:
Sincerely, Cordially, Truly, Faithfully, Faithfully Yours, Truly Yours, Yours Obediently etc.
• Signature Block: The complimentary closing line is followed by the signature block, which
includes the writer‘s signature, name and title. The signature block is placed four lines below the
complimentary close.

Cordially,
Mr Shivam Singh
Sales Executive

• Additional Elements: Addressee Notation, Attention Line, Subject Line, Reference, Enclosure
Notation, Copy Notation, Mailing Notation, Postscript

Layouts
Suitable an correct layout enhances the overall effectiveness of any letter. The layout helps to
arrange all the elements of a formal letter in an organized manner. There are various layouts. But
three major letter layouts are widely used.
 Block / Complete block: All elements except the letterhead
heading are aligned with left margin. End punctuations are
omitted.
Space after each element
 Modified block: Date, Complimentary close—aligned with right margin.
Comma after salutation and complimentary close
 Semi Block Layout: The heading, complimentary close and signature block are aligned
vertically with the right margin. Each paragraphs begin a few spaces away from the
margin.
 Sample Formal Letter with standard additional elements (Full Block Layout)

Residents’ Welfare Association

Heading 345, Neheru Colony, Jawahar Nagar, Coimbatore – 000011
Phone: 9817580324

Date January 13, 2011

Mailing Notation By Speed Post
Address Notation Personal

Water Works Department

Inside Address Moorthy Complex
Bapu Nagar
Coimbatore

ATTENTION: Mr R. Kumar, In Charge, Water Supply

Attention Line
Salutation Dear Mr R. Kumar,

Subject Line SUBJECT: No water supply on January 10, 2011

I am extremely sorry to inform you that our colony did not have any
water supply on the 10th of this month and we had to face acute water
shortage because of this.
I contacted your office on 10th January at 10.30 a.m. and the person at
Body the receiving end informed us that the water supply has been stopped
for certain areas because of some problems in pumping. But he ensured
that the supply would resume by 5 p.m. To our dismay, we could not
receive water on that day. The complaint letter signed by all the
residents of this colony is enclosed. Please look into the matter and see
to it that such lacuna does not occur at least in future.

Complimentary Regards
Close Sincerely,
Signature Block Ranbir Sinha
President

Enclosure Line Enclosure(1)

Copy Line Copy: Chairman, Water Board
 Business Letter Type and their Objectives

Types Objectives
Credit To enquirer or request for loan
Collection To collect past due accounts
Enquiry To enquire the status of something
Order Placement To place an order for products or services
Claim To lodge a complaint and ask for a remedy
Adjustment To inform how the complaint would be taken care of
Sales To sell a product or service
Thank you/Follow up Letter To express courtesy / get updated information
Acceptance/ Rejection To take up/refuse an offer or assignment
Persuasive To convince someone

Some sample letters

Letters of Enquiry
An enquiry letter is useful when we need information, advice, names or directions. There are two
types of enquiry letters – solicited and unsolicited enquiry letters. Solicited letters of enquiry are written
when a business or agency advertises its products or services. A letter of enquiry is unsolicited if the
recipient has not prompted the enquiry.
Solicited letter of enquiry (Modified Block Layout)

Institute of Research and Technology

Sector -54, Gurgaon
Ph: 0124-41424344, Fax: 0124 -434956
[Link]

15 July, 2014
Mr S. Rana
General Manager
LG Electronics Ltd.
Okhala, Mthura Road
New Delhi – 110038

Dear Mr Rana

I am writing this letter to find out more about the newly launched LCD projector by your company.
We happened to see your product in operation at a recently held international conference at Pune and
subsequently read a couple of your advertisements in Times of India, New Delhi.

We have gone through your website to get detailed information on the product but have not been able
to find the exact information we are looking for.

We are large technical institute operating in Gurgaon with 900 students in various professional
courses. To make our classroom lecture delivery more effective, we are in the process of installing
LCD projectors in each class.

We would like to seek your help in finding answers to the following questions:
 1. What are the limitations of your products?
2. How long it can be used on a continuous basis?
3. Can the colour combination on be changed on the spot?
4. What is the life time of the product?

We would appreciate technical and objective answers to these questions, which will help us come to
a decision with respect to this product.

I look forward to an early response.

Yours Faithfully
……………………..
Dr. R. Kumar
Dean, Academics

Claim Letter
A claim or an adjustment request is made when a company‘s product or service is not satisfactory.
Followings are the objectives of writing a claim letter:
 To bring the mistake either/fault to the notice of the supplying company
 To rectify the mistake either by repair or replacement
Effective complaints letters (and any other way of complaining) should be:

 Concise letters can be understood quickly.

 Authoritative letters - letters that are well written and professionally presented - have more
credibility and are taken more seriously.
 Factual letters enable the reader to see immediately the relevant details, dates, requirements, etc.,
and to justify action to resolve the complaint.
 Constructive letters - with positive statements, suggesting positive actions - encourage action and
quicker decisions.
 Friendly letters - with a considerate, cooperative and complimentary tone - are prioritised because
the reader responds positively to the writer and wants to help.

A complaint letter can be written for any of the following reasons:

Billing Errors Goods not matching the sample
Damaged Goods Difference in agreed prices
Wrong goods/ quantity Late delivery/ Non delivery
Unsatisfactory quality Poor service
Sample Letter of Complain (Semi Block Layout)
Steelco Furniture
50, Lenin Srani, Kolkata- 700031
Ph: 044 – 48975612
Our Reference : TT/432
Your Reference: MB/45 May 6, 2014

Apex Mattresses Ltd.

Mayurganj
Vijay Nagar

Dear Sir,

Thank you for promptly delivering 200 mattresses in response to our order [Link]/432 on May
2 2014. However, we are sorry to state that upon checking of the consignment, we found that 55 of the
200 mattresses sent are badly soiled and faded.

I had placed this order for your high quality, affordable products, based on the
recommendation. We propose to sell these mattresses at a winter sale in our area, five days from now.
Advertisements for the same have already been made through the local media.

The mattresses received at our end must have been affected during transportation by water
seepage owing to the recent rains. Therefore, I request you to replace these 55 damaged mattresses
immediately. I have very little time left to arrange them from elsewhere. The damaged products will be
sent back to you within two days at your cost by transport on receipt of the confirmations about
replacement.

Kindly send us the replacement within two days of receipt of this letter and oblige. We thank
you in advance for your cooperation.

Yours sincerely
…………………………..
S. Gupta
Sales Manager

Sample Adjustment Letter ( Block Format)

J.V. Chemical Ltd.
G.T. Road, Gaziabad
August 9, 2014

M/S Ashoka Leathers Ltd.

13, [Link], Pathankot

Dear Sir,

Please accept our sincere apology for delay in execution of your order dated July 5, 2014.

Owing to month long strike in the factory, followed by power cut and strike of U.P. Electricity Board
Employees, the production has remained suspended for more than one month. This resulted in our falling
behind the delivery schedule. Kindly understand our position that circumstances were beyond our control.
 We feel extremely sorry about this inevitable delay that has caused you inconvenience. Now the situation
has changed. We are doing our best to execute the pending orders.

We hope you will be supplied your goods before August 18, 2014.

Yours faithfully,
………………………..
D. Kumar
Sales Executive

Sales Letters
Sales letters are the most cost – effective and time – efficient means of marketing products or services.
They are also a form of advertising. A good so ales letter is able to achieve the following objectives.
Catching the reader’s attention: The most immediate purpose of a sales letter is to capture the attention
of the reader. For this, the beginning of the letter should be so captivating that the reader should read.
Creating a Desire: Having aroused the interest of the reader, the next part of a sales letter strives to
sustain it. For this the letter has to point the benefits, features, and advantages of the product.
Carrying Conviction: Having created a desire in the reader‘s heart for the product, the next step is to
convince him/her of the authenticity of our claims by arranging free demonstration for the potential
customer, by providing a guarantee etc.
Inducing Action: The closing paragraphs of a sales letter is designed to persuade the reader to take
action. Generally, in this part, we are required to make the offer tempting by making special offers etc.

A Sample Sales Letter

Florence Optical Ltd.
23. [Link]
Kolkata -1
Ph: (033) 5467023
29 September, 2013
Sima Mathur
243, Gandhi Marg
Kolkata -7000003

Dear Customer

Sub: Introduction of ‗the ultimate‘ in the Hi tech series of sunglasses.

Eyes, your beautiful eyes, are the fathomless ocean of expression that deserves protection. With this
aim in mind we at Florence Optical are constantly researching to provide better products to our
customer.

‗The Ultimate‘ is our latest range of optical accessories that caters to the need and comfort of your
most precious eyes. The sunglasses designed incorporate the latest Light Sensing Technology. The
glasses as well as the lenses have in built micro sensors that control the amount of light entering your
eyes.
 It is our tradition to not only employ the best of technology but also to infuse our products with the
elegance and style that enhances your personality. Our limited edition range of sunglasses is simple
and elegant in design without any false ornamentation. We feel that you deserve to be the first worthy
owner of these glasses at a special 50% discount.
Thank you.
Sincerely yours
M. Sharma
Chief Executive

MEMO
A memo is a document written to pass information between people and departments within the
organization. Since memos are written to deal with many official matter, one may be expected to write a
memo to do any of the following in a professional organization:
To confirm To suggest
To request To explain
To announce To report
To caution or warn

Sample Memo
[Link] Ltd
Kolkata
Interoffice Memorandum
No: AK/265
Date: 24 March, 2013
To: Mr [Link], Accounts Clerk
From: Mr R.D. Sharma, M.D
Subject: Absence from duty on 20 March, 2013

It came to my notice that you were not present in the office on 20 March, 2013. Your application for
leave has not been received yet.
Will you kindly explain the cause for being the cause for being absent? If your reply does not reach o
or before April 3, 2013, administrative action can be taken against you.

[Link]
Managing Director
 Communications Program

79 John F. Kennedy Street

Cambridge, Massachusetts 02138

This first page of a student memo is a good example of “skimmable” formatting.

MEMORANDUM

To: Mayor Coleman Young

From: John S. Smith
Re: Raising the non-Resident Income Tax
Date: March 13, 19xx

The budget problem facing the city is serious. The deficit is projected by the Budget Department to
reach $72 million in fiscal year 1976-1977 and reach $500 million by 1981-82. Given the sensitivity of the auto
industry to the national and international economy, permanent relief may only come from a national economic
recovery that is not expected for a period of years. Thus, while it is unfair to project current recessionary spending
and revenue patterns into the 1980s, the short-term problems are serious and require immediate action.
The city needs to cut the deficit by at least $30 million in the short run. Completely closing the deficit
is not in the city’s interest. A deficit reduction plan which raised the entire $72 million could cause a severe
economic shock to an already fragile economy and exacerbate out current problems. Instead, we should aim to
maintain the deficit at its current level using the appropriate accounting methods, and await the more permanent
relief that comes from an economic recovery.
As part of a general deficit reduction problem, the city should take steps to raise the non-resident
income tax rate from ½ to 1%. Several strong arguments exist for raising the non-resident income tax rate. They
include:

• The suburbs are underpaying for service provided by the city. Currently non-residents pay only half of
1% to Detroit in income taxes. Residents, on the other hand, pay 2%. While service reimbursement taxes
are useful, many services, such as policy and fire protection, street cleaning, etc., defy easy reimbursement
schemes.

• Raising the tax rate from ½% to 1% has a relative low cost to non-residents. The median income for a
suburban worker is approximately $15,000 to $16,000. An increase in the tax rate to one percent only
decrease the annual pay of a worker making $16,000 by $60, or just of $3 per bimonthly paycheck.

• The current relative income tax levels create incentives for Detroit residents to move to the suburbs.
Currently residents of Detroit pay 2% in local income taxes, while suburbanites pay only 1%. Increasing
the non-resident tax rate to 1% would change the suburbanite tax rate to at least 1 ½% and attenuate the
current disincentive.

Created: 19 May, 2009, VMc

How to write a business report
(This handbook has been written in collaboration with
the School of Marketing and International Business, and
the Student Learning Support Service,
Victoria University of Wellington )

July 2013
Contents

Introduction .............................................................................................. 1

1 Planning your business report ........................................................... 2

1.1 What is the purpose of this report? ................................................................... 2

1.2 Who are the readers of this report?................................................................... 2

1.3 What are the report’s main messages?............................................................. 3

1.4 How will the messages be structured? .............................................................. 3

2 Structuring your business report ....................................................... 4

2.1 Covering letter/memorandum............................................................................ 4

2.2 Title Page .......................................................................................................... 5

2.3 Executive Summary .......................................................................................... 5

2.4 Table of Contents .............................................................................................. 5

2.5 Introduction ....................................................................................................... 6

2.6 Conclusions/recommendations ......................................................................... 6

2.7 Findings and discussion .................................................................................... 8

2.8 References........................................................................................................ 8

2.9 Appendices ....................................................................................................... 8

3 Writing your business report ............................................................ 10

3.1 Use effective headings and subheadings........................................................ 10

3.2 Structure your paragraphs well ....................................................................... 11

3.3 Write clear sentences with plain language ...................................................... 12

3.4 Keep your writing professional ........................................................................ 13

3.5 Use white space and well-chosen fonts .......................................................... 14

3.6 Number your pages......................................................................................... 15

3.7 Use footnotes, tables, figures, and appendices appropriately ......................... 15

i
4 Concluding remarks ........................................................................... 17

References ............................................................................................. 18

Appendix A: Checklist of a business report....................................... 19

Appendix B: Linking ideas within sentences and paragraphs......... 20

Appendix C: Specific report requirements ........................................ 21

Appendix D: An example of a finished report ................................... 23

ii
Introduction

Writing an effective business report is a necessary skill for communicating

ideas in the business environment. Reports usually address a specific issue or
problem, and are often commissioned when a decision needs to be made.
They present the author’s findings in relation to the issue or problem and then
recommend a course of action for the organisation to take. The key to a good
report is in-depth analysis. Good writers will show their reader how they have
interpreted their findings. The reader will understand the basis on which the
conclusions are drawn as well as the rationale for the recommendations.

Report writing uses some of the writing skills you have already acquired. You
will structure your paragraphs and reference your ideas just as you have been
doing in your essays and other assignments within your Commerce degree.
You might want to refer to the Victoria Business School Writing Skills
Workbook you received in the first year. Report writing sometimes differs in
structure and style. This handbook will help you plan, structure, and write a
basic report. Remember, though, that reports will vary according to their
purpose and the needs of their reader/s. Throughout your university career,
different courses and/or different lecturers may have slightly different
requirements for reports. Please always check the requirements for each
assignment.

1
1 Planning your business report

As in all writing, planning is vitally important. The key questions to ask yourself
when planning a business report are:

• what is the purpose of this report

• who are the readers of this report

• what are the report’s main messages

• how will the report be structured?

1.1 What is the purpose of this report?

Keep in mind that the purpose of a business report is generally to assist in

decision making. Be sure you are clear on what decision is to be made and
the role the report plays in this decision. It might be useful to consider the
purpose in this way: As a result of this report, my reader/s will …

For example:

As a result of this report, my reader/s will know:

- how well our recycling programme is doing

- how to increase participation in it.

1.2 Who are the readers of this report?

Consider the main reader/s, but also secondary readers. The main reader for
the recycling report alluded to above is the director of the recycling
programme. Secondary readers might be the facilities management team on
campus, the finance team, etc.

Try to understand what the readers already know, what they need to know,
and how they will use this report. You will need to give enough information to
satisfy all these potential readers. You will need to use headings carefully so
that different readers can use the report in different ways.

2
1.3 What are the report’s main messages?

• Taking into account the information above, think carefully about the
main message/s you need to convey, and therefore what information is
required. Ask yourself: What are the required pieces of information I
need to include?

• What are the additional pieces of information I need to include?

1.4 How will the messages be structured?

The modern business approach is direct (or deductive, to use a more

sophisticated term). This approach presents the conclusions or
recommendations near the beginning of the report, and the report provides
justification for these recommendations. This approach will be used for the
remainder of this handbook and for report writing in general in the Victoria
Business School (Commerce Faculty).

It should be noted, however, that there is sometimes a place for the indirect
(inductive) approach. This approach leads the reader through the discussion
first and reveals the conclusions and recommendations at the end of the
report. This approach might be used if the recommendations are likely to be
controversial or unpopular (Emerson, 1995).

The next step is to construct an outline, or structure, for your report. Check
for a logical flow, and check your outline against your purpose, your reader/s,
and the report’s relevant information requirements.

3
2 Structuring your business report

A business report may contain:

• a covering letter or memorandum

• a title page

• an executive summary

• a table of contents

• an introduction

• conclusions

• recommendations

• findings and discussion

• a list of references

• appendices.

2.1 Covering letter/memorandum

Often a letter is attached to a report to officially introduce the report to the

recipient. If the recipient is outside the organisation, a letter format is
appropriate; if the recipient is inside the organisation, a memorandum/memo
is appropriate.

The covering letter or memorandum should:

• remind the reader of their request for the report

• state the purpose of the report

• acknowledge any assistance

• indicate future actions to be taken.

4
2.2 Title Page

The title page should be brief but descriptive of the project. It should also
include the date of completion/submission of the report, the author/s, and their
association/organisation.

2.3 Executive Summary

The executive summary follows the title page, and should make sense on its
own. The executive summary helps the reader quickly grasp the report’s
purpose, conclusions, and key recommendations. You may think of this as
something the busy executive might read to get a feel for your report and its
final conclusions. The executive summary should be no longer than one page.
The executive summary differs from an abstract in that it provides the key
recommendations and conclusions, rather than a summary of the document.

2.4 Table of Contents

The table of contents follows the executive summary on a new page. It states
the pages for various sections. The reader receives a clear orientation to the
report as the table of contents lists all the headings and sub-headings in the
report. These headings and sub-headings should be descriptive of the content
they relate to (see section 3 of this handbook).

5
2.5 Introduction

The introduction sets the stage for the reader. It gives the context for the
report and generates the reader’s interest. It orients the reader to the purpose
of the report and gives them a clear indication of what they can expect.

The introduction should:

• briefly describe the context

• identify the general subject matter

• describe the issue or problem to be reported on

• state the specific questions the report answers

• outline the scope of the report (extent of investigation)

• preview the report structure

• comment on the limitations of the report and any

assumptions made.

(Adapted from Emerson, 1995, p. 35)

2.6 Conclusions/recommendations

A business report usually needs both conclusions and recommendations. The

difference between conclusions and recommendations in a report lies in the
orientation to time. Conclusions typically relate to the present or past
situation.

When writing conclusions:

• interpret and summarise the findings; say what they mean

• relate the conclusions to the report issue/problem

• limit the conclusions to the data presented; do not introduce

new material

• number the conclusions and present them in parallel form

• be objective: avoid exaggerating or manipulating the data.

(Guffey, Rhodes & Rogin, 2001, p. 391)

6
Recommendations are oriented to the future: what changes are
recommended, or what actions are recommended for the future? They are
specific, action-oriented suggestions to solve the report problem.

When writing recommendations:

• make specific suggestions for actions to solve the report problem

• avoid conditional words such as maybe and perhaps

• present each suggestion separately and begin with a verb

• number the recommendations

• describe how the recommendations may be implemented (if you were

requested to do this)

• arrange the recommendations in an announced order, such as most

important to least important.

(Guffey, et al. 2001, p. 392)

Although the conclusions and recommendations are presented before the

discussion, they need to logically flow from the discussion. Taking a deductive
approach allows the reader insight into your conclusions/recommendations
early on. When your reader reads the discussion afterwards, they will follow it
more easily. Here are some examples of conclusions and recommendations:

Conclusions Recommendations

Home and family responsibilities directly Provide managers with training in working
affect job attendance and performance. with personal and family matters.

Time is the crucial issue to balancing Institute a flexitime policy that allows
work and family income. employees to adapt their work schedule
to home responsibilities.

A manager supportive of family and Publish a quarterly employee newsletter

personal concerns is central to a good devoted to family and child-care issues.
work environment.

(Adapted from Guffey, et al. 2001, p. 391-392)

7
2.7 Findings and discussion

The discussion is the main part of your report and should present and discuss
your findings. It should give enough information, analysis, and evidence to
support your conclusions, and it should provide justification for your
recommendations. Its organisation will depend on your purpose, scope, and
requirements, but it should follow a logical and systematic organisation. The
discussion should be subdivided into logical sections, each with informative,
descriptive headings and a number.

Where your report’s purpose is to recommend the best solution to a problem,

you should show clear analysis of all options. You should explain any
analytical framework you used, such as SWOT or cost benefit analysis. This
analysis of options can often be presented effectively in tables.

2.8 References

Whenever you use information from other sources, references must be

provided in-text and in a list of references. The style of referencing may be
dictated by your faculty or organisation. The Faculty of Commerce at Victoria
uses APA. See the Victoria Business School Writing Skills Workbook (that you
were given in first year in the FCOM 111 course) for information on APA
referencing or see the APA manual (APA, 2002). You can download a copy of
the Writing Skills Workbook from the SLSS website
[Link]
klet%[Link] Another very useful source of information on APA
referencing is the Victoria Library. Go to
[Link]

2.9 Appendices

If material is important to your discussion and is directly referred to, then it

should be included in your discussion proper. However, you might want to use
appendices to include supplementary material that enhances understanding

8
for the reader. You might use appendices to provide details on the process or
analysis you underwent (or which was required by your supervisor or lecturer).
When you choose to include information in appendices, you should refer to it
clearly in your text (refer Appendix A). A single appendix should be titled
APPENDIX. Multiple appendices are titled APPENDIX A, APPENDIX B, etc.
Appendices appear in the order that they are mentioned in the text of the
report.

Appendices should:

• provide detailed explanation serving the needs of

specific readers

• be clearly and neatly set out

• be numbered/lettered

• be given a descriptive title

• be arranged in the order they are mentioned in the text

• be related to the report’s purpose—not just ‘tacked on’.

(Adapted from Emerson, 1995, p. 41)

A checklist of elements of a good business report is provided in Appendix A.

9
3 Writing your business report

Now that you have organised your thoughts, you need to put them into writing.
Ensure your writing demonstrates clarity and logic. You should think
constantly about your readers and make your report easy for them to read. To
achieve good readability, you should:

• use effective headings and subheadings

• structure your paragraphs well

• write clear sentences with plain language

• keep your writing professional

• use white space and well-chosen fonts

• number your pages

• use footnotes, tables, figures, and appendices appropriately.

3.1 Use effective headings and subheadings

Headings and subheadings are useful tools in business writing. Ensure they
are descriptive of the content to follow. In other words, rather than labelling a
section Section 2.5, it would be better to describe it as 2.5 Justification for
the high risk scenario. It is also essential that the hierarchy of headings and
subheadings is clear. Use formatting (font size, bold, etc.) to show headings
versus subheadings. Headings/subheadings at the same level should use
parallel form (the same grammatical construction). The following examples
illustrate this principle.

Ineffective headings with non- Effective headings with parallel

parallel construction construction

Establishing formal sales Establish formal sales organisation

organisation

Production department Define responsibilities within the

responsibilities production department

Improve cost-accounting Improve cost accounting

(Adapted from Munter, 1997, p. 53)

10
Use sentence case for headings. This means that your first word should
have a capital letter, but subsequent words have small letters, unless, of
course, they are proper nouns (Write Limited, 2013). Remember to
ensure that all material placed underneath a heading serves that heading.
It is easy to go off on a tangent that does not relate to a heading.
Remember also that all content must relate to your purpose. Every time
you write a new section of your report, check that it fulfils the purpose of
the report.

3.2 Structure your paragraphs well

Your headings will help create logical flow for your reader, but under each
heading, you should create a series of paragraphs that are also logically
ordered and structured. Paragraphs should be ordered in a logical sequence
beginning with the most important material first. Within your paragraphs you
should also use a structure that helps your reader. Each paragraph should
begin with a topic sentence that states the main idea or topic of the
paragraph. Typically a paragraph will have between 100 and 200 words and
will have the following structure.

• Topic sentence (states main idea of paragraph)

• Explanation sentence (explains or expands on the topic sentence)

• Support sentences (give evidence for the idea in the topic sentence
and include statistics, examples, and citations)

• Concluding sentence (optional final sentence that answers the question

‘so what?’; this is your opportunity to show your critical thinking ability)

Remember to link your paragraphs well. The first sentence (usually the topic
sentence) is a good place to make a link between paragraphs. One of the
most common ways to link paragraphs is to use the principle, ‘something old,
something new’. This means you will include a word or phrase that contrasts

11
the topic of the previous paragraph with the topic of your new paragraph. Take
a look at the topic sentence at the beginning of this section 3.2. You will see
that this topic sentence links to the material before it. For an example showing
how to link ideas in a paragraph using the ‘something old, something new’
principle, see Appendix B.

3.3 Write clear sentences with plain language

Academic and business writing should be clear. You want to clearly

communicate your understanding of the topic and the strength of your
argument. In order to do this, keep your sentences short and use plain
language where you can (Write Limited, 2013). Sentences that are too long
and complicated are difficult to understand. A good average length is 15–20
words (roughly 1.5 lines). Try not to go over 2 lines. Sometimes students try to
use big words in order to sound academic. This is not always a good idea. If
you need a big (sometimes technical) word, fine. However, if a shorter one
does the job, use it. For example, use is better than utilise, and change is
better than modification.

Look at the following example.

Phase one of the project included the collection of a range of data and
research material completed during 2011, which was utilised in the creation of
a range of soon to be finalised analyst ‘personas’, and input into the planning
of a new enhanced information architecture for the business’s online channel,
particularly resources for current analysts.

Now look at a plainer version.

In 2011, the team undertook phase one of the project. They collected a range
of data and research material. Using this collected material, they created
analyst ‘personas’. They also began to plan an enhanced information
architecture for the business’s online channel. Current analysts can use some
of the resources the team have created.
12
You will notice some of the sophisticated words have changed to plainer ones.
You will also notice that the sentences are shorter and easier to understand.
Another change relates to ‘active voice’. You will notice that the first example
uses some ‘passive voice’: which was utilised. Passive voice enables writers
to omit the people (or doers) from their sentences. However, readers often
appreciate knowing ‘who’ does something. You will notice in the second
example, the writer adds a doer: team. This means the writer can now use the
active voice: In 2011, the team completed…All of these techniques—short
sentences, plainer language, and active voice—will help your reader
understand your message in one reading. This is especially important in
business writing where readers have busy working days.

3.4 Keep your writing professional

Ensure you use an appropriate tone for your readers. Where possible, use
personal pronouns we and you: We recommend you check the building’s
foundations. Personal pronouns create a friendly tone that is appropriate for
New Zealand business and government. They also help the writer avoid the
passive voice. And, as stated above, readers like to know ‘who’ will do
something. However, sometimes you might want a more formal tone where
personal pronouns are not appropriate. In these cases, you can use words
like research or report as your sentence subject: This report discusses…, This
research has found that… . Another way of ensuring appropriate tone is to
avoid terms that may be interpreted as offensive to ethnic or other groups. Be
careful to use gender-neutral terms. For example, use plural pronouns (they
when referring to clients) rather than gender-specific pronouns (he or he/she).
Another aspect of tone relates to the use of contractions. Contractions are
words like we’ve or it’s. They are informal. For many business reports and for
all academic reports, you will need to avoid them and write we have or it is.

Other important characteristics of professional writing are editing and

proofreading. You should leave 24 hours between writing your draft and
editing it. You should also leave another 24 hours between editing and
proofreading. Leaving time between these stages of the writing process allows

13
you to detach yourself from your writing and put yourself in your reader’s
shoes. When editing, check for:

• illogical structure

• missing headings

• irrelevant or missing content

• unnecessary content

• redundant phrases or words.

When proofreading, check for:

• grammar

• punctuation

• spelling

• formatting

• consistency.

Remember to leave enough time for these last two stages. Thorough editing
and proofreading will make a big difference to the readability of your report (as
well as to your marks!), and it is a courtesy to the reader.

3.5 Use white space and well-chosen fonts

White space refers to the empty space on the page. Business reports which
have a more balanced use of white space and text are easier to read and
more effectively communicate main points and subordinate ideas. Create
white space by:

• using lots of headings and subheadings

• creating large margins along all edges (usually 2.5–3cm)

• breaking up your page with tables, charts, and graphs where possible

• using bulleted lists.

14
3.6 Number your pages

Your title page has no number. Use Roman numerals for the executive
summary and table of contents (i, ii, iii), and Arabic numbers for the remainder
of the report
(1, 2, 3 …).

3.7 Use footnotes, tables, figures, and appendices appropriately

Footnotes should be used sparingly. Points that are important can usually be
integrated into the text. Footnotes or endnotes should not be used for
referencing (see References above).

In business reports, tables and figures are often used to represent data,
processes, etc. Tables and figures should be inserted in the text of the
document, close to the discussion of the table/figure. If the information is
something which the reader could refer to rather than should refer to, then it
may go in the appendices. Tables and figures have different purposes. A table
contains an array of numbers or text (such as a SWOT table). A figure is
something that contains graphical content, such as graphs created in Excel,
organisational charts, or flow charts.

Insert each table/figure one-and-a-half or two lines below the text. The
table/figure should be identified with a label and title which describes the
content, for example, Table 1. GDP of New Zealand, 1988–2002.

If a table, figure, or appendix is included in a document, then there must be

text that refers to it! The text should refer to it by name (As Table 1
shows ….). The text should explain the highlights of the table or figure, not
every detail. Do not leave it to the reader to try to figure out why you included
the table or figure in your document. At the same time, ensure that your
tables/figures supplement and clarify the text but do not completely duplicate
it. Also ensure that there is sufficient information in the table or figure so that
the reader can understand it without having to consult the text.

15
Footnotes immediately underneath the table or figure should be used to
explain all abbreviations and symbols used. Do not forget to add the source of
your material.

16
4 Concluding remarks

Now that you have the tools to develop your report, your communication
should be more efficient and effective. Individual schools may have specific
requirements for your report, so check with your course coordinators in case
they have specific requirements. For example, the School of Marketing and
International Business provides the guide attached in Appendix C. A sample
report for general business writing is provided in Appendix D.

Don’t forget to make use of the resources at Student Learning Support

Service should you require more guidance. Happy writing!

17
References

APA. (2002). Publication manual of the American Psychological Association

(5th ed.). Washington, DC: American Psychological Association.

Emerson, L. (Ed.) (1995). Writing guidelines for business students.

Palmerston North: The Dunmore Press.

Guffey, M. E., Rhodes, K., & Rogin, P. (2001). Business communication:

Process and product (3rd Canadian ed.). Scarborough, Ontario: Nelson
Thomson Learning.

Munter, M. (1997). Guide to managerial communication: Effective business

writing and speaking (4th ed.). Upper Saddle River, NJ: Prentice Hall.

Write Limited, (2013). The Write Style Guide for New Zealanders: A manual
for business editing. Wellington, New Zealand: Write Limited.

18
Appendix A: Checklist of a business report

 The report fulfils its purpose

 The report is oriented to the intended reader/s

 The report contains all appropriate elements (executive summary, table

of contents …)

 The discussion has descriptive and appropriately formatted headings

and subheadings

 The discussion contains thorough analysis of findings as well as logical

flow

 The report has been edited for section cohesiveness and good
paragraph structure

 The report has been proofread for sentence structure, spelling,

punctuation, and consistency

 Tables and figures are formatted correctly and labelled

 Tables, figures, and appendices are referred to within the text /

discussion

 Quotations from other sources are referenced

 Thoughts and ideas paraphrased from other sources are referenced

 The reference list is formatted properly

 The cover page has all necessary details

 Appendices are used to support the discussion, but tables / figures

which are essential to the discussion are included within the text

19
Appendix B: Linking ideas within sentences and paragraphs

• When structuring sentences, the subject and verb should occur as closely
together as possible. For example, The PLC is important, not The PLC,
which has been around a long time, and has seen wide use, in many
contexts, continents, industries, product categories, and so forth, is
important.

• Place the material you want to emphasize at the stress position in the
sentence. In a short sentence, the stress position is usually at the end of
the sentence. You want to emphasize new material. For example,
assuming you have already introduced the PLC, and the point you want to
make next is that it is important, you would write, The PLC is important,
rather than, An important concept is the PLC.

• In the above illustration, when you start the paragraph with the sentence,
The PLC is important, you have accomplished two things. First, you have
made the point that the purpose of the paragraph is to argue that the PLC
is important. Second, the notion that it is important is no longer new
information. Subsequent sentences should provide new information that
supports that point.

• The next sentence, for example, might be:

It is important because it explains why firms must develop new products;
or:
It is important for three reasons. The first reason is .....; or:
It is important for many reasons. One important reason is .....

Note that the stressed part of the previous sentence is no longer new and
has been moved to the front of the current sentence. The new information
in the current sentence is a reason why the PLC is important. The reason
is placed in the stress position.

• The same pattern applies to the following sentences: The PLC is

important. It is important because it explains why firms must develop new
products. New products must be developed because competitors enter the
firm’s markets, offerings become more homogeneous, prices decrease,
and margins are reduced.

20
Appendix C: Specific report requirements

For all reports, be sure that you adhere to the requirements of your particular
organisation. In New Zealand business and government, these requirements
will usually be stated in your organisation’s style guide. A style guide is a
handbook telling writers which conventions of grammar, punctuation, and tone
to follow. It also tells writers how to format their documents. At Victoria, you
should adhere to your particular course and/or school requirements.

Specific requirements for most reports submitted in the School for

Marketing & International Business (SMIB)

1. Answer the question

The most important requirement is to answer the question! Be sure to read

your assignment question very carefully.

2. Structure your report effectively [Title of your report/project]

Use this handbook to guide your structure.

The key parts of your reports will be:

[Name/Code of your course]
• title page (follow the template)
Lecturer: [Lecturer’s Name]
• executive summary

• table of contents

• body of the report

Submitted by:
• references [Your name]
• appendices. [Your student number]

Tutor: [Tutor’s Name]

Tutorial Number: [#]

21
3. Give careful consideration to your page layout and presentation

Use:

• 12-point font

• either Times New Roman or Arial (or similar) consistently throughout

the report, including in tables and figures

• 2.5 centimetre (one inch) margins at the top, bottom, and both sides of
the document

• 1.5 spacing between lines

• an additional line space between paragraphs, or indent the first line of

each paragraph.

4. Reference in APA

Ensure you reference consistently in APA style. You should use in-text
referencing for each citation (material that you have taken from other
sources). This material will be either quotes or paraphrases. Include a
reference list at the end of your report, again paying careful attention to APA
style for different types of references. Your reference list will include the
sources that showed up in your in-text referencing. It is not a list of everything
you read, just of the material you actually included in your report.

22
Appendix D: An example of a finished report

This example report has been adapted from a model report in Guffey, M.E.,
Rhodes, K., Rogin, P. (2001). Business communication: Process and Product,
3rd Canadian Edition. Scarborough: Nelson Thomson Learning. Pp. 461-473.

While the content follows Guffey et al (2001), the formatting has been changed to
match the style described in the VBS report writing guide, including APA
referencing rather than MLA. Formatting has also been updated in line with
current usage, and section numbering added. The commentary provided in side
annotations are in the main taken from Guffey et al (2001), and further
annotations can be found in the original.

23
Memorandum

DATE: 19 January, 2010

TO: Cheryl Bryant, Director

Recycling Programme
Office of Associated Students

FROM: Alan Christopher, OAS Business Senator

SUBJECT: Increasing participation in West Coast College’s

recycling programme

Here is the report you requested on 11 December 2009. It relates to

the status of West Coast College’s recycling programme. This report Give purpose of
gives recommendations for increasing awareness and use of the the report
recycling programme. It incorporates both primary and secondary
research. The primary research focused on a survey of members of
the West Coast College campus community.

Although the campus recycling programme is progressing well, the

information gathered shows that with more effort we should be able to
increase participation and achieve our goal of setting an excellent Indicate future
example for both students and the local community. actions
Recommendations for increasing campus participation in the
programme include educating potential users about the programme
and making recycling on campus easy.

I am grateful to my business communication class for helping me

develop a questionnaire, for pilot testing it, and for distributing it to the
campus community. Their enthusiasm and support contributed greatly Acknowledge any
to the success of this OAS research project. assistance

Please telephone me if you would like additional information. I would

be happy to implement some of the recommendations in this report by
developing promotional materials for the recycling campaign.

24
 Cover Page
Include all
relevant details.
Check
requirements.

Analysis of the West Coast College

Campus Recycling Program

Presented to

Cheryl Bryant
Recycling Director
Office of Associated Students
West Coast College

Prepared by

Alan Christopher
Business Senator
Office of Associated Students

19 January, 2010

No page
number

25
Executive summary
Purpose and method of this report
West Coast’s recycling programme was created to fulfil the College’s social
responsibility as an educational institution as well as to meet the demand of
legislation requiring individuals and organisations to recycle. The purposes of
this report are to:
• determine the amount of awareness of the campus recycling
programme
• recommend ways to increase participation in the programme.
Tell purpose of the
We conducted a questionnaire survey to learn about the campus community’s report and briefly
recycling habits and to assess participation in the current recycling describe the
programme. A total of 220 individuals responded to the survey. Since West research
Coast College’s recycling programme includes only aluminium, glass, paper,
and plastic, these were the only materials considered in this study.

Findings and conclusions

Most survey respondents recognised the importance of recycling and stated
that they recycle aluminium, glass, paper, and plastic on a regular basis either
at home or work. However, most respondents displayed a low level of
awareness of the on-campus programme. Many of the respondents were
unfamiliar with the location of the bins around campus and, therefore, had not
participated in the recycling programme. Other responses indicated that the
bins were not conveniently located.

The results of this study show that more effort is needed to increase Give conclusion/s
participation in the campus recycling programme. of report

Recommendations for increasing recycling participation

Recommendations for increasing participation in the programme include:
• relocating the recycling bins for greater visibility
• developing incentive programmes to gain the participation of
individuals and on-campus student groups Give report
recommendations
• training student volunteers to give on-campus presentations explaining
the need for recycling and the benefits of using the recycling
programme
• increasing advertising about the programme.

26
Table of Contents

1 Introduction ................................................. 1 Use leaders to

1.1 West Coast’s Recycling Programme .................................. 2 guide eye from
1.2 Purpose of study ................................................................. 2 heading to page
1.3 Scope of the study ............................................................. 2 number
1.4 Sources and methods ......................................................... 3

2 Conclusions ............................................... 4

3 Recommendations ...................................... 5

4 Findings and discussion ............................ 6

4.1 Recycling habits of respondents ....................................... 6
4.2 Participation in recycling on campus................................. 7
4.2.1 Student awareness and the use of bins ................................. 8
4.2.2 Reasons for not participating ................................................. 9
4.2.3 Location of recycling bins ...................................................... 9

References ...................................................... 10

Appendix
West Coast Recycling Programme Survey .................................. 11

ii

27
1 Introduction
North American society is often criticised as being a “throw away”
society, and perhaps that criticism is accurate (Cahan, 2008). We
discard 11 to 14 billion tons of waste each year, according to the US
Environmental Protection Agency. Of this sum, 180 million tons comes
from households and businesses, areas where recycling efforts could
Give context
make a difference (Hollusha, 2010). According to a survey conducted
and general
by Decima Research, 73 percent of North American companies have
subject
waste reduction programmes (Schneider, 2008). Although some matter
progress has been made, there is still a problem. For example, the
annual volume of discarded plastic packaging in North America is
eight billion tons—enough to produce 118 million plastic park benches Use APA
yearly (Joldine, 2009). Despite many recycling programmes and referencing
initiatives, most of our rubbish finds its way to landfill sites. With an style
ever-increasing volume of waste, estimates show that 80 percent of
North America’s landfills will be full by the year 2015 (de Blanc, 2009).

To combat the growing waste disposal problem, some states and

provinces are trying to pass legislation aimed at increasing recycling.
Many North American communities have enacted regulations requiring
residents to separate bottles, cans, and newspapers so that they may
be recycled (Schneider, 1999). Other means considered to reduce
waste include tax incentives, packaging mandates, and outright
product bans (Hollusha, 2010). All levels of government are trying both
voluntary and mandatory means of reducing rubbish sent to landfills.

28
1.1 West Coast Recycling Programme

In order to do its part in reducing rubbish and to meet the

requirements of legislation, West Coast College began operating
a recycling programme one year ago. Aluminium cans, glass, Give
office and computer paper, and plastic containers are currently background
being recycled through the programme. Recycling bins are to issue/
located at various sites around campus, outside buildings, and in problem
department and administrative offices to facilitate the collection of
materials. The Office of Associated Students (OAS) oversees the
operation of the programme. The programme relies on
promotions, advertisements, and word of mouth to encourage its
use by the campus community.

1.2 Purpose of this study

The OAS had projected higher levels of participation in the recycling Describe the
programme than those achieved to date. Experts say that recycling issue to be
programmes generally must operate at least a year before results reported on
become apparent (de Blanc, 2009). The OAS programme has been in
operation one year, yet gains are disappointing. Therefore, the OAS State the
authorised this study to determine the campus community’s specific
awareness and use of the programme. Recommendations for questions the
increasing participation in the campus recycling programme will be report
made to the OAS based on the results of this study. answers

1.3 Scope of this study

This study investigates:

• potential participants’ attitudes towards recycling in
general
• participants’ awareness of the campus recycling
programme
• participants’ willingness to recycle on campus
• the perceived convenience of the recycling bins. Discuss the
scope (or
Only aluminium, glass, paper, and plastic are considered in this study extent) of the
as they are the only materials being recycled on campus at this time. investigation

The costs involved in the programme were not considered in this

study as we did not consider them relevant. Steelman, Desmond, and
Johnson (2008) state that a recycling programme generally does not
begin to pay for itself during the first year. After the first year, the
financial benefit is usually realised in reduced disposal costs
(Steelman, Desmond, and Johnson 2008).

29
 1.4 Sources and methods

We consulted current business periodicals and newspapers for

background information and to learn how other organisations are
encouraging use of in-house recycling programmes. We used these
findings to formulate a questionnaire on recycling habits. This Discuss how
questionnaire (shown in the appendix) was then used to survey the study was
administrators, faculty, staff, and students at West Coast College conducted
campus. In all, a sample of 220 individuals responded to the self-
administered questionnaire. The composition of the sample closely
resembled the makeup of the campus population. Figure 1 shows the
percentage of students, faculty, staff, and administrators who
participated in the survey.

Figure 1. Composition of survey sample

Faculty, 23%

Staff, 10%
Students, 60%

Administrators, 7%

Note:
If you use figures or tables, be sure to introduce them in the text. Although it is not always
possible, try to place them close to the spot where they are first mentioned.

30
2 Conclusions
Based on the findings of the recycling survey of members of the
West Coast College campus community, we draw the following
conclusions:

1. Most members of the campus community are already

recycling at home or at work.

2. Over half of the respondents recycle aluminium and paper on

a regular basis; most recycle glass and plastic to some
degree.

3. Most of the surveyed individuals expressed a willingness to

participate in a recycling programme. Many, however, seem
unwilling to travel very far to participate; 42 percent would like
more recycling bins to be located inside the cafeteria.

4. Awareness and use of the current campus recycling

programme are low. Only a little over a third of the
respondents knew of any recycling bin locations on campus,
and only a fifth had actually used them.

5. Respondents considered the locations of the campus bins

inconvenient. This perceived inconvenience was given as the
principal reason for not participating in the campus recycling
programme.

31
 3 Recommendations
After considering the findings and conclusions of this study, we
offer the following recommendations in an effort to improve the
operations and success of the West Coast recycling programme:

1. Increase on-campus awareness and visibility by designing an

eye-catching logo for use in promotions.

2. Enhance comprehension of recycling procedures by teaching

users how to recycle. Use posters to explain the recycling
programme and to inform users of recycling bin locations.
Label each bin clearly as to what materials may be deposited.

3. Add bins in several new locations, and particularly more in the

food service and vending machine areas.

4. Recruit student leaders to promote participation in the

recycling programme. These students should give educational
talks to classes and other campus groups.

5. Develop an incentive programme for student organisations.

Offer incentives for meeting OAS recycling goals. On-campus
groups could compete in recycling drives designed to raise
money for the group, the college, or a charity. Money from the
proceeds of the recycling programme could be used to fund
the incentive programme.

Note:
Report recommendations are most helpful to readers when they not only make
suggestions to solve the original research problem but also describe specific
actions to be taken. Notice that this report goes beyond merely listing ideas.
Instead, it makes practical suggestions for ways to implement the
recommendations.

32
4 Findings and discussion In this section
you will
The findings of the study will be presented in two categories: present,
interpret,
• Recycling habits of the respondents discuss, and
• Participation in the West Coast College recycling programme. analyse
findings.

4.1 Recycling habits of respondents

A major finding of the survey reveals that most respondents are willing to recycle
even when not required to do so. Data tabulation shows that 72 percent of the
respondents live in an area where neither the city nor the region requires separation
of rubbish. Yet 80 percent of these individuals indicated that they recycle aluminium
on a regular basis. Although the percentages are somewhat smaller, many of the
respondents also regularly recycle glass (46 percent) and plastic (45 percent).
These results, summarised in Figure 2, clearly show that campus respondents are
accustomed to recycling the four major materials targeted in the West Coast
recycling programme.

Figure 2. Respondents who regularly recycle at home or at work

Material Percentages
Use tables
and graphs
Aluminium 80% where
Paper 55% possible to
Glass 46% present/
Plastic 45% summarise
findings
Respondents were asked to rank the importance of recycling the materials
collected in the West Coast programme. Figure 3 shows that respondents felt
aluminium was most important, although most also ranked the other materials
(glass, paper, and plastic) as either “extremely important” or “somewhat important”
to recycle. Respondents were also asked what materials they actually recycled
most frequently, and aluminium again ranked first.

33
Figure 3. Materials considered most important to recycle

70%

60%

50%
Extremely important
40% Somew hat important

30% Somew hat unimportant

Extremely unimportant
20%

10%

0%
Aluminium Paper Glass Plastic

When asked how likely they would be to go out of their way to

deposit an item in a recycling bin, 29 percent of the respondents
said “very likely”, and 55 percent said “somewhat likely”. Thus,
respondents showed willingness—at least on paper—to recycle
even if it means making a special effort to locate a recycling bin.

4.2 Participation in recycling on campus

De Blanc (2009) gives factors important to any recycling

programme. She states that:

• recycling centres must be in convenient locations Include theory

in discussion
• participants must be aware of these locations
of findings
• participants must be trained to use recycling centres.

We incorporated de Blanc’s factors in our survey and included

questions assessing awareness and use of the current bins. The
survey also investigated reasons for not participating in the
programme as well as reasons for the perceived convenience of
current bin locations.

34
4.2.1 Student awareness and the use of bins

Two of the most significant questions in the survey asked

whether respondents were aware of the OAS recycling bins on
campus and whether they had used the bins. Responses to
both questions were disappointing, as Figure 4 illustrates.

Figure 4. Awareness and use of recycling bins on campus

Location Awareness of
Use of bins at
bins at this
location
location
Cafeteria 38% 21%
Bookstore 29% 12%
Administration building 28% 12%
Computer Labs 16% 11%
Library 15% 7%
Student union 9% 5%
Classrooms 8% 6%
Department and
6% 3%
Administrative offices
Athletic centre 5% 3%
Unaware of any bins;
20% 7%
have not used any bins

Figure 4 shows that only 38 percent of the respondents were

aware of the bins located outside the cafeteria. Even fewer Clearly interpret
were aware of the bins outside the bookstore (29 percent) and your findings so that
outside the administration building (28 percent). Equally your reader can see
dissatisfying, only 21 percent of the respondents had used the the basis for your
most visible recycling bins outside the cafeteria. conclusions and
recommendations
Other recycling bin locations were even less familiar to the
survey respondents and, of course, were little used. These
responses plainly show that the majority of the respondents in
the West Coast campus community have a low awareness of
the recycling programme and an even lower record of
participation.

35
4.2.2 Reasons for not participating

Respondents offered several reasons for not participating in the

campus recycling programme. Forty-five percent said that the
bins were not convenient to use. Thirty percent said that they did
not know where the bins were located. Another 25 percent said
that they were not in the habit of recycling. Although many
reasons for not participating were listed, the primary reason
appears to be inconvenience of bin locations.

4.2.3 Location of recycling bins

When asked specifically how they would rate the location of the
bins currently in use, only 13 percent of the respondents felt that
the bins were extremely convenient. Another 36 percent rated
the bins as somewhat convenient. Over half the respondents felt
that the locations of the bins were either somewhat inconvenient
or extremely inconvenient. Recycling bins are currently located
outside nearly all the major campus rooms or buildings, but
respondents clearly considered these locations inconvenient or
inadequate.

In indicating where they would like recycling bins placed (see

Figure 5), 42 percent of the respondents felt that the most
convenient locations would be inside the cafeteria. Placing more
recycling bins near the student union seemed most convenient to
another 33 percent of those questioned, while 15 percent stated
that they would like to see the bins placed near the vending
machines. Ten percent of the individuals responding to the
survey did not seem to think that the locations of bins would
matter to them.

Figure 5. Preference for placement of recycling bins

Inside the cafeteria 42%

More in the student union 33%
Near vending machines 15%
Does not matter 10%

36
5 References
magazine
Cahan, V. (2008, July 17). Waste not, want not? Not
necessarily. Business Week, p.116.

de Blanc, S. (2009, December). Paper recycling: How to journal

make it effective. The Office, 32-33.

Hollusha, J. (2010, July 26). Mixed benefits from recycling. online

The New York Times, D2. [Link] newspaper

Joldine, L. (2009). The environment and Canada’s future.

In J. Davis (Ed.), Spirit of the world (pp.42-49).
Waterloo, Ontario: Turnaround Decade Ecological author in an
Communications. edited book

Schneider, K. (2008, January 20). As recycling becomes a

growth industry, its paradoxes also multiply. The New printed
York Times, p. A5. newspaper
Steelman, J.W., Desmond, S., and Johnson, L. (2008).
Facing Global Limitations. New York, NY: Rockford book
Press.

10

37
 Appendices can
Appendix include
questionnaires and
West Coast College recycling programme survey other material used in
assembling the
West Coast College recently implemented a recycling programme on campus. report.

Please take a few minutes to answer the following questions so that we can make
this programme as convenient as possible for you to use.

1. Please indicate which items you recycle on a regular basis at home or

at work. (Tick all that apply.)
 Aluminium
 Glass
 Paper
 Plastic

2. Do you live in an area where the city / municipality requires separation

of waste?
 Yes  No

3. How important is it to you to recycle each of the following:

Extremely Somewhat Somewhat Extremely
Important Important Unimportant Unimportant
Aluminium
Glass
Paper
Plastic

4. How likely would it be for you to go out of your way to put something in
a recycling bin?
Very Likely Somewhat Likely Somewhat Very Unlikely
Unlikely

5. Which of the following items do you recycle most often? (Choose one
item only.)
 Aluminium
 Glass
 Paper
 Plastic
 Other

6. Listed below are locations of the recycling bins on campus.

(Check all those of which you are aware.)

 Administration Building  Library

 Bookstore  Athletic centre
 Student union  Computer labs
 Department and administrative offices
 Cafeteria  I’m unaware of any of
these recycling bins.

11

Note:
The appendix continues the report’s page numbering.

38