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• Educating Professionals • Creating and Applying Knowledge • Engaging our Communities
L3 Language Literacies Learning
ENGG 1003
Sustainable Engineering Practice
Report writing & referencing
Dr Jane Kehrwald
Learning & Teaching Unit
Overview
Example sections from reports
Additional resources & support
What is a report?
Structure of a report
Referencing & academic integrity
What is a report?
Abstract or executive summary
Short concise paragraphs & dot points
Used to inform, analyse or persuade
Scanned quickly by the reader
Numbered headings & sub-headings
Use of graphs, tables, images & figures
Recommendations and/or appendices
Structure of report – see course template
• Preliminary sections • Title & authors’ details
• Table of contents
• Abstract / Executive Summary
• Disclaimer
• Main sections • Introduction
• Body sections & sub-sections
• Conclusions
• Recommendations (optional for this assignment)
• Supplementary sections • References
• Appendices (optional for this assignment)
Activity
• Divide into 5 groups
• Each group examines a different extract from sample reports
• Group 1 – table of contents & abstract
• Group 2 – introduction
• Group 3 – body section
• Group 4 – conclusion & recommendations
• Group 5 – references
• Use these guides & resources and comment on the extract:
− www.unisa.edu.au/L3ITEE (go to Engineering & open the Style Writing Guide)
− www.unisa.edu.au/Referencing (open the UniSA Harvard pdf or Roadmap to Referencing)
• Report back to the class
What is an abstract/executive summary?
• Provides an overview of the entire report.
• Helps the reader to develop a quick understanding of the report.
• Is highly structured & often includes:
Statement of the problem
Background or contextual information
Purpose of the report
Methodology
Conclusions
Findings
Recommendations
Sample abstract
Water resources management approaches around
the world are changing dramatically. A reliance on
physical solutions continues to dominate traditional
panning approaches, but these solutions are facing
increasing opposition. At the same time, new
methods are being developed to meet the demands
of growing populations without requiring major new
construction or new large-scale water transfers from
one region to another. This report discusses the
components of this ongoing shift and looks at the new
paths being explored. It evaluates the major reasons for
the change in approaches and discusses the applicability
of these new concepts in different parts of the world.
Finally, recommendations are put forward, based on
the principles of sustainability and equity, in order to
bridge the gap between diverse and competing
interests. Specifically, it is essential that … <text deleted>
Background, setting
the scene
Purpose, focus
Recommendations
(Source: Adapted from Gleick PH 2000, ‘The changing water paradigm: a look at twenty-first century water resources
development’, Water International, vol. 25, no. 1, pp. 127-138.)
Table of contents
What is an introduction?
• Is highly structured & often includes:
• It DOES NOTE include findings, conclusions or recommendations
Statement of the problem
Background or contextual information
Purpose of the report
Methodology (briefly)
Outline of report
A brief review of previous work/research
Scope & limitations
Sample Introduction
1 Introduction
1.1 Background
Improving global access to clean drinking water and safe sanitation is one of the least expensive and most
effective means to improve public health and save lives. The concept of clean water and safe sanitation as
essential to health is not a novel idea. In 350 B.C., Hippocrates recommended boiling water to inactivate
“impurities”. The U.S. and Central Europe, where water and sanitation services are nearly universal,
significantly reduced water-, sanitation-, and hygiene-related diseases by the start of the 20th century by
protecting water sources and installing sewage systems. However, in developing countries, water and
sanitation services are still severely lacking.
1.2 Aims and objectives
The integration of public health into engineering problem solving is critical, but current efforts are insufficient.
It is through partnership with local communities to implement solutions which consider environmental, cultural
and economic conditions that more sustainable water and sanitation services will be improved. The aim of this
report is to discuss obstacles to improving water, sanitation and health in developing regions.
1.3 Scope and limitations
The report focuses specifically on three obstacles related to the contribution of engineers to improving water
and sanitation in developing countries. Firstly, the lack of collaboration between the fields of water and
sanitation engineering and public health are discussed. Secondly, there is a need for engineers to consider the
local environment, culture and economics. Thirdly, engineers need to consider the capabilities of local
communities to maintain services and equipment. The report concludes by making specific recommendations
on how engineers can better engage with local communities to overcome these obstacles. (Source: Adapted from Montgomery MA & Elimelech M 2007, Water and sanitation in developing countries; including
health in the equation, Environment Science & Technology, vol. 41, no. 11, pp. 17-24.)
Situate the aims in a ‘problem’
Use explicit language to
guide the reader
Start broadly, then narrow down
the focus
This guides the reader
and gives structure to
your report
Using figures, tables & graphs
The adverse health impacts attributable to lack of water and sanitation are significant. These effects are caused by exposure to pathogenic microbes through various routes, which are summarised in Table 1, below. The large number of categories is an indication of the extent to which water-, sanitation-, and hygiene-related diseases can affect populations. Many of the categories and diseases are closely associated. As we discuss later, this association complicates environmental risk analysis.
Table 1: Categories of water, sanitation and hygiene related diseases
(Adapted from Eisenberg et al. 2001, p. 231)
Category Description/disease
Waterborne Caused by the ingestion of water contaminated by human or animal excreta or urine containing
pathogenic bacteria or viruses; includes cholera, typhoid, amoebic and bacillary dysentery, and
other diarrheal diseases.
Water-based Caused by parasites found in intermediate organisms living in water; includes dracunculiasis,
schistosomiasis, and some other helminths.
Water-related Caused by microorganisms with life cycles associated with insects that live or breed in water;
includes dengue fever, lymphatic filariasis, malaria, onchocerciasis, and yellow fever.
Excreta-related Caused by direct or indirect contact with pathogens associated with excreta and/or vectors breeding
in excreta; includes trachoma and most waterborne diseases.
Water collection
and storage
Caused by contamination that occurs during or after collection, often because of poorly designed,
open containers and improper hygiene and handling.
Toxin-related Caused by toxic bacteria, such as cyanobacteria, which are linked to eutrophication of surface-water
bodies; causes gastrointestinal and hepatic illnesses.
Using figures, tables & graphs
The more common type of wind turbines are Horizontal Axis Wind Turbines (HAWT), such as the
one shown in Figure 1, below.
Figure 1: Horizontal Axis Wind Turbines (HAWT) (Smith 2005, p.33)
Conclusions & recommendations
Conclusions: • Clear & concise summary
• Refer back to aim/purpose of
the paper or project
• State the significance/
relevance/implications of your
findings
Recommendations: • Optional for Assignment 1
• Required for Assignment 2
• Emerge from conclusions
• Brief, persuasive statements
Strengthens your discussion or argument
Maintains academic integrity
Shows your research skills
Acknowledges exact source
Avoids plagiarism
Why reference?
Quoting
Mentioning ideas & works of others
Paraphrasing
Summarising
Copying (incl. tables, graphs, figures & images)
When to reference?
Year of publication
Reference list
In-text
Author’s family name
Page number (sometimes)
Full bibliographic details
UniSA Harvard referencing system
Information prominent- the focus is on the information
rather than the author.
• ‘The provision of local facilities and services may clearly reduce travel
distance and increase the proportion of short journeys capable of being
travelled by non-motorised modes’ (Stead & Marshall 2001, p. 123).
Author prominent – the contributor of the idea is placed at
the front of the sentence.
• As Stead and Marshall (2001, p. 123) point out, ‘the provision of local
facilities and services may clearly reduce travel distance and increase the
proportion of short journeys capable of being travelled by non-motorised
modes’.
(Source: Adapted from Zhang, M 2005 'Exploring the relationship between urban form and nonwork travel through time use
analysis', Landscape and Urban Planning, vol. 73, no. 2, pp. 244-261.)
Ways to integrate information - quotation
Information prominent – the focus is on the information
rather than the author.
• Nearly 60% of infant mortality is linked to infectious diseases, most of them
related to poor sanitation and hygiene (UNESCO 2003).
Author prominent – the contributor of the idea is placed at
the front of the sentence.
• According to UNESCO (2003), nearly 60% of infant mortality is linked to
infectious diseases, most of them related to poor sanitation and hygiene.
Ways to integrate information - paraphrase
(Source: Adapted from Montgomery MA & Elimelech M 2007, Water and sanitation in developing countries;
including health in the equation, Environment Science & Technology, vol. 41, no. 11, pp. 17-24.)
Original text:
‘Moving forward with waste minimisation in construction
requires a thorough source evaluation of design waste,
which should set out to influence a change to a waste
reduction design paradigm’ (Osmani, Glass & Price 2008,
p. 1157).
Reference
Osmani, M, Glass, J, Price, ADF 2008, 'Architects' perspectives on
construction waste reduction by design', Waste Management, vol. 28,
no. 7, pp. 1147-1158.
Paraphrase practice
Original text:
‘Moving forward with waste minimisation in construction requires a
thorough source evaluation of design waste, which should set out to
influence a change to a waste reduction design paradigm’ (Osmani,
Glass & Price 2008, p. 1157).
Paraphrase:
The future of waste minimisation in construction requires a
thorough source evaluation of design waste, which should
set out to influence a change to a waste reduction design
paradigm (Osmani, Glass & Price 2008, p. 1157).
Simply changing one word or
phrase with another word or
phrase is not sufficient.
Comment on this paraphrase
Original text:
‘Moving forward with waste minimisation in construction requires a
thorough source evaluation of design waste, which should set out to
influence a change to a waste reduction design paradigm’ (Osmani,
Glass & Price 2008, p. 1157).
Paraphrase:
For meaningful change to occur with regards to minimising
waste in the construction industry, a systematic evaluation
of waste which occurs in the design process is essential.
A more thorough paraphrase. The main
message is captured in the student’s
writing. However, no reference is
provided. This is a form of plagiarism!!
Comment on this paraphrase
Original text:
‘Moving forward with waste minimisation in construction requires a
thorough source evaluation of design waste, which should set out to
influence a change to a waste reduction design paradigm’ (Osmani,
Glass & Price 2008, p. 1157).
Paraphrase:
For meaningful change to occur with regards to minimising
waste in the construction industry, a systematic evaluation
of waste which occurs in the design process is essential
(Osmani, Glass & Price 2008, p. 1157).
Good. A more thorough
paraphrase. The main message is
captured. Appropriately referenced.
Comment on this paraphrase
Adding your voice
• Paraphrasing is not simply related to the issues of
referencing and academic integrity
• Summarise information you have learned from reading
and applying that knowledge to your question/topic
• Comments before and after your referenced paraphrases
or quotations are where you discuss the connection
between the knowledge you gained through your
readings and your response to the assignment
question/topic
• These comments are considered your voice.
Consider the example on the next slide
Adding your voice
Identify the student voice in the following paragraph.
The world is undergoing the largest wave of urban growth in
history. In 2008, for the first time more than half of the world’s
population (that is to say 3.3 billion people) lived in urban areas
(UNFPA 2007). By 2030, this number will swell to nearly 5 billion
(UNFPA 2007). Cities and towns are now known to be
responsible for the majority of green house gas emissions and
energy consumption (Robinson & Quiroga 2009). It has
become urgent to reduce the environmental impact and to
identify ways to improve urban neighbourhoods to make them
more sustainable. (Source: Adapted from Marique, A-F & Reiter, S 2011, ‘Towards more sustainable neighbourhoods: are good
practices reproducible and extensible?’, Proceedings from 27th Conference on Passive and Low Energy Architecture,
Louvain-la-Neuve, Belgium.)
Adding your voice
The comments you write before and after your referenced
paraphrases or quotations are considered your voice.
The world is undergoing the largest wave of urban growth
in history. In 2008, for the first time more than half of the
world’s population (that is to say 3.3 billion people) lived in urban
areas (UNFPA 2007). By 2030, this number will swell to nearly 5
billion (UNFPA 2007). Cities and towns are now known to be
responsible for the majority of green house gas emissions and
energy consumption (Robinson & Quiroga 2009). It has
become urgent to reduce the environmental impact and to
identify ways to improve urban neighbourhoods to make
them more sustainable.
(Source: Adapted from Marique, A-F & Reiter, S 2011, ‘Towards more sustainable neighbourhoods: are good practices
reproducible and extensible?’, Proceedings from 27th Conference on Passive and Low Energy Architecture,
Louvain-la-Neuve, Belgium.)
Appendices (optional for Assignment 1) Appendix 1: Questionnaire (Azapagic, Perdan & Shallcross 2005, p. 17)
In the body of the report:
“In order to understand
how much engineering
students understood about
sustainable engineering
practices, Azapagic,
Perdan and Shallcross
(2005) administered world-
wide a questionnaire to
250 engineering students
(see Appendix 1).”
Choosing scholarly sources
Click on the image below to watch the video. As
you are watching develop a criteria for choosing
scholarly resources.
Choosing credible sources
authority Who conducted the research? Is the author an authority in their field of
study? Check the resource or website for information about the author,
the author's qualifications and experience.
reliability Does the information come from a reliable source such as an
educational or research institution or publication? Websites, blogs and
wikis may be informative but not necessarily reliable.
Has it been peer reviewed or passed by an editorial panel? This
information is usually on the resource or the publisher's website.
accuracy Is the content accurate? Is it supported by references, evidence or by
other sources you have found?
objectivity Is there evidence of bias? If only one side of an argument or issue is
presented or criticisms are ignored, then the source lacks objectivity.
currency How recent is the publication? This is important if the topic is one that
requires current information.
relevance Is the information closely related to the topic? There is a difference
between general information about the topic and information that can
be used to develop an argument, provide evidence, or counter other
arguments.
Searching for credible sources Search for ‘sustainable engineering AND Nepal’
1 2
Make sure ….
you have followed the guidelines in your course outline re: word
length, format, layout, presentation, referencing
your writing style is appropriate
you have connected your points logically, using linking words
each paragraph contains one main idea
your claims are supported by evidence
your examples are relevant
your recommendations are logically linked to your conclusions
you have referenced appropriately
your grammar, spelling & punctuation are correct
tables, figures & diagrams are correctly & consistently labelled and
referred to in body of your paper
Any questions?
L3: Language, Literacies & Learning
www.unisa.edu.au/L3ITEE
• Report writing resources
• Other writing resources
• Drop-in schedule
• Contact a Learning Adviser
www.unisa.edu.au/Referencing
• Referencing resources
• Turnitin
• Plagiarism
• Academic integrity