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WEEKLY REPORTS IN TEACHING WRITING



WEEKLY REPORTS IN TEACHING WRITING
Definition of Report
Chintan (2009) defines report  may  be  defined  as  a  formal  document  based  on  collection  of  facts,  events and opinion and usually expresses a summarized and interpretative value of information.  It can be defined as communication in which a person, who is assigned the work of report making, gives information to some individual or organization because it is his or her responsibility to do so. The word ‘report’ is derived from the Latin word – ‘reportare’ – means to bring back.
Based on Platt (1975) report is a presentation of facts and findings, usually as a basis fore commendations; written for a specific readership, and probably intended to be kept as a record
Court (2003) Report is a combination of three kinds of information Data or information on how to obtain the data (queries) as well as the structure of the data. Layout or formatting information that describes how the data is presented. Properties that the report such as author, parameters, images within the report, etc

A report is a statement of the results of an investigation or of any matter on which definite information is required.(Oxford English Dictionary) Reports are a highly structured form of writing often following conventions that have been laid down to produce a common format. Structure and convention in written reports stress the process by which the information was gathered as much as the information itself.
Kinds of Report
Chintan (2009) defines type of report as Formal and Informal Repots, Routine and special Reports, Oral and written reports, Informational and Analytical Reports
a.       Formal reports A  formal  report  is  prepared  in  a prescribed form.   It  is  lengthy  reports  with  length  of hundred pages.   Annual  Reports,  reports  of  companies, project reports and thesis are examples of formal reports
b.      An  informal  report  is  generally  in  the form  of  a  person  to  person communication. It is brief report of a specific business. Laboratory  reports,  daily  production reports,  trip  reports  are  informal reports.
c.       Routine  reports  are  prepared  and presented at regular intervals. They  may  be  submitted  annually,  semi-annually,  quarterly,  monthly,  weekly and daily. Sales and production report, cost report are examples.
d.      Special  reports  is  prepared  and presented  to  convey  special information  related  to  an  individual, occasion or problem.  Enquiry report, research reports, thesis, dissertation are special reports
e.       Oral reports  is  presentation  of  data  in  the  form  of face to face to communication Reports  of  accidents,  sales  production, joining are example of oral reports
f.       Written report is presentation of data/information in written form.   They can be kept as permanent record / can be edited, reviewed and stored.
g.      Information report is  presentation  of  data/information without  any  analysis  or  interpretation or recommendations.    Conference  report,  seminar  report  and trip report are example.
h.      Analytical report is presentation of data/information with analysis or interpretation or recommendations. Project reports, Feasibility reports, market research report are examples.
Weekly report
Weekly report is record of work which can encourage learners to report whether they study in self-access learning center, in laboratory , or in computer using internet, and how many times they have studied there (Husain, 2003: 102). 
According to Etkina (1999), a weekly report is a paper that students write analyzing and reflecting on what they have learned.
Weekly reports provide rapid feedback about what students think they are learning and what conceptual difficulties they are experiencing. By writing the reports, students have an opportunity to reflect on their own knowledge and ask questions about unclear ideas. In addition, Etkina stated that by reading the report, a teacher may:
·           Learn about students’ conceptual difficulties and “misconceptions.”
·           Obtain useful feedback for reorganizing course content.
·           Gain insight into how students think about their own learning (“metacognitive processes”).
·           Explore students’ understanding of knowledge and knowledge creation (“epistemology”)


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