Relevant bibliographies by topics / Report writing

Academic literature on the topic 'Report writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Report writing"

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Griffiths, M. "Report writing." BMJ 328, no. 7432 (January 17, 2004): 28s —a—28. http://dx.doi.org/10.1136/bmj.328.7432.s28-a.

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Ferriter, Mike. "Automated Report Writing." Computers in Human Services 12, no. 3-4 (April 16, 1996): 221–28. http://dx.doi.org/10.1300/j407v12n03_03.

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Kottarathil, Vijaykumar Dehannathparambil. "Case Report Writing." Indian Journal of Surgical Oncology 11, S2 (September 2020): 149–50. http://dx.doi.org/10.1007/s13193-020-01244-x.

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Ackerman, Marc J. "Forensic report writing." Journal of Clinical Psychology 62, no. 1 (2005): 59–72. http://dx.doi.org/10.1002/jclp.20200.

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Allnutt, Stephen H., and David Chaplow. "General Principles of Forensic Report Writing." Australian & New Zealand Journal of Psychiatry 34, no. 6 (December 2000): 980–87. http://dx.doi.org/10.1080/000486700273.

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Objective: The aim of this paper is to provide an update of principles of forensic report writing, to guide and assist registrars, junior consultants and psychiatrists considering working within the forensic arena. Method: The literature was reviewed for information on principles of report writing from a variety of jurisdictions. Additionally, literature on medical ethics was examined. Result: Writing reports is a professional activity that most psychiatrists undertake at some point in their careers. The report represents the psychiatrist's professional opinion. It is important that information is accurate, relevant and ethical. In writing medico-legal reports, psychiatry deviates from traditional medical ethics. Conclusion: It is important that psychiatrists who write reports have a good understanding of the process and behave ethically and competently.
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Angeli, Elizabeth L. "How report writing supports paramedic students' learning." International Paramedic Practice 10, no. 1 (March 2, 2020): 2–7. http://dx.doi.org/10.12968/ippr.2020.10.1.2.

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Writing skills are critical as emergency medical services (EMS) use them to support patient care, yet limited research supports EMS writing practice and pedagogy. The field of writing studies and its sub-field of technical communication offers theories and methods to understand these skills. Grounded in writing theory, this article reports on a longitudinal study about paramedic documentation training and uses the framework of ‘threshold concepts’: ideas, knowledge, and skills writers gain that transform learning. This study collected paramedic students' writing over 2 years, and participants also completed interviews and focus groups. Grounded theory and textual analysis guided data analysis. Findings suggest that paramedic students pass through significant learning thresholds when they write during field training, including developing expertise, audience awareness, and reflection. In turn, writing provides an opportunity for paramedic students to learn critical skills. This article provides assignment ideas that training programmes can use to harness writing's transformative power.
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Binder, Laurence M., and Brent T. Burton. "Report writing and testimony." NeuroRehabilitation 7, no. 1 (August 1, 1996): 67–71. http://dx.doi.org/10.3233/nre-1996-7107.

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Schlenker, Richard M. "Student Research Report Writing." American Biology Teacher 52, no. 8 (November 1, 1990): 491–92. http://dx.doi.org/10.2307/4449183.

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Mekasut, Nitida. "Writing a Mammography Report." Bangkok Medical Journal 02, no. 01 (September 26, 2011): 82–87. http://dx.doi.org/10.31524/bkkmedj.2011.09.014.

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Spring, Marietta. "Writing a Questionnaire Report." Bulletin of the Association for Business Communication 51, no. 3 (September 1988): 18–19. http://dx.doi.org/10.1177/108056998805100307.

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Dissertations / Theses on the topic "Report writing"

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Miller, Larry S., and John T. Whitehead. "Report Writing for Criminal Justice Professionals." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/1455777692.

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The criminal justice process is dependent on accurate documentation. Criminal justice professionals can spend 50-75% of their time writing administrative and research reports. Report Writing for Criminal Justice Professionals, Fifth Edition provides practical guidance--with specific writing samples and guidelines--for providing strong reports. Much of the legal process depends on careful documentation and the crucial information that lies within, but most law enforcement, security, corrections, and probation and parole officers have not had adequate training in how to provide well-written, accurate, brief, and complete reports. Report Writing for Criminal Justice Professionals covers everything officers need to learn--from basic English grammar to the difficult but often-ignored problem of creating documentation that will hold up in court. This new edition is updated to include timely information, including extensive coverage of digital reporting, updates on legal issues and privacy rights, and expanded coverage of forensics and scientific reporting.
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Miller, Larry S., and John T. Whitehead. "Report Writing for Criminal Justice Professionals." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu_books/160.

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The criminal justice process is dependent on accurate documentation. Criminal justice professionals can spend 50–75 percent of their time writing administrative and research reports. The information provided in these reports is crucial to the functioning of our system of justice. Report Writing for Criminal Justice Professionals, Sixth Edition, provides practical guidance—with specific writing samples and guidelines—for providing strong reports. Most law enforcement, security, corrections, and probation and parole officers have not had adequate training in how to provide well-written, accurate, brief, and complete reports. Report Writing for Criminal Justice Professionals covers everything officers need to learn—from basic English grammar to the difficult but often-ignored problem of creating documentation that will hold up in court. This new edition includes updates to reference materials and citations, as well as further supporting examples and new procedures in digital and electronic report writing.
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Marks, Lori J., D. J. Montgomery, and R. P. Butler. "Internet and Template Writing: Facilitating the Research and Report Writing Process." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/3561.

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Georgievska, Liljana. "Curricular internship report in medical writing at Blueclinical, Portugal." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/15799.

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Mestrado em Biomedicina Farmacêutica
The contents of this report are a summary of the activities carried out during the 8-month internship as an Associate Medical Writer at Blueclinical Ltd, Matosinhos, Portugal. Mainly my activities were related to medical writing, particularly writing the clinical research protocols, clinical study reports, writing manuscript and preparing poster presentations. In addition to these activities, I also participated in performance of a clinical trial from beginning to end. During the period of its realization, I was able to familiarize myself with all the steps of the Phase I clinical trial.
O conteúdo deste relatório é um resumo das actividades realizadas durante o estágio de 8 meses, como escritor Médico Associado na Blueclinical, Ltd, em Matosinhos, Portugal. As atividades desenvolvidas foram essencialmente relacionadas com a escrita médica, nomeadamente a escrita dos protocolos de investigação clínica, dos relatórios de ensaios clínicos, redação e preparação de apresentações de pósteres. Além destas atividades, também tive a oportunidade de acompanhar um ensaio clínico de fase I desde o seu início até ao fim. Durante este estudo, foi possível conhecer de perto todas as etapas de realização de ensaios clínicos de fase I.
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Sloat, Elizabeth A. "Case studies of technical report writing development among student engineers." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28531.

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This research examines factors that either promote or hinder workplace writing among Chemical Engineering students during their study in two Technical Report writing courses. It examines the extent to which a workplace writing environment, which instructors believe they create, is actually enacted in the classroom, and also explores the differences in intended and actual learning outcomes between instructors and students.
A number of qualitative research methods were used to gather data for sixteen student case studies. These methods include taped and transcribed interviews with students and the two course instructors, an analysis of all student reports and course documentation, classroom observations, taped student-professor conferences, and taped responses from both instructors as they evaluated each student report.
Research findings suggest that students learned the required technical report format since everyone passed the course. Findings further suggest, however, that explicit efforts to enact a professional chemical engineering writing environment within this university context were generally unsuccessful. Writing tasks did not reflect an authentic workplace writing situation where writers believed their composing purpose was to communicate with others within their community of Chemical Engineering. Even though attempts were made by instructors to create such an environment, the writing task actually became a school-based exercise where students learned to provide the right textual format in order to meet with both teacher expectations and writing success.
The study concludes that educators must be aware of their real teaching and learning agendas and that these objectives must be conveyed adequately to students. Findings also reinforce the difficulty of enacting authentic workplace writing contexts within academic environments, and ways to achieve this goal are discussed. This research also contributes to evolving theoretical discussions about writing and the teaching of writing.
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Burpo, Melissa. "Report on an Agile Technical Writing Internship at Dovetail Software." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1248887056.

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Reeves, Stephanie D'Antignac. "HyperReport: A multimedia management tool for report of information writing." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1183.

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This project, entitled HyperReport, is a computer based program that helps students by guiding them through the HC development process. With it, students learn to create a storyboard, design a project map, and create a hypercompositon stack using HyperStudio. They learn to organize their media and use an established sequence for incorporating graphic, sound, text, and animation elements to their stacks.
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Veldtman, Helga Delene. "Assessing laboratory report writing skills of first entering bachelor of science students." Thesis, University of Limpopo, 2020. http://hdl.handle.net/10386/3401.

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Thesis (M. A. (English Studies)) --University of Limpopo, 2020
Conventional laboratory report writing skills present an enormous challenge to first entering science students including the Bachelor of Science (BSc) students at Sefako Makgatho Health Sciences University (SMHSU). First entering students are expected to meet essential tertiary discourse requirements and standards consistent with their scientific community. The purpose of this study was to explore how content lecturers in cognate departments assess laboratory report writing skills of first entering BSc students. The research design was exploratory and a mixed approach was used. Students sat for a criterion-referenced test and interviews were conducted with content lecturers to collect data; quantitative basic statistical interrogation of the basic data points and post interview analysis were performed. Some of the key findings of this exploration was that most first entering BSc students are in a dire situation regarding the laboratory report writing genre; they are unable to communicate comprehensive and intelligible information in the written laboratory reports. Thus, content lecturers and English language lecturers from the Department of Language Proficiency (DLP) need to strategically collaborate in order to improve the performance of first entering BSc students.
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Loftie-Eaton, Eloïse. "Die meetbare effek van 'n elektroniese skryflaboratorium : 'n loodsprojek aan die Universiteit van Stellenbosch /." Link to the online version, 2006. http://hdl.handle.net/10019/1091.

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Pomerenke, Paula Jean Rutter Russell. "A business-based rationale for incorporating the process approach into university report writing courses." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806865.

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Thesis (D.A.)--Illinois State University, 1987.
Title from title page screen, viewed August 30, 2005. Dissertation Committee: Russell Rutter (chair), Richard Dammers, Ray Lewis White, Stanley W. Renner, Catherine Konsky. Includes bibliographical references (leaves 164-184) and abstract. Also available in print.
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Books on the topic "Report writing"

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Amirie, S. D. Law enforcement report writing. 2nd ed. Westminster, Calif: Academy Press of America, 1996.

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Wheatley, Doris M. Report writing. London: Penguin Books, 1988.

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Benthin, Gary C. Report writing reference: Detailed outlines and examples for writing better crime reports. Asheville, NC: Pumpernickel Pub., 1986.

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Owens, Janet. Report writing. London: Directory Of Social Change, 2011.

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Brislin, Ralph F. Effective report writing for the security officer. Boston: Butterworth-Heinemann, 1994.

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Bowman, Joel P. Business report writing. 2nd ed. Chicago: Dryden Press, 1988.

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Reid, Michelle. Report Writing. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00304-8.

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Reid, Michelle. Report Writing. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37656-4.

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Jennifer, Easteal, ed. Report writing. London: McGraw-Hill, 1987.

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Jennifer, Easteal, ed. Report writing. 2nd ed. London: McGraw-Hill, 1993.

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Book chapters on the topic "Report writing"

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Sallis, Edward, and Kate Sallis. "Report Writing." In People in Organisations, 60–65. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-11610-2_8.

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Sallis, Edward, and Kate Sallis. "Report Writing." In People in Organisations, 60–63. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-09228-4_8.

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Tamin, Jacques. "Report Writing." In Occupational Health Ethics, 53–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47283-2_6.

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Evershed, Sue. "Report Writing." In Forensic Psychology in Practice, 86–102. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29723-5_6.

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Frick, Paul J., Christopher T. Barry, and Randy W. Kamphaus. "Report Writing." In Clinical Assessment of Child and Adolescent Personality and Behavior, 299–317. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35695-8_16.

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Frick, Paul J., Christopher T. Barry, and Randy W. Kamphaus. "Report Writing." In Clinical Assessment of Child and Adolescent Personality and Behavior, 357–76. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0641-0_16.

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Powers, Eloise, and Sallie Booth. "Report Writing." In Medicolegal Issues in Obstetrics and Gynaecology, 45–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78683-4_9.

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Eyre, E. C. "Report Writing." In Office Administration, 295–300. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-19877-1_21.

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Morse-Fortier, Leonard J. "Report Writing." In Engineering Investigations of Hurricane Damage, 118–25. Reston, VA: American Society of Civil Engineers, 2014. http://dx.doi.org/10.1061/9780784413715.ch09.

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Nicoll, Neil. "Report writing." In Assessment and Diagnosis of Neurodevelopmental Disorders in Young Children, 197–210. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003169925-22.

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Conference papers on the topic "Report writing"

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Cheung, Humairah. "Writing a Case Report." In 5th Regional Workshop on Medical Writing for Radiologists. Singapore: The Singapore Radiological Society, 2006. http://dx.doi.org/10.2349/biij.2.1.e14-69.

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Alghamdi, Abdulrahman A. "Effective Penetration Testing Report Writing." In 2021 International Conference on Electrical, Computer, Communications and Mechatronics Engineering (ICECCME). IEEE, 2021. http://dx.doi.org/10.1109/iceccme52200.2021.9591097.

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Francis, Glenda. "An approach to report writing in statistics courses." In Statistics Education and the Communication of Statistics. International Association for Statistical Education, 2005. http://dx.doi.org/10.52041/srap.05104.

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Historically, teaching statistics meant teaching students to do a few complex calculations, with very little time left over for interpretation or report writing. Even with the advent of modern computer packages that have removed some of the previous time constraints, report writing is still often overlooked, or considered unimportant. It is assumed that students will somehow work out how to write reports for themselves or that ‘someone else’ will teach them how to do it. In practice, most students find report writing extremely difficult. They are unclear about what should be included in the report, they tend to include a lot of ‘technical terms’ which they don’t fully understand and they don’t really expect ‘statistical’ reports to make sense. Coupling these problems with an often poor level of English expression leads to reports which can be totally incomprehensible. Report writing needs to be taught explicitly, and in the context of understanding what you are trying to convey to your audience. This paper presents an approach to report writing which has been developed in second and third year statistics subjects designed for psychology students. The approach involves giving students a process to follow, clear instructions on the sort of language which is appropriate and some model reports to use as a guide. But most importantly, the approach focuses on first understanding the meaning of the results.
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Davis, Thomas B. "Writing Better Research Reports." In ISTFA 2009. ASM International, 2009. http://dx.doi.org/10.31399/asm.cp.istfa2009p0171.

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Abstract In the world of failure analysis and material characterization, compiling a final report may not be on our priority project list yet we will discover that the layout, syntax, and format of our reports can have as large an impact on the reader as the data we have collected. In an industry where the transmission of valid and understandable information from the lab floor to the requestor is vital, it becomes necessary for each of us to search for resolution to this quandary. In answering the question of how can we write better research documents and reports, this paper will present research to discuss 1) the needs of each group involved with research documents and reports; 2) the difference in expectations between readers and writers; 3) the techniques used to teach report writing; and 4) what makes an effective report. The conclusion of this paper will form a generalized statement of the factors that lead to better-written research documents and reports and will point out areas of consideration for future research.
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Usadiati, Wahjuningsih, and Maida Norahmi. "English Tenses and Conventions in Research Report Writing." In 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.80.

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Lipson, Kay, and Sue Kokonis. "The implications of introducing report writing into an introductory statistics subject." In Statistics Education and the Communication of Statistics. International Association for Statistical Education, 2005. http://dx.doi.org/10.52041/srap.05101.

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This paper reports the findings of a study undertaken by the authors to investigate the ability of students in an introductory statistics subject to undertake a report writing task. It was found that students find such a task quite difficult, and generally are able to score much higher marks on questions where they carry out analyses from first principles using a standard procedure. However, it is also suggested that the report writing task may be classified as a metacognitive activity, and of itself provides a means of facilitating the development of conceptual understanding in students.
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Yang, Xingyi, Muchao Ye, Quanzeng You, and Fenglong Ma. "Writing by Memorizing: Hierarchical Retrieval-based Medical Report Generation." In Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.acl-long.387.

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Hao, Qin. "Design and Realization of Social Responsibility Report Writing System." In 2016 International Conference on Intelligent Control and Computer Application (ICCA 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icca-16.2016.71.

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Reilly, Andrew, Carol Warfield, Cynthia L. Istook, Elizabeth Bye, Kathleen Rees, Keunyoung Oh, Kim Y. Hiller, Leigh Southward, Rinn Cloud, and Tammy R. Kinley. "Pre-conference Workshop: Writing the TAPAC Self-Study Report." In Pivoting for the Pandemic. Iowa State University Digital Press, 2020. http://dx.doi.org/10.31274/itaa.12040.

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Kumar, Mohit, Nikesh Garera, and Alexander Rudnicky. "A Briefing Tool that Learns Individual Report-Writing Behavior." In 2006 18th IEEE International Conference on Tools with Artificial Intelligence (ICTAI'06). IEEE, 2006. http://dx.doi.org/10.1109/ictai.2006.7.

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Reports on the topic "Report writing"

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Chinn, Janice, Phyllis Bolds, David Banaszak, and Robert Merkle. FIBG Report Writing Guide. Fort Belvoir, VA: Defense Technical Information Center, December 1987. http://dx.doi.org/10.21236/ada408352.

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Uche, Chidi, Zita Ekeocha, Stephen Robert Byrn, and Kari L. Clase. Retrospective Study of Inspectors Competency in the Act of Writing GMP Inspection Report. Purdue University, December 2021. http://dx.doi.org/10.5703/1288284317445.

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The research was a retrospective study of twenty-five Good Manufacturing Practice (GMP) inspection reports (from March 2017 through to December 2018) of a national medicine regulatory agency, drug Inspectorate, in West Africa, designed to assess the inspectors’ expertise in the act of inspection report writing. The investigation examined a paper-based tool of thirteen pre-registration Inspection reports and twelve GMP reassessment reports written prior and following an intervention program by external GMP trainers to enhance inspectors’ skill in pharmaceutical cGMP inspection. The study made use of quantitative analysis to investigate each team’s expertise in the act of writing GMP inspection report. Likewise, each report’s compliance with the requirements of three regulatory standards on GMP inspection report writing was ascertained. Impact of intervention program on lead inspectors’ competence was assessed. Lastly, gap in each team writing effectiveness, and lead inspectors’ abilities to deliver an effective report were determined. The results showed one of the inspection team (4.0%) wrote an excellent report. Two (8.0%) of the twenty-five inspection teams penned good inspection reports. Eleven (44.0%) teams drafted needs improvement reports and the remaining eleven teams (44.0%) prepared unacceptable reports. The excellent report and the two good reports had report format that meet expectation. One (50.0%) of the good reports showed the authors possess excellent knowledge of cGMP technical areas. The remain good report (50.0%) revealed the writers’ knowledge.as good. The excellent report showed the authors displayed partial mastery in the use of objective evidence while the two good reports disclosed theirs as having partial and evolving abilities. One of the teams (50.0%) that wrote good reports displayed good use of third person narrative past tense in report writing whereas the other team used the same tense and voice excellently. Generally, a sort of marginal level of performance was prominent among the inspection teams. A gap, if not tackled, will slow down regulatory process through increase report review, litigations that query report factual accuracy (AIHO, 2017) and delay in issuance of marketing authorization. In conclusion, trainings on quality attributes, such as technical content (Quality Management System (QMS) and Site), the use of objective evidence, assignment of risk levels to GMP violations and citing of applicable laws, regulation and guidelines that substantiate GMP observations, were recommended, to enhance knowledge sharing and regulators’ performance in the act of writing inspection report.
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Boblenz, J. N., and A. A. Calhoun. Technical Report Writing Style Manual. Revision Number 2. Fort Belvoir, VA: Defense Technical Information Center, July 1985. http://dx.doi.org/10.21236/ada159694.

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Wu, Jiarui. Summary and Collection of Review Essay Writing. Core Academy, February 2024. http://dx.doi.org/10.61362/r2124279.

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This File Includes recent review essays composed by Jiarui Wu. These essays appears in Journal of Chinese Political Sciences, The Chinese Historical Review, China Report, African and Asian Studies, Politics, Religion & Ideology, African Affairs, Journal of Global South Studies, Technology and Culture, Asian Studies Review, and International Studies Review. Readers can access these essays by themselves to study academic writing skills and How to compose book review essays for journals.
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C. B. Gorman. Final Report for Grant "Direct Writing via Novel Aromatic Ladder Polymer Precursors". Office of Scientific and Technical Information (OSTI), October 2010. http://dx.doi.org/10.2172/991641.

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Pokrefke, Thomas J., and Jr. Compilation Report on the Effects of Distortion; From the Writing of John J. Franco and James E. Glover. Fort Belvoir, VA: Defense Technical Information Center, July 2005. http://dx.doi.org/10.21236/ada437071.

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Calvin, Katherine, Dipak Dasgupta, Gerhard Krinner, Aditi Mukherji, Peter W. Thorne, Christopher Trisos, José Romero, et al. IPCC, 2023: Climate Change 2023: Synthesis Report. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, H. Lee and J. Romero (eds.)]. IPCC, Geneva, Switzerland. Edited by Paola Arias, Mercedes Bustamante, Ismail Elgizouli, Gregory Flato, Mark Howden, Carlos Méndez-Vallejo, Joy Jacqueline Pereira, et al.. Chair Hoesung Lee. Intergovernmental Panel on Climate Change (IPCC), July 2023. http://dx.doi.org/10.59327/ipcc/ar6-9789291691647.

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The Synthesis Report (SYR) is a stand-alone synthesis of the most policy-relevant evidence from the scientific, technical, and socio-economic literature assessed in the Sixth Assessment Report (AR6) of the Intergovernmental Panel on Climate Change (IPCC). The SYR distils and integrates the main findings of the three reports of the Working Groups of the IPCC during the AR6, and the three AR6 Special Reports into a concise document. It consists of a Summary for Policymakers and a longer report.
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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.
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9

Köstner, Nicole, and Toste Tanhua. Action Progress Report #3. EuroSea, 2023. http://dx.doi.org/10.3289/eurosea_d9.4.

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The EuroSea project has been running for 4 years by the writing of this report, and this report covers months 33-48 of the action at a time when most tasks are completed and deliverables submitted. However, a few items still need to be finalized as we have experienced delays for a few items, mostly due to COVID, or Brexit, but we expect all of those to be solved before the end of the project by the end of 2023. The progress of the WPs is summarized below, and is described in more detail in the main part of this report. As an innovation action, EuroSea is keeping a close eye on creating impact and on creating services and products that will last past the lifetime of the project. Therefore, we would like to emphasis the registry of impacts that is published on the EuroSea website1. These about 100 areas illustrate the impact that EuroSea has had on improving the European ocean observing and forecasting system. EuroSea has produced a number of targeted services and products for ocean health, operational services and climate, that are tested and used by the stakeholders. (EuroSea Deliverable, D9.4)
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10

Krastel, Sebastian. Geophysical Student Field Trip Baltic Sea, Cruise No. AL600, 20.08.2023 – 27.08.2023, Kiel (Germany) – Kiel (Germany), GÜ Uni Kiel. GEOMAR Helmholtz Centre for Ocean Research Kiel, Germany, 2023. http://dx.doi.org/10.3289/cr_al600.

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ALKOR cruise AL600 served as a marine geophysical field course for ‘Physics of the Earth System’ bachelor students at Kiel University. Beside taking an active role in planning and realization of the individual geophysical measurements, the students also performed some first processing and interpretation of the obtained data. This work had to be documented in form of a scientific presentation as well as writing of the respective chapter in this cruise report. For the following chapters, we (Sebastian Krastel, Jens Schneider von Deimling) decided to only slightly modify the text and figures provided by the students. This should emphasize the student’s achievements, and underline the overarching aim of the cruise to train the students in acquisition, processing, and documentation of marine geophysical data.
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