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Artículos de revistas sobre el tema "Report writing"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 30 de julio de 2024

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1

Griffiths, M. "Report writing". BMJ 328, n.º 7432 (17 de enero de 2004): 28s —a—28. http://dx.doi.org/10.1136/bmj.328.7432.s28-a.

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2

Ferriter, Mike. "Automated Report Writing". Computers in Human Services 12, n.º 3-4 (16 de abril de 1996): 221–28. http://dx.doi.org/10.1300/j407v12n03_03.

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3

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

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4

Ackerman, Marc J. "Forensic report writing". Journal of Clinical Psychology 62, n.º 1 (2005): 59–72. http://dx.doi.org/10.1002/jclp.20200.

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5

Allnutt, Stephen H. y David Chaplow. "General Principles of Forensic Report Writing". Australian & New Zealand Journal of Psychiatry 34, n.º 6 (diciembre de 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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6

Angeli, Elizabeth L. "How report writing supports paramedic students' learning". International Paramedic Practice 10, n.º 1 (2 de marzo de 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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7

Binder, Laurence M. y Brent T. Burton. "Report writing and testimony". NeuroRehabilitation 7, n.º 1 (1 de agosto de 1996): 67–71. http://dx.doi.org/10.3233/nre-1996-7107.

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8

Schlenker, Richard M. "Student Research Report Writing". American Biology Teacher 52, n.º 8 (1 de noviembre de 1990): 491–92. http://dx.doi.org/10.2307/4449183.

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9

Mekasut, Nitida. "Writing a Mammography Report". Bangkok Medical Journal 02, n.º 01 (26 de septiembre de 2011): 82–87. http://dx.doi.org/10.31524/bkkmedj.2011.09.014.

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10

Spring, Marietta. "Writing a Questionnaire Report". Bulletin of the Association for Business Communication 51, n.º 3 (septiembre de 1988): 18–19. http://dx.doi.org/10.1177/108056998805100307.

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11

Williams, David. "Writing a Marketing Report". Marketing Review 1, n.º 3 (1 de septiembre de 2000): 363–72. http://dx.doi.org/10.1362/1469347002530763.

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12

Wiener, Judith y Laurie Costaris. "Teaching Psychological Report Writing". Canadian Journal of School Psychology 27, n.º 2 (29 de noviembre de 2011): 119–35. http://dx.doi.org/10.1177/0829573511418484.

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13

Balakrishnan, Bhavani. "Writing a coroner's report". BMJ 332, n.º 7550 (13 de mayo de 2006): s195. http://dx.doi.org/10.1136/bmj.332.7550.s195.

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14

Cumming, Joy. "Writing a research report". Australian Educational Researcher 13, n.º 3 (septiembre de 1986): 44–48. http://dx.doi.org/10.1007/bf03219269.

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15

Francis, Rod y Doug Hill. "Science and report writing". Research in Science Education 21, n.º 1 (diciembre de 1991): 123–32. http://dx.doi.org/10.1007/bf02360465.

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16

McKinney, Mack. "Writing a Technical Report". INSIGHT 5, n.º 2 (julio de 2002): 39–42. http://dx.doi.org/10.1002/inst.20025239.

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17

Robertson, Meiri. "Writing a meaningful report". Australasian Journal of Ultrasound in Medicine 17, n.º 4 (noviembre de 2014): 136–37. http://dx.doi.org/10.1002/j.2205-0140.2014.tb00233.x.

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18

Johnstone, Jennifer M. "Writing a Case Report". Australian Journal of Hospital Pharmacy 28, n.º 1 (febrero de 1998): 68–69. http://dx.doi.org/10.1002/jppr199828168a.

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19

Binder, L. "Report writing and testimony". Neurorehabilitation 7, n.º 1 (agosto de 1996): 67–71. http://dx.doi.org/10.1016/1053-8135(96)00176-x.

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20

Patel, Sangita, Alpesh Prajapati y Gulshan Sihag. "RESEARCH REPORT WRITING: A SYSTEMATIC GUIDE TO WRITING AN ACADEMIC RESEARCH REPORT". VIDYA - A JOURNAL OF GUJARAT UNIVERSITY 2, n.º 1 (23 de febrero de 2023): 69–73. http://dx.doi.org/10.47413/vidya.v2i1.115.

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The paper is designed to acquaint the researchers about how to write a research report. The paper intends to discuss the common format of research report. There can be several reasons for writing a research report. It can be written for publishing in scholarly journals, peer-reviewed journals, publications and books. The paper will improve our understanding of writing a good academic research report with example of our research topics on various issues. The examples are based on our research on HIV positive people, adolescent health and infertility issues. The primary source of data collection for the paper is our field work.
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21

Ekundayo, Omowumi Olabode y Stanley Sokari. "Writing Right in Academese: The Language of Academic and Research Report Writing". CLAREP Journal of English and Linguistics 1 (10 de octubre de 2019): 31–59. http://dx.doi.org/10.56907/gs6bxd76.

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This article is an abridged pullout of chapter ten a forthcoming book on academic and research report writing, which examines the major features of academese. The paper presents and illustrates questionable features of language usually found in some academic writings with a view to making researchers and academics, particularly budding ones, identify and avoid them in research report writing. Data for this article were sourced mainly from library materials and the Internet. The examples used for illustration were extracted from postgraduate students’ scripts, seminar papers, journal articles for blind peer review and other published academic works. The paper established that many research report writers, particularly novices, use “unscholarly” language to compose their works, thus tasking blind peer review and assessment, and making publishers and journals reject their good or bad work. Therefore, the paper recommends that budding research report writers should raise their competence and standard by reading quality academic journals and various research writing guides to acquire the skills, styles and mastery of academic writing; should write regularly; and should also ensure that they send their research report, particularly journal articles, to reputable and well-established journals published by experts in the relevant field.
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22

Kim, Dave, Aref Majdara y Wendy Olson. "A Pilot Study Inquiring into the Impact of ChatGPT on Lab Report Writing in Introductory Engineering Labs". International Journal of Technology in Education 7, n.º 2 (30 de marzo de 2024): 259–89. http://dx.doi.org/10.46328/ijte.691.

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This exploratory study focuses on the use of ChatGPT, a generative artificial intelligence (GAI) tool, by undergraduate engineering students in lab report writing in the major. Literature addressing the impact of ChatGPT and AI on student writing suggests that such technologies can both support and limit students' composing and learning processes. Acknowledging the history of writing with technologies and writing as technology, the development of GAI warrants attention to pedagogical and ethical implications in writing-intensive engineering classes. This pilot study investigates how the use of ChatGPT impacts students’ lab writing outcomes in terms of rhetorical knowledge, critical thinking and composing, knowledge of conventions, and writing processes. A group of undergraduate volunteers (n= 7) used ChatGPT to revise their original engineering lab reports written without using ChatGPT. A comparative study was conducted between original lab report samples and revisions by directly assessing students’ lab reports in gateway engineering lab courses. A focus group was conducted to learn their experiences and perspectives on ChatGPT in the context of engineering lab report writing. Implementing ChatGPT in the revision writing process could result in improving engineering students’ lab report quality due to students’ enhanced lab report genre understanding. At the same time, the use of ChatGPT also leads students to provide false claims, incorrect lab procedures, or extremely broad statements, which are not valued in the engineering lab report genre.
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23

Krajewski, Lorraine y Gwendolyn Smith. "From Letter Writing to Report Writing: Bridging the Gap". Business Communication Quarterly 60, n.º 4 (diciembre de 1997): 88–90. http://dx.doi.org/10.1177/108056999706000407.

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24

Jumino, Jumino. "The Use of Formal Language Standards on Writing Thesis Report by The Library Science Undergraduate Students Faculty of Humanities Diponegoro University on Thesis Report Year 2010 -2014". Culturalistics: Journal of Cultural, Literary, and Linguistic Studies 2, n.º 1 (1 de febrero de 2018): 50–56. http://dx.doi.org/10.14710/culturalistics.v2i1.2093.

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The ability to search information is very important for students, especially when they write thesis. Whether they are able to understand information during the course of their studies is evident from the thesis reports they write. This article discusses how in the ability of student information search based on the thesis report of the Library Science Undergraduate students of Faculty of Humanities Diponegoro University, thesis reports 2010 to 2014. Methods of data collection done were documentation, then the data were processed by using qualitative methods to analyze the use formal language standard, report writing system, and thesis bibliography. The analysis result shows there are still many mistakes the students do in writing thesis. This indicates that there is still need for improvement and improvement of the system of teaching and writing guidance in order to obtain maximum results in writing thesis reports later on.Keywords: information search; formal language standard; writing system; thesis report
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25

Van Gilder, Jennifer P. y Sherry L. Street-Tobin. "Supervision: Assessing Diagnostic Report Writing". Perspectives on Administration and Supervision 21, n.º 3 (octubre de 2011): 103–11. http://dx.doi.org/10.1044/aas21.3.103.

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One of the most time-consuming tasks for clinical educators is reading and editing first drafts of clinical reports prepared by students. Clinical educators at Appalachian State University (ASU) devised a tool that would make this task more efficient for clinical educators without sacrificing student learning. In the fall of 2008, the authors participated in a workshop series about using rubrics for student assessment. Participants from across the university were asked to bring existing rubrics to revise or be prepared to develop new rubrics. We modified an existing general tool into a five-level rubric specific to diagnostic reports, with detailed examples and explanations for each level, a qualitative rating scale, and a quantitative rating scale. After using the rubric for two semesters, we determined that the rubric feedback was of benefit to the students, who were consequently better able to discuss their individual writing strengths and weaknesses. The question remains whether the benefit to the students outweighs the amount of time required for the clinical educators to complete the rubric.
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26

Reep, Diana C. "Report Writing for Social Workers". Bulletin of the Association for Business Communication 52, n.º 1 (marzo de 1989): 29–31. http://dx.doi.org/10.1177/108056998905200109.

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27

Camm, C. Fielder. "Writing an excellent case report". European Heart Journal 41, n.º 12 (21 de marzo de 2020): 1230–31. http://dx.doi.org/10.1093/eurheartj/ehaa176.

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28

Burnard, Philip. "Writing a qualitative research report". Nurse Education Today 24, n.º 3 (abril de 2004): 174–79. http://dx.doi.org/10.1016/j.nedt.2003.11.005.

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29

Young, Gerald. "Psychiatric/ psychological forensic report writing". International Journal of Law and Psychiatry 49 (noviembre de 2016): 214–20. http://dx.doi.org/10.1016/j.ijlp.2016.10.008.

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30

Burnard, Philip. "Writing a qualitative research report". Accident and Emergency Nursing 12, n.º 3 (julio de 2004): 176–81. http://dx.doi.org/10.1016/j.aaen.2003.11.006.

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31

Martin, Brian. "Writing a Helpful Referee's Report". Journal of Scholarly Publishing 39, n.º 3 (abril de 2008): 301–6. http://dx.doi.org/10.3138/jsp.39.3.301.

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32

Gullickson, Terri. "Review of Psychological Report Writing." Contemporary Psychology: A Journal of Reviews 38, n.º 7 (julio de 1993): 757. http://dx.doi.org/10.1037/033564.

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33

Cohen, Andrew D. "Feedback on Writing". Studies in Second Language Acquisition 13, n.º 2 (junio de 1991): 133–59. http://dx.doi.org/10.1017/s027226310000992x.

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The article first calls attention to research on learner strategies and to the significant role that verbal report data have played in such research. While various research methods have been used to describe such strategies, verbal report measures are being used more and more as a means for describing cognitive processes in such areas as communicating, translating, test taking, and language learning. The article focuses just on the use of verbal report in describing learner strategies in language learning and language using. It is noted that information on learner strategies has evolved from partially intuited lists of strategies to empirically derived taxonomies that have as their ultimate purpose that of training learners to be more successful at language learning. Second, the controversy regarding the use of verbal report measures is discussed. Finally, the article describes a study that employed a variety of verbal report measures in an effort to understand better the strategies that teachers use in giving feedback on compositions and the strategies that learners use in handling this feedback in the English-foreign-languge and Portuguese-native-language classrooms, respectively.
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34

Yu, Han y Natalie Monas. "Recreating the Scene: An Investigation of Police Report Writing". Journal of Technical Writing and Communication 50, n.º 1 (19 de noviembre de 2018): 35–55. http://dx.doi.org/10.1177/0047281618812441.

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Police officers do a significant amount of high-stake writing in police reports, but report writing is given little attention in policy academies, and prevailing guidelines treat the task as a mechanical process of recording facts. As a result, officers are ill-prepared for this essential and inherently complex task. In this study, we interviewed officers to study what makes for a good police report. Our findings reveal that police reports are goal-directed genre actions. This understanding peers through the positivist emphasis on factual details to emphasize the social function of police reports in the criminal justice system.
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35

Kartika, Diana y Yetty Morelent. "The Influence of the CIRC and TTW Learning Model and Learning Motivation toward Grade 8 Students’ Report Writing Skills at SMP Muhammadiyah Padang". Theory and Practice in Language Studies 8, n.º 3 (1 de marzo de 2018): 278. http://dx.doi.org/10.17507/tpls.0803.02.

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The objectives of this research are (1) to find out whether the CIRC and TTW learning models significantly influence the students’ ability to write reports at Muhammadiyah Junior High School Padang, (2) to explore whether the CIRC and TTW learning models have a significant influence on the highly motivated students’ ability to write reports, (3) to analyze whether the CIRC and TTW learning models have a significant influence on the ability to write reports of the students with low motivation (4) to identify whether there is influence on the interaction between the use of CIRC type learning model and TTW and learning motivation toward their ability to write the report. This study was conducted within randomized control-group pretest-posttest experimental designs whose participants were Grade 8 students of Muhammadiyah Junior High School Padang. The instruments of data collection were report writing tests, questionnaires and interviews. The findings show that there is a significant influence of the use of CIRC and TTW type learning model with the students’ motivation to learn the skills of writing reports. Secondly, there is a significant influence on the use of CIRC and TTW learning models on the highly motivated students’ report writing skills. Thirdly, there is a significant influence on the use of CIRC and TTW learning models on the lowly motivated students’ report writing skills. Finally, there is the interaction of the use of learning models of CIR and TTE types with their learning motivation on their report writing skills.
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36

Khachadourian, Liza Der. "Scaffolding the Lebanese EFL Cycle 3 in Science Report Writing". European Journal of Language and Literature 6, n.º 1 (1 de enero de 2020): 31. http://dx.doi.org/10.26417/ejls.v6i1.p31-46.

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Some Lebanese university science instructors complain that students face difficulty in writing reports. The same problem was detected at Harvard University; where professors have also traced a similar problem. Little attention was paid to the scientific report writing process since high-school days. Usually, secondary schools focus on the content, rather than on the process writing itself. The aim of this study was to help cycle 3 Lebanese learners become proficient in science report writing. An action research was carried on a group of Lebanese grade 8 science class learners (n=10). The theoretical framework followed the Technological Pedagogical Content Knowledge (Koehler - Mishra, 2009), to investigate the impact of integrating: the web tool, Google+ platform (Cavazza, 2012), known for its instructional, collaborative and motivating features, the procedural scaffolding (Constructivist theory), and authentic content, in science report writing. Data collection instruments used in this study were: (a) samples from the students’ reports written pre, during, and post intervention; (b) the students’ class performance scores; (c) interviews with the students (pre/post intervention) and their science teacher. The results revealed that the focus group outperformed the passive significantly by fifteen points. Suggestions and recommendations for further research were shared.
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37

Pant, Prem R. "Writing Fieldwork Assignment Reports". Journal of Nepalese Business Studies 1, n.º 1 (12 de agosto de 2006): 38–52. http://dx.doi.org/10.3126/jnbs.v1i1.37.

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This paper has been prepared with an objective to provide the guidelines to the BBS students to write the fieldwork report and teachers to guide their students in writing the fieldwork report. So, this paper has included formats of fieldwork report (both in English and Nepali) as prescribed by Office of the Dean, Faculty of Management, Tribhuvan University and procedures to be followed in preparing the report. Journal of Nepalese Business Studies Vol.1(1) 2004 pp.38-52
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38

Markhamah, Markhamah y Nindi Muliasa Darmasari. "PEMETAAN GAGASAN PADA TEKS LAPORAN DAN ANALISIS KESALAHAN BERBAHASA SMP KELAS 7". Aksara: Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia 8, n.º 1 (25 de mayo de 2024): 105. http://dx.doi.org/10.33087/aksara.v8i1.726.

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This study examines the analysis of language errors in report texts for 7th grade junior high school (SMP) students. The background of this research is what forms of language errors often occur in student report texts and why students still experience language errors when writing scientific papers such as reports. The purpose of this study was to examine the analysis of students' academic writing errors. own terminology. The data collection technique of this research is direct observation and analysis of the report text obtained. the results of the discussion found several language errors in the fields of phonology, morphology, semantics, syntax. language errors that occur in the report text of grade 7 junior high school students are caused by the low writing and reading skills of students. As well as the low mastery of student vocabulary so that there are several forms of writing that are wrong and not in accordance with the Big Indonesian Dictionary (KBBI). Conclusions can be written in paragraph form. The level of accuracy and neatness of students in writing report texts is also very influential on the final results of their writing later.
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39

Vredeveldt, Annelies, Linda Kesteloo y Peter J. van Koppen. "Writing Alone or Together: Police Officers’ Collaborative Reports of an Incident". Criminal Justice and Behavior 45, n.º 7 (10 de mayo de 2018): 1071–92. http://dx.doi.org/10.1177/0093854818771721.

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After witnessing an incident, police officers may write their report collaboratively. We examined how collaboration influences the amount and accuracy of information in police reports. Eighty-six police officers participated, in pairs, in a live training scenario. Officers wrote a report about the incident, either with their partner or individually. Reports by two officers working together (collaborative performance) contained less information than reports by two officers working individually (nominal performance), with no difference in accuracy. After the first report, officers who had worked individually wrote a collaborative report. Police officers who recorded their own memories prior to collaboration included less incorrect information in the collaborative report than police officers who wrote a collaborative report immediately after the incident. Finally, content-focused retrieval strategies (acknowledge, repeat, rephrase, elaborate) during the officers’ discussion positively predicted the amount of information in collaborative reports. Practical recommendations for the police and suggestions for further research are provided.
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40

Pasaribu, Monalisa, Tiurma Lumban Lumban y Hernawati Samosir. "ANALYSIS OF STUDENTS’ REPORT WRITING FROM SFL-GP PERSPECTIVE AND ITS RELATION TO STUDENTS’ PROFICIENCY". Jurnal Teknologi Informasi dan Pendidikan 14, n.º 1 (11 de septiembre de 2021): 73–76. http://dx.doi.org/10.24036/tip.v14i1.372.

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Academic writing is one of important skill to have students in tertiary education, including students of Information Technology Diploma. Using Systemic Functional Linguistics Genre Pedagogy (SFL GP), the students report writings are investigated, his research aims at investigating how students comprehend SFL GP in their report writing and find out the relationship between students’ knowledge of SFL GP with their language proficiency. The texts are analyzed using the genre division by Rose and Martin. The results of the analysis will be used to investigate if the knowledge of genre writing for technology-based students is related to their language proficiency. This research contributes to better use of genre pedagogy for science students, more specifically, students of Information Technology.
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41

White, Adrian. "Writing Case Reports – Author Guidelines for Acupuncture in Medicine". Acupuncture in Medicine 22, n.º 2 (junio de 2004): 83–86. http://dx.doi.org/10.1136/aim.22.2.83.

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Case reports are particularly valuable in specialist clinical areas such as acupuncture to report new adverse events and to suggest possible new hypotheses. They can also be used to report events that have been reported previously but are rare or serious, in order to illustrate their frequency. They may illuminate the wider side of clinical practice by describing personal experiences of one practitioner. Constraints to writing case reports include finding time, working in isolation, and not having enough experience at the task. This article reproduces and develops a set of guidelines that were previously published, in an attempt to help authors to write thorough but succinct reports in a structured manner. The format for case reports includes an abstract, description of the case, literature search, discussion and summary or conclusions. Recommendations are made for the material to be included in each section. The policy of Acupuncture in Medicine is to require patient consent before accepting a report for publication.
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Ivancevic-Otanjac, Maja y Irina Milojevic. "Writing a case report in English". Srpski arhiv za celokupno lekarstvo 143, n.º 1-2 (2015): 116–18. http://dx.doi.org/10.2298/sarh1502116i.

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A well-written case report is a clear, concise and informative paper, aimed at professionals from different fields of medicine, with the clear purpose to explain what lesson is to be learnt from the experience. The aim of this paper is to suggest useful guidelines for writing a good case report. It briefly reflects different ?moves? in this piece of academic writing, thus outlining the required form, as well as the four principles of good writing: clarity, honesty, reality and relevance.
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43

Chung, Dong Sun, Duk Soo Moon, Myung Hoon Lee y Young Sook Kwack. "Custody Evaluation Process and Report Writing". Journal of the Korean Academy of Child and Adolescent Psychiatry 31, n.º 2 (1 de abril de 2020): 58–65. http://dx.doi.org/10.5765/jkacap.200006.

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44

Abdulhaq, NadaMansour y BasimSaleh Alsaywid. "Guideline on writing a case report". Urology Annals 11, n.º 2 (2019): 126. http://dx.doi.org/10.4103/ua.ua_177_18.

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45

Dobler, Carolyn Pillers. "SAS Guide to Report Writing: Examples". American Statistician 60, n.º 3 (agosto de 2006): 294. http://dx.doi.org/10.1198/tas.2006.s57.

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46

Suresh, K. "TIPS ON...: Writing a medicolegal report". BMJ 325, n.º 7367 (5 de octubre de 2002): 111Sa—111. http://dx.doi.org/10.1136/bmj.325.7367.s111a.

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47

Kremenak, Nellie. "Writing the Introduction to aJOPRResearch Report". Journal of Prosthodontics 18, n.º 2 (febrero de 2009): 202. http://dx.doi.org/10.1111/j.1532-849x.2009.00444.x.

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Roose, Rudi, Andre Mottart, Nele Dejonckheere, Carol van Nijnatten y Maria De Bie. "Participatory social work and report writing". Child & Family Social Work 14, n.º 3 (agosto de 2009): 322–30. http://dx.doi.org/10.1111/j.1365-2206.2008.00599.x.

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O'Grady, John C. "Report writing for the criminal court". Psychiatry 3, n.º 11 (noviembre de 2004): 34–36. http://dx.doi.org/10.1383/psyt.3.11.34.53585.

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Wicker, Paul. "Report writing and courtroom skills training". British Journal of Theatre Nursing (United Kingdom) 9, n.º 1 (enero de 1999): 41–43. http://dx.doi.org/10.1177/175045899900900105.

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