Reports (B2)

REPORTS

-El “report” o informe se escribe normalmente para un superior, por ejemplo un profesor, o para un grupo de muestra. Se pide dar información factual, hacer sugerencias o recomendaciones. Debe estar claramente organizado y debe incluir los encabezamientos o “headings” que a su vez ayudan a definir claramente los párrafos. 

-Siempre introducir el “report” indicando su finalidad y como obtuviste la información requerida. Sería el primer párrafo. Le seguirían dos o tres párrafos en los que se comentarían los resultados obtenidos en la investigación: aquí se contrastan ideas, se dan ejemplos, razones, etc. Un párrafo final nos serviría para hacer una recomendación y así concluir con el informe.

-Se debe tener en cuenta especialmente en este tipo de “writing” el buen uso de un vocabulario específico ya que los temas suelen estar relacionados con áreas muy determinadas como: transporte, entretenimiento, deportes, placer, etc. Si no hay un buen dominio del vocabulario se limita mucho el contenido. A parte de esto, insistir en lo de siempre: división en párrafos, ideas claras y ordenadas, organizadas y relacionadas a través de los conectores para que tengan sentido, buen uso del léxico, gramática, spelling, etc. El registro debe ser apropiadamente formal, y por lo tanto impersonal utilizando para ello la pasiva

Useful language[1]

Introducing the report

The aim/purpose of this report is to examine/evaluate/describe/outline

It will also include/consider/suggest/recommend…

The report is based on a survey conducted among (college students)

Predicting the future

The outlook for young people/jobs/the country is (far from) bright/ optimistic/depressing.

The future looks remains uncertain/ is promising.

This seems unlikely in the near future

There is little /no possibility/chance/likelihood/ of something (happening)/ that something will happen.

Making recommendations

I would (strongly) recommend that (the school/company) should…

In the light of the results of the survey, I would (strongly) advise against…

I feel it would be to our advantage if…



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Dicen Capel y Sharp que el “report will involve the presentation of mainly factual information with suggestions and recommendations” (44).[2] Como he mencionado ya arriba, el “report” consiste en presentar una información factual sobre el punto o tema por el que se pregunta -por el que pregunta “un superior”- y sobre el cual se pide elaborar dicho informe. No sólo se debe presentar dicha información requerida sino que además se debe dar sugerencias y recomendaciones. Una de las cosas importantes antes de elaborar el “report” es pensar a quién va dirigido, algo que se suele mencionar en el ejercicio. Pensadlo por un momento, si tengo que escribir un informe sobre “shopping facilities” en mi ciudad, éste será diferente dependiendo si va dirigido a: jóvenes con un presupuesto limitado; turistas extranjeros que vienen de vacaciones; familias con niños, o solteros. Es importante tenerlo en cuenta pues de ello depende la elaboración de todo el informe, “You should think carefully about who the target reader is an why they need this report” (Capel and Sharp 44). Además de estos dos aspectos que acabo de mencionar vamos a ver lo que debemos tener en cuenta también a nivel contenido, de organización, lenguaje y estilo. Según Capel and Sharp:

Content

-Make a paragraph plan and organise your ideas.

-State facts clearly and give some examples.

Communicative achievement

-Write in a formal and impersonal style.

-Be polite and constructive in any criticism.

Organisation

-State the aim of the report in an introduction.

-Include headings to make your report clearer

-Repeat your most important recommendation(s) in a conclusion, using different words.

Language

-Use passive forms and conditional structures

-Include some longer, complex sentences (45)[3]

Todas estas características son las importantes y todas ellas deben quedar reflejadas en vuestro “report”. Leedlas bien, anotadlas o memorizarlas para que cuando elaboréis el informe las podáis aplicar.

A través de los ejercicios se va a trabajar: el tema de los “headings” o encabezamientos que deben a aparecer para introducir todos los párrafos del “report” otorgando claridad al mismo (ejercicios 1 y 2); el uso de oraciones condicionales propias del lenguaje de estos informes (ejercicio 3); la organización de las ideas que se van a tratar en el informe antes de empezar a escribir (ejercicio 5); y el estilo (ejercicio 6); 

La tarea del ejercicio 1 dice así:

Your local tourist office has asked you to write a report on a museum because it is not very popular. You should briefly describe what is wrong with the museum and suggest how to make it more appealing to visitors. 

Write your report (44)[4]

Veamos el ejemplo a modo de respuesta que se da a esta tarea. Leedlo con calma y fijándoos si se cumplen todas la características propias del “report” a nivel contenido, formato y estilo que se han mencionado arriba. Incluyo ya colocados los “headings” que se dan en el ejercicio 2 para completar:

A Lack of facilities

B Conclusion

C Educational improvements

D Negative aspects of the display

E Temporary exhibitions

F Introduction

G Evening events (44)[5]

*Utilizaremos todos menos el E y el G.


Wademouth Museum

Introduction

The aim of this report is to outline what can be seen in this museum and to make some recommendations on how the museum could attract more visitors. 

Negative aspects of the display 

The museum mainly contains items connected with the pottery industry. Generally, objects are shown in glass cabinets with explanations on small bits of card. These are difficult to read and some are placed too high for small children. The lighting inside the building is also poor. 

Educational improvements 

This permanent exhibition will remain unappealing to visitors unless it is updated. It is therefore recommended that video animation is developed to illustrate the process. In addition, the museum could run regular afternoon workshops, where experts demonstrate how the pots are produced 

Lack of facilities

Most visitors take it for granted nowadays that a museum will include a gift shop and a café. Wademouth has neither of these, which could partly explain the low attendance figures. 

Conclusion

To sum up, Wademouth Museum would have a brighter future if its displays were improved. Furthermore, it needs to create a more welcoming atmosphere. (44)[6]

Como podemos comprobar los “headings” otorgan claridad al contenido del “report” y son un punto clave en este tipo de “writings” que no debéis olvidar. 

En el ejercicio 3 se destaca el uso de las oraciones condicionales como una de las características de este tipo de “writing” en el apartado relativo al lenguaje. En el ejemplo de arriba podemos encontrar dos oraciones condicionales (párrafos 3 y 5):

“This permanent exhibition will remain unappealing to visitors unless it is updated”

“…Wademouth Museum would have a brighter future if its displays were improved” (44)[7]

Después se dan cinco ejemplos más de oraciones condicionales. En ellas se pide completar usando una palabra (if, unless) y luego en el ejercicio 4 se pide utilizar dos de esas oraciones condicionales para que elaboréis dos párrafo atendiendo a los dos “headings” que sobraban del ejercicio 2:

E. Temporary exhibitions

G. Evening events

Es una buena práctica para crear, escribir o elaborar un buen párrafo. De momento, os escribo las cinco frases condicionales completadas, su correspondencia a nivel contenido con los “headings”: E o G y luego dos párrafos elaborados de ejemplo:

-People might visit more often if there were different objects for them to see each time. (E)

-Unless the museum extends its opening hours and offers extra attractions, working adults won´t come through its doors. (G)

-A series of after-work talks would be more popular if visitors didn´t have to pay for them. (G)

-The museum could organize special exhibitions on a monthly basis if funding was available. (E)

-It wouldn´t be possible to hold concerts at the museum unless if it stayed open late. (G) (44)[8]



Temporary exhibitions

At present, the museum only has one permanent exhibition but people might visit more often if there were different objects for them to see each time. Obviously this would require financial support. The museum could organize special exhibitions on a monthly basis if funding was available.

Evening events

The museum opening hours are very limited and unless it extends these, working adults will not come through its doors. On certain evenings, the museum could hold a series of talks. These would be more popular if visitors did not have to pay for them on top of the entrance charge. (192)[9]

Antes de establecer la tarea del ejercicio 5 veamos el ejercicio 6 relativo al estilo. Como ya hemos mencionado, el estilo propio de este tipo de “writings” debe ser “formal e impersonal, y siempre en un tono educado y constructivo” (45)[10]. Esto mismo se nos recuerda en el ejercicio 6 donde se resalta que las recomendaciones que se hacen en los informes deben ser “claras, razonables y educadas” (45)[11] . De esto modo y como práctica nos dan seis frases y nos dicen que dos de ellas no consiguen reflejar estas características: no son claras, o no son razonables o no son educadas. Veamos las seis frases:

1-It would be a good idea to extend the opening hours of the new café.

2-You must get some decent furniture in there instead of the old stuff.

3-Perhaps the college could review the café´s prices and consider some financial support.

4-If the menu choices were more interesting, more students would use the café.

5-There´s no point even having a café unless it gives us what we want!

6-If possible, vegetarians should be offered a different main dish each day. (45)[12]

Efectivamente, la frase 2 y la frase 5 son las que no consiguen el efecto mencionado como positivo y a nivel de estilo. Por eso habría que reescribirlas: 

2- As the old furniture needs replacing, the college could opt for slightly more comfortable chairs. (Más impersonal, más educado y más claro, así)

5-It is worth meeting student´s needs, as the café will then be far more popular. (192)[13] (Así queda mucho más clara la idea, el lector no se pregunta con extrañeza qué es lo que quiere decir el que escribe; y no resulta tan ruda, por lo tanto más educada.)

Mucho mejor, sin duda alguna y como podemos comprobar, estas dos opciones.

Ejercicio 5. El ejercicio 5 es el último de esta primera parte. Recordad que todos los “writing” tienen el número de palabras limitado entre 140-190. Vamos con la tarea: 

Your college is going to create a new student café. You have been asked to write a report for the principal, explaining why students don´t use the existing facilities and making recommendations for the new café. 

Write your report. (140-190 words) (45)[14]

En el ejemplo que ahora os escribo habla de cuatro problemas y de cuatro recomendaciones a estos problemas (Problems: closes too early; not much choice; uncomfortable; too expensive/Recommendations: extend the opening times; have a broader menú; replace the furniture; reduce the price (45)[15] . Intentad vosotros no plantear los mismos problemas sino otros relativos al tema que se plantea. 

REPORT ON THE EXISTING AND PROPOSED COLLEGE CAFÉ

Introduction

This report outlines the issues raised in relation to the college café and makes recommendations on how these problems could be addressed.

Opening times

At present, the opening hours are too limited. Apart from Saturdays, the café closes at 18:30, just when many students are leaving the library and likely to want to purchase a meal or drinks.

Menu

The lack of choice puts many students off using the café. Vegetarians feel that they are not being catered for and would like to see a range of healthy options.

Furniture

The tables and chairs in the present café are old and basic. There is nowhere to sit comfortably with friends, as you would find in the cafés in town.

Pricing policy

A common complaint is that most dishes are overpriced and are not affordable on a student budget. If possible, this needs to be reviewed.

Recommendations

From all of the above points, it is clear that several improvements could be made, from replacing the furniture to widening the choice of meals. If the opening hours could be extended and the prices reduced slightly, the new café would undoubtedly be more popular with students.(192)[16]

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WRITING FOLDER 11 

A modo de introducción Capel and Sharp nos recuerdan de nuevo que el report necesita estar claramente organizado, con una introducción y conclusión claras, así como escrito en un estilo impersonal, algo a lo que ayuda el uso de las formas pasivas (146)[17]

En el ejercicio 1 de la página 146/158 da un ejemplo de un “report” requerido por los organizadores de un festival de música local con el fin de mejorar dicho festival. Pide comentar sobre las “facilities that were available at this year´s festival and make recommendations for next year” (146)[18]:

Every year, you help at a local music, which takes place outdoors over one weekend. The organisers want to improve the festival and have asked you to write a short report. You should comment on the facilities that were available at this year´s festival and make recommendations for the next year. 

Write your report. (146)[19]

Este es el “report” de ejemplo: 

Dear Organisers. 

Here is my report 

The place in town where you hold the festival 

The site this year was disappointing, mainly because it wasn´t large enough. There was some car parking. & Many people had to park over two kilometers away. 

Eating 

There was some choice of catering at the site. & Very little vegetarian food was offered. Also, my friends and I had to go to one end of the field for food and then we ran over to the opposite end for a drink. This drove us nuts” 

The programme 

People seemed to enjoy the performances. & Each band should be allowed more time on stage. 

The cost 

Several members of the audience thought the tickets were unusually cheap. & The price could be raised next year. This would help us, wouldn´t it? 

Recommendations 

You need a bigger site and better-organised catering- some changes to the timing of the event too. (146)[20]

Este “report” que se da como respuesta al ejercicio no es del todo correcto y se puede mejorar; las mejoras que sugiere en los puntos a, b, c y d serían las siguientes:

a- Add something to make it clear what the report is about, for example on”last year´s festival”

Add a concluding sentence, for example, I hope you will find this information helpful. (235)[21]

b- Con respecto a mejorar los “headlines” en fosforito morado se dan dos opciones a: “The place in town where you hold the festival” y “Eating”. Serían:

The site.

Catering facilities. (235)[22]

c- Las palabras subrayadas son muy informales. Ya hemos hablado que este tipo de texto es formal e impersonal. Para solucionarlo lo mejor -y como modo de enfatizar el estilo “informal”- es utilizar la forma pasiva. Vemos las opciones que da para las palabras o frases subrayadas:

-To the festival organizers.

- People were forced to go from one end of the site to the other when buying

food and drink, which they were not please about.

-This would be the festival useful additional funds.

-It is clear that a bigger site and better organized catering are needed, as well as 

some changes to the timing of event. (235)[23]

d- En el punto “d” se enfatiza la necesidad de unir dos frases simples en una compuesta para dar más nivel a la expresión gramatical con frases complejas propias del estilo formal y del nivel B2. Hay 4 símbolos (&) en el ejemplo y donde se posicionan es donde hay que unir las frases implicadas. Quedan así:

-Even though there was some car parking, many people had to park…

-Although there was some choice of catering at the site, very little vegetarian food was offered.

-People seemed to enjoy the performances, so perhaps each band…

-Since several members…thought the tickets were unusually cheap, the price could be raised next year. (235)[24]

Con lo que os he comentado arriba sobre el “report” y con lo dicho y visto en este ejemplo del ejercicio 1 creo que os podéis hacer una idea muy clara de cómo se puede hacer un buen “report”, y que es lo que se debe tener en cuenta a la hora de elaborarlo. Trabajad bien esta parte y seguro que el resultado es bueno. 

-El ejercicio 3 os sirve para situar y preparar un poco el “writing” que se pide en el ejercicio 4. En dicho ejercicio 3 se dice que os podrían preguntar escribir un “report” sobre “shopping facilities”. Evidentemente para ello se debe planear bien y pensar en el grupo de “shoppers” al cual iría dirigido el “report”. No es lo mismo escribir un “report” sobre “shopping facilities in your town” para adolescentes, que para familias, gente mayor o para solteros con dinero, por ejemplo. Dependiendo para quién se escriba, pues se podrá hablar de un tipo de tiendas pero no de otras. 

Os dan cuatro “target groups” y os piden unirlos con los tipos de compras adecuados para cada grupo entre las opciones a-j. Sería algo así: 

1. American exchange students on a limited budget:

A sports equipment store (good value)

A music store (very noisy)

The university bookshop (discounts available)

2. Elderly tourists visiting as a group one weekend

An exclusive gift shop (in the main square)

The Saturday crafts market (very colourful)

An art gallery (includes a coffee shop)

3. Business people spending a free hour after their appointments 

A central stationery shop (open late)

A discount computer warehouse (plenty of parking)

An art gallery (includes a coffee shop)

4. Families camping outside the town for a week

A large toyshop (limited parking)

The Saturday crafts market (very colourful)

A supermarket on the edge of town (massive) (147)[25]

En el ejercicio 4 se plantea la tarea para elaborar el “report” relacionado con el tema de “shopping facilities”. 

Some British students are on an exchange programme at your college for a month. The college has asked you to write a report on local shopping facilities for the teacher who is in charge of the group. You should give advice on best value for money, including areas such as food, study materials and souvenirs. 

Write your report (140-190 words) (147)[26]

Los ejercicios 5 y 6 son relativos a vocabulario que puede ser útil cara a llevar a cabo el “writing”.

En el ejercicio 5 vemos la definición de 10 palabras:

Competitive: as good or better than other prices, services, etc.

Bargain: something that is on sale for less than its real value.

Fortune: a lot of money.

Purchase: something that you buy or the act of buying something

Economical: not using a lot of money

Savings: the money that you keep in an account

Budget: a plan that shows how much money you have and how you will spend it

Expense: they money that you spend on something.

Brand: a type of product made by a particular company.

Stock: all the goods that are available in a shop.

The adjectives are “competitive and economical” (147)[27]

En el ejercicio 6 completamos con las palabras que hemos visto en el ejercicio 4. 

Food 

a luxury/low cost brands of

b competitive prices

Study materials 

c in/out of stock

d on a tight budget

Souvenirs 

e (not) cost a fortune

f hunt for bargains (147) [28]

Finalmente vemos el ejemplo para este “writing” y que siempre os puede dar ideas si lo leéis con detenimiento y pensando en las características propias del “report”

“This report covers the main shopping facilities in Newtown.

Food

There are two supermarkets: Coopers, selling luxury brands of food, is only five minutes from the college and has a large car park; Shopsmart, on the edge of town, is bigger and usually has the most competitive prices, but is difficult to get to. It is best to buy fresh fruit and vegetables in the market, which is held every day apart from Sunday. 

Study materials

In Bridge Street, there are four bookshops, where you will find a good range of dictionaries in stock. For those on a tight budget, there is a huge stationery shop in the main square, where you can buy everything from files and pens to software. There is a small bookshop on the college campus, which also sells basic stationery items like paper.

Souvenirs

Newtown does not have as many souvenir shops as London, but the castle has its own shop, and so does the museum. Additionally, things on the market stalls will not cost a fortune, so your students can hunt for bargains.

I hope this report will be useful for your students and I wish them a pleasant stay” (235)[29]

Rematamos este tema del “report” con los consejos que se dan en el punto o ejercicio 7 y que os pueden servir antes y para llevar a cabo vuestro tercer “writing”.

Content 

-Plan what you are going to say. 

-Make sure you have enough ideas for every paragraph. 

Communicative achievement 

-Write in a consistently formal and impersonal style. 

-Communicate your ideas effectively so that the reader can act upon them. 

Organisation 

-Include headings and/or bullet points to make your report clearer. 

-Repeat your most important recommendations in a conclusion 

Language 

-Use passive forms and conditional structures. 

-Try to show your full range of vocabulary. (147)[30]

[1] Norris, Roy. Ready for FCE. Oxford: MacMillan, 2008. 

[2] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[3] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[4] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[5] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[6] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[7] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[8] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

fin 

[9] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2012. 

[10] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[11] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[12] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[13] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[14] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[15] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[16] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[17] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[18] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[19] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[20] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[21] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[22] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[23] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[24] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[25] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[26] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[27] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[28] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[29] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014. 

[30] Capel, Annette and Wendy Sharp. Objective First. Cambridge: CUP, 2014.