assignment reporter is

Reporter Salary in the United States

Reporter salary.

How much does a Reporter make in the United States? The average Reporter salary in the United States is $57,320 as of April 24, 2024, but the range typically falls between $51,784 and $66,267 . Salary ranges can vary widely depending on many important factors, including education , certifications, additional skills, the number of years you have spent in your profession. With more online, real-time compensation data than any other website, Salary.com helps you determine your exact pay target. 

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Target Analyst Reporter (All Levels) with Security Clearance

FUSE Engineering - Annapolis Junction, MD

Target Analyst Reporter with Security Clearance

FUSE Engineering - Fort Meade, MD

Signature Federal Systems - Linthicum Heights, MD

Language Analyst Reporter with Security Clearance

MultiLingual Solutions Inc. - Fort Meade, MD

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What skills does a Reporter need?

Each competency has five to ten behavioral assertions that can be observed, each with a corresponding performance level (from one to five) that is required for a particular job.

Storytelling: Planning, creating and presenting stories or narratives to achieve diverse personal and business goals.

Background Check: A background check or background investigation is a review of a potential employee's criminal, commercial and financial records. The goal of background checks is to ensure the safety and security of the employees in the organisation

Economics: Economics is a social science that focuses on the production, distribution, and consumption of goods and services, and analyzes the choices that individuals, businesses, governments, and nations make to allocate resources.

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Job Description for Reporter

Reporter develops, investigates, and writes a variety of news stories. Researches a variety of news stories through interviews, observation, and library and/or online resources. Being a Reporter determines tone and intended audience of story. Organizes the facts and writes the story consistent with an agreed-upon style or standard. Additionally, Reporter validates news story leads. May require a bachelor's degree. Typically reports to a manager. The Reporter occasionally directed in several aspects of the work. Gaining exposure to some of the complex tasks within the job function. To be a Reporter typically requires 2-4 years of related experience. (Copyright 2024 Salary.com)... View full job description

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• Target Analyst Reporter with Security Clearance FUSE Engineering - Fort Meade, MD Description The Target Analyst Reporter prioritizes, assesses, evaluates and reports information obtained from passive and active collection, network evalu... - 2 Days Ago
• Target Analyst Reporter with Security Clearance Signature Federal Systems - Linthicum Heights, MD Job Description: At least seven (7) years experience in two (2) or more of the following. Coputer Network Exploitation. Vulnerability Assessment. Penetrati... - 3 Days Ago
• Language Analyst Reporter with Security Clearance MultiLingual Solutions Inc. - Fort Meade, MD MultiLingual Solutions, Inc. (MLS) is a comprehensive foreign language services firm that provides full- spectrum linguistic, analytical and operational su... - 4 Days Ago
• Target Analyst Reporter 3 with Security Clearance FUSE Engineering - Saratoga Springs, UT Description Fuse is searching for. talented individuals who provide target analysis and reporting. This program will maximize the effectiveness and efficie... - 2 Days Ago

Career Path for Reporter

A career path is a sequence of jobs that leads to your short- and long-term career goals. Some follow a linear career path within one field, while others change fields periodically to achieve career or personal goals.

For Reporter, the upper level is Digital Content Writer III and then progresses to Digital Content Writer IV.

PayPal Holdings, Inc.

Company description, what does a reporter do, are you an hr manager or compensation specialist.

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Reporter Pay Difference by Location

Reporter salary varies from city to city. Compared with national average salary of Reporter, the highest Reporter salary is in San Francisco, CA, where the Reporter salary is 25.0% above. The lowest Reporter salary is in Miami, FL, where the Reporter salary is 3.5% lower than national average salary.

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Level of education for reporter.

Jobs with different levels of education may pay very differently. Check the Reporter salary of your education level.

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Reporter Salary by State

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Skills associated with Reporter: Style Guide Standards , Interviewing , Proofreading , Copyediting ... More

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What does a news reporter do?

Would you make a good news reporter? Take our career test and find your match with over 800 careers.

What is a News Reporter?

A news reporter is a journalist who gathers information, conducts interviews, and writes articles or produces news segments for publication or broadcast. News reporters cover a wide range of topics, including local and national news, politics, crime, business, sports, entertainment, and human interest stories. They may work for newspapers, magazines, television stations, radio stations, online news outlets, or wire services, delivering news to the public through print, broadcast, or digital media platforms.

News reporters keep the public informed about current events, developments, and issues that impact society. They adhere to journalistic principles of accuracy, fairness, objectivity, and integrity, striving to present information in a clear, balanced, and unbiased manner.

What does a News Reporter do?

Duties and Responsibilities The duties and responsibilities of a news reporter encompass a wide range of tasks aimed at gathering, verifying, and disseminating information to the public. Here are some key responsibilities:

• Researching and Investigating: News reporters are responsible for researching and investigating news stories to uncover newsworthy events, developments, or issues. They may conduct interviews with sources, review documents, attend events, and gather information from a variety of sources to verify facts and gather evidence for their stories.
• Interviewing Sources: News reporters conduct interviews with a diverse range of sources, including government officials, experts, eyewitnesses, and community members. They ask probing questions to gather information, seek multiple perspectives, and provide context for their stories. Interviewing skills are crucial for building rapport with sources and eliciting relevant information.
• Writing and Reporting: News reporters write news articles, produce news segments, or create multimedia content to inform, educate, and engage their audience. They use clear, concise, and engaging language to convey information accurately and effectively. News reporters adhere to journalistic standards and guidelines, including accuracy, fairness, objectivity, and ethical practices, in their reporting.
• Covering Events and Breaking News: News reporters cover a wide range of events, including press conferences, speeches, rallies, protests, and emergencies. They may be required to cover breaking news stories as they unfold, providing timely updates and live reporting to their audience. News reporters must work quickly and efficiently under tight deadlines to deliver accurate and up-to-date information.
• Fact-Checking and Verification: News reporters are responsible for fact-checking and verifying information to ensure the accuracy and reliability of their stories. They corroborate information from multiple sources, cross-check data, and verify the credibility of sources to avoid misinformation, errors, or inaccuracies in their reporting.
• Adhering to Ethical Standards: News reporters uphold ethical standards and principles of journalism, including integrity, honesty, transparency, and independence. They avoid conflicts of interest, bias, sensationalism, and plagiarism in their reporting, maintaining the trust and credibility of their audience.

Types of News Reporters There are several types of news reporters, each with their own specific roles and responsibilities. Here are some of the most common types of news reporters and what they do:

• Business Reporters: These reporters cover financial and economic news, such as stock market trends, corporate earnings, and mergers and acquisitions. They often interview business leaders and analyze economic data to provide insight into the state of the economy.
• Entertainment Reporters: These reporters cover the entertainment industry, including movies, television, music, and celebrity news. They attend movie premieres, interview actors and musicians, and report on industry trends and gossip.
• Feature Writers: These writers focus on human interest stories and long-form features. They often spend weeks or months researching and interviewing their subjects to create in-depth profiles and narratives.
• General Assignment Reporters: These reporters cover a variety of news topics, from breaking news to feature stories. They are often the first on the scene of a breaking news event and are responsible for gathering information and interviewing witnesses.
• Investigative Reporters: These reporters dig deep into a particular topic or issue to uncover new information or expose wrongdoing. They often spend weeks or months on a single story, conducting interviews, researching documents, and analyzing data.
• Political Reporters: These reporters cover political campaigns, elections, and government affairs. They attend political events, interview politicians and experts, and analyze policies and legislation.
• Sports Reporters: These reporters cover sporting events and news, from professional leagues to high school and college athletics. They attend games, interview athletes and coaches, and provide analysis and commentary on sports-related topics.

Are you suited to be a news reporter?

News reporters have distinct personalities . They tend to be artistic individuals, which means they’re creative, intuitive, sensitive, articulate, and expressive. They are unstructured, original, nonconforming, and innovative. Some of them are also investigative, meaning they’re intellectual, introspective, and inquisitive.

Does this sound like you? Take our free career test to find out if news reporter is one of your top career matches.

What is the workplace of a News Reporter like?

The workplace of a news reporter is dynamic, fast-paced, and often unpredictable. News reporters can work in a variety of settings, including newsrooms, field assignments, press conferences, and remote locations. The newsroom serves as the central hub where reporters gather, research, write, and edit news stories under the supervision of editors and news directors. In the newsroom, reporters collaborate with colleagues, pitch story ideas, conduct research, conduct interviews, and meet deadlines to produce news content for publication or broadcast.

Field assignments are an integral part of a news reporter's job, requiring them to travel to various locations to cover events, interview sources, and gather information for their stories. Field reporters may cover breaking news, events, or emergencies as they unfold, providing live updates and on-the-scene reporting to their audience. Field reporters must be adaptable, resourceful, and able to work efficiently under pressure, often facing tight deadlines and challenging conditions while delivering accurate and compelling news coverage.

In addition to traditional newsrooms and field assignments, news reporters may also work remotely or from home, especially with the rise of digital media and online journalism. Remote work allows reporters to conduct research, interviews, and writing tasks from any location with an internet connection, providing flexibility and convenience. However, remote reporters must stay connected with their editors, colleagues, and sources through email, phone calls, video conferences, and social media to collaborate effectively and ensure timely delivery of news content.

Frequently Asked Questions

Writing and journalism related careers and degrees.

Writing Careers

• Academic Writer
• Content Writer
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• Food Critic
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Journalism Careers

• Correspondent
• News Anchor
• News Reporter
• Photojournalist
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• Children's Literature
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Journalist vs News Reporter

The terms "journalist" and "news reporter" are often used interchangeably, but they encompass slightly different roles within the field of journalism.

A journalist is a broad term that refers to anyone who works in the field of journalism, which encompasses various roles such as reporting, writing, editing, researching, and producing news and information for the public. Journalists may work in traditional newsrooms, digital media outlets, broadcast networks, or freelance capacities. They are responsible for gathering, analyzing, and disseminating news stories, events, and issues to the public through various media platforms, including newspapers, magazines, television, radio, and online channels.

A news reporter is a specific type of journalist whose primary role is to report news stories, events, and developments to the public through written articles, broadcast segments, or multimedia content. News reporters gather information through research, interviews, observation, and investigation, and then write or present stories that inform, educate, or engage audiences. They may cover a wide range of topics, including local news, national politics, international affairs, sports, entertainment, business, or human interest stories, depending on their beat or assignment. While all news reporters are journalists, not all journalists may identify primarily as news reporters, as they may have other roles within the field of journalism such as editors, columnists, photojournalists, or multimedia producers.

News Reporters are also known as: Reporter General Assignment Reporter

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Sinclair, Inc.

General assignment reporter.

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WSYX/WTTE is looking for a take-charge General Assignment Reporter whose can go beyond the headlines. We are seeking a motivated, energetic, creative, and aggressive reporter who can has a proven record bringing depth and context to storytelling. The ideal candidate should be able to develop story ideas and gather information with a multiplatform approach. Sound writing skills, a great work ethic, and a can-do attitude is a must. The best person for this job will have excellent live shot skills and thrives on breaking stories and be a self-starter. You will grow here as a storyteller as the newsroom leaders love to coach!

No day will look the same as a Reporter, however, the main responsibilities of the role will include:

• Create, shoot, write and edit meaningful stories for station’s newscast that can be used across multiple platforms
• Provide news on-air as directed from the news management team
• Engaging with local community members
• Reviewing material for fairness, accuracy, and balance
• Work closely with all members of the news team, which would include Producers, Editors, Anchors, News Directors etc..

Additionally, this person should have a…

• Proven knowledge and experience working with current media creation tools and contemporary newsroom systems
• Excel in storytelling across multiple platforms
• Strong writing and copy-editing skills are a must
• Two years of experience as a Reporter
• Must be able to work well under pressure to meet strict deadlines

Sinclair Broadcast Group, Inc. is proud to be an Equal Opportunity Employer and Drug Free Workplace!

8.5 Writing Process: Creating an Analytical Report

Learning outcomes.

By the end of this section, you will be able to:

• Identify the elements of the rhetorical situation for your report.
• Find and focus a topic to write about.
• Gather and analyze information from appropriate sources.
• Distinguish among different kinds of evidence.
• Draft a thesis and create an organizational plan.
• Compose a report that develops ideas and integrates evidence from sources.
• Give and act on productive feedback to works in progress.

You might think that writing comes easily to experienced writers—that they draft stories and college papers all at once, sitting down at the computer and having sentences flow from their fingers like water from a faucet. In reality, most writers engage in a recursive process, pushing forward, stepping back, and repeating steps multiple times as their ideas develop and change. In broad strokes, the steps most writers go through are these:

• Planning and Organization . You will have an easier time drafting if you devote time at the beginning to consider the rhetorical situation for your report, understand your assignment, gather ideas and information, draft a thesis statement, and create an organizational plan.
• Drafting . When you have an idea of what you want to say and the order in which you want to say it, you’re ready to draft. As much as possible, keep going until you have a complete first draft of your report, resisting the urge to go back and rewrite. Save that for after you have completed a first draft.
• Review . Now is the time to get feedback from others, whether from your instructor, your classmates, a tutor in the writing center, your roommate, someone in your family, or someone else you trust to read your writing critically and give you honest feedback.
• Revising . With feedback on your draft, you are ready to revise. You may need to return to an earlier step and make large-scale revisions that involve planning, organizing, and rewriting, or you may need to work mostly on ensuring that your sentences are clear and correct.

Considering the Rhetorical Situation

Like other kinds of writing projects, a report starts with assessing the rhetorical situation —the circumstance in which a writer communicates with an audience of readers about a subject. As the writer of a report, you make choices based on the purpose of your writing, the audience who will read it, the genre of the report, and the expectations of the community and culture in which you are working. A graphic organizer like Table 8.1 can help you begin.

Summary of Assignment

Write an analytical report on a topic that interests you and that you want to know more about. The topic can be contemporary or historical, but it must be one that you can analyze and support with evidence from sources.

The following questions can help you think about a topic suitable for analysis:

• Why or how did ________ happen?
• What are the results or effects of ________?
• Is ________ a problem? If so, why?
• What are examples of ________ or reasons for ________?
• How does ________ compare to or contrast with other issues, concerns, or things?

Consult and cite three to five reliable sources. The sources do not have to be scholarly for this assignment, but they must be credible, trustworthy, and unbiased. Possible sources include academic journals, newspapers, magazines, reputable websites, government publications or agency websites, and visual sources such as TED Talks. You may also use the results of an experiment or survey, and you may want to conduct interviews.

Consider whether visuals and media will enhance your report. Can you present data you collect visually? Would a map, photograph, chart, or other graphic provide interesting and relevant support? Would video or audio allow you to present evidence that you would otherwise need to describe in words?

Another Lens. To gain another analytic view on the topic of your report, consider different people affected by it. Say, for example, that you have decided to report on recent high school graduates and the effect of the COVID-19 pandemic on the final months of their senior year. If you are a recent high school graduate, you might naturally gravitate toward writing about yourself and your peers. But you might also consider the adults in the lives of recent high school graduates—for example, teachers, parents, or grandparents—and how they view the same period. Or you might consider the same topic from the perspective of a college admissions department looking at their incoming freshman class.

Quick Launch: Finding and Focusing a Topic

Coming up with a topic for a report can be daunting because you can report on nearly anything. The topic can easily get too broad, trapping you in the realm of generalizations. The trick is to find a topic that interests you and focus on an angle you can analyze in order to say something significant about it. You can use a graphic organizer to generate ideas, or you can use a concept map similar to the one featured in Writing Process: Thinking Critically About a “Text.”

Asking the Journalist’s Questions

One way to generate ideas about a topic is to ask the five W (and one H) questions, also called the journalist’s questions : Who? What? When? Where? Why? How? Try answering the following questions to explore a topic:

Who was or is involved in ________?

What happened/is happening with ________? What were/are the results of ________?

When did ________ happen? Is ________ happening now?

Where did ________ happen, or where is ________ happening?

Why did ________ happen, or why is ________ happening now?

How did ________ happen?

For example, imagine that you have decided to write your analytical report on the effect of the COVID-19 shutdown on high-school students by interviewing students on your college campus. Your questions and answers might look something like those in Table 8.2 :

Asking Focused Questions

Another way to find a topic is to ask focused questions about it. For example, you might ask the following questions about the effect of the 2020 pandemic shutdown on recent high school graduates:

• How did the shutdown change students’ feelings about their senior year?
• How did the shutdown affect their decisions about post-graduation plans, such as work or going to college?
• How did the shutdown affect their academic performance in high school or in college?
• How did/do they feel about continuing their education?
• How did the shutdown affect their social relationships?

Any of these questions might be developed into a thesis for an analytical report. Table 8.3 shows more examples of broad topics and focusing questions.

Gathering Information

Because they are based on information and evidence, most analytical reports require you to do at least some research. Depending on your assignment, you may be able to find reliable information online, or you may need to do primary research by conducting an experiment, a survey, or interviews. For example, if you live among students in their late teens and early twenties, consider what they can tell you about their lives that you might be able to analyze. Returning to or graduating from high school, starting college, or returning to college in the midst of a global pandemic has provided them, for better or worse, with educational and social experiences that are shared widely by people their age and very different from the experiences older adults had at the same age.

Some report assignments will require you to do formal research, an activity that involves finding sources and evaluating them for reliability, reading them carefully, taking notes, and citing all words you quote and ideas you borrow. See Research Process: Accessing and Recording Information and Annotated Bibliography: Gathering, Evaluating, and Documenting Sources for detailed instruction on conducting research.

Whether you conduct in-depth research or not, keep track of the ideas that come to you and the information you learn. You can write or dictate notes using an app on your phone or computer, or you can jot notes in a journal if you prefer pen and paper. Then, when you are ready to begin organizing your report, you will have a record of your thoughts and information. Always track the sources of information you gather, whether from printed or digital material or from a person you interviewed, so that you can return to the sources if you need more information. And always credit the sources in your report.

Kinds of Evidence

Depending on your assignment and the topic of your report, certain kinds of evidence may be more effective than others. Other kinds of evidence may even be required. As a general rule, choose evidence that is rooted in verifiable facts and experience. In addition, select the evidence that best supports the topic and your approach to the topic, be sure the evidence meets your instructor’s requirements, and cite any evidence you use that comes from a source. The following list contains different kinds of frequently used evidence and an example of each.

Definition : An explanation of a key word, idea, or concept.

The U.S. Census Bureau refers to a “young adult” as a person between 18 and 34 years old.

Example : An illustration of an idea or concept.

The college experience in the fall of 2020 was starkly different from that of previous years. Students who lived in residence halls were assigned to small pods. On-campus dining services were limited. Classes were small and physically distanced or conducted online. Parties were banned.

Expert opinion : A statement by a professional in the field whose opinion is respected.

According to Louise Aronson, MD, geriatrician and author of Elderhood , people over the age of 65 are the happiest of any age group, reporting “less stress, depression, worry, and anger, and more enjoyment, happiness, and satisfaction” (255).

Fact : Information that can be proven correct or accurate.

According to data collected by the NCAA, the academic success of Division I college athletes between 2015 and 2019 was consistently high (Hosick).

Interview : An in-person, phone, or remote conversation that involves an interviewer posing questions to another person or people.

During our interview, I asked Betty about living without a cell phone during the pandemic. She said that before the pandemic, she hadn’t needed a cell phone in her daily activities, but she soon realized that she, and people like her, were increasingly at a disadvantage.

Quotation : The exact words of an author or a speaker.

In response to whether she thought she needed a cell phone, Betty said, “I got along just fine without a cell phone when I could go everywhere in person. The shift to needing a phone came suddenly, and I don’t have extra money in my budget to get one.”

Statistics : A numerical fact or item of data.

The Pew Research Center reported that approximately 25 percent of Hispanic Americans and 17 percent of Black Americans relied on smartphones for online access, compared with 12 percent of White people.

Survey : A structured interview in which respondents (the people who answer the survey questions) are all asked the same questions, either in person or through print or electronic means, and their answers tabulated and interpreted. Surveys discover attitudes, beliefs, or habits of the general public or segments of the population.

A survey of 3,000 mobile phone users in October 2020 showed that 54 percent of respondents used their phones for messaging, while 40 percent used their phones for calls (Steele).

• Visuals : Graphs, figures, tables, photographs and other images, diagrams, charts, maps, videos, and audio recordings, among others.

Thesis and Organization

Drafting a thesis.

When you have a grasp of your topic, move on to the next phase: drafting a thesis. The thesis is the central idea that you will explore and support in your report; all paragraphs in your report should relate to it. In an essay-style analytical report, you will likely express this main idea in a thesis statement of one or two sentences toward the end of the introduction.

For example, if you found that the academic performance of student athletes was higher than that of non-athletes, you might write the following thesis statement:

student sample text Although a common stereotype is that college athletes barely pass their classes, an analysis of athletes’ academic performance indicates that athletes drop fewer classes, earn higher grades, and are more likely to be on track to graduate in four years when compared with their non-athlete peers. end student sample text

The thesis statement often previews the organization of your writing. For example, in his report on the U.S. response to the COVID-19 pandemic in 2020, Trevor Garcia wrote the following thesis statement, which detailed the central idea of his report:

student sample text An examination of the U.S. response shows that a reduction of experts in key positions and programs, inaction that led to equipment shortages, and inconsistent policies were three major causes of the spread of the virus and the resulting deaths. end student sample text

After you draft a thesis statement, ask these questions, and examine your thesis as you answer them. Revise your draft as needed.

• Is it interesting? A thesis for a report should answer a question that is worth asking and piques curiosity.
• Is it precise and specific? If you are interested in reducing pollution in a nearby lake, explain how to stop the zebra mussel infestation or reduce the frequent algae blooms.
• Is it manageable? Try to split the difference between having too much information and not having enough.

Organizing Your Ideas

As a next step, organize the points you want to make in your report and the evidence to support them. Use an outline, a diagram, or another organizational tool, such as Table 8.4 .

Drafting an Analytical Report

With a tentative thesis, an organization plan, and evidence, you are ready to begin drafting. For this assignment, you will report information, analyze it, and draw conclusions about the cause of something, the effect of something, or the similarities and differences between two different things.

Introduction

Some students write the introduction first; others save it for last. Whenever you choose to write the introduction, use it to draw readers into your report. Make the topic of your report clear, and be concise and sincere. End the introduction with your thesis statement. Depending on your topic and the type of report, you can write an effective introduction in several ways. Opening a report with an overview is a tried-and-true strategy, as shown in the following example on the U.S. response to COVID-19 by Trevor Garcia. Notice how he opens the introduction with statistics and a comparison and follows it with a question that leads to the thesis statement (underlined).

student sample text With more than 83 million cases and 1.8 million deaths at the end of 2020, COVID-19 has turned the world upside down. By the end of 2020, the United States led the world in the number of cases, at more than 20 million infections and nearly 350,000 deaths. In comparison, the second-highest number of cases was in India, which at the end of 2020 had less than half the number of COVID-19 cases despite having a population four times greater than the U.S. (“COVID-19 Coronavirus Pandemic,” 2021). How did the United States come to have the world’s worst record in this pandemic? underline An examination of the U.S. response shows that a reduction of experts in key positions and programs, inaction that led to equipment shortages, and inconsistent policies were three major causes of the spread of the virus and the resulting deaths end underline . end student sample text

For a less formal report, you might want to open with a question, quotation, or brief story. The following example opens with an anecdote that leads to the thesis statement (underlined).

student sample text Betty stood outside the salon, wondering how to get in. It was June of 2020, and the door was locked. A sign posted on the door provided a phone number for her to call to be let in, but at 81, Betty had lived her life without a cell phone. Betty’s day-to-day life had been hard during the pandemic, but she had planned for this haircut and was looking forward to it; she had a mask on and hand sanitizer in her car. Now she couldn’t get in the door, and she was discouraged. In that moment, Betty realized how much Americans’ dependence on cell phones had grown in the months since the pandemic began. underline Betty and thousands of other senior citizens who could not afford cell phones or did not have the technological skills and support they needed were being left behind in a society that was increasingly reliant on technology end underline . end student sample text

Body Paragraphs: Point, Evidence, Analysis

Use the body paragraphs of your report to present evidence that supports your thesis. A reliable pattern to keep in mind for developing the body paragraphs of a report is point , evidence , and analysis :

• The point is the central idea of the paragraph, usually given in a topic sentence stated in your own words at or toward the beginning of the paragraph. Each topic sentence should relate to the thesis.
• The evidence you provide develops the paragraph and supports the point made in the topic sentence. Include details, examples, quotations, paraphrases, and summaries from sources if you conducted formal research. Synthesize the evidence you include by showing in your sentences the connections between sources.
• The analysis comes at the end of the paragraph. In your own words, draw a conclusion about the evidence you have provided and how it relates to the topic sentence.

The paragraph below illustrates the point, evidence, and analysis pattern. Drawn from a report about concussions among football players, the paragraph opens with a topic sentence about the NCAA and NFL and their responses to studies about concussions. The paragraph is developed with evidence from three sources. It concludes with a statement about helmets and players’ safety.

student sample text The NCAA and NFL have taken steps forward and backward to respond to studies about the danger of concussions among players. Responding to the deaths of athletes, documented brain damage, lawsuits, and public outcry (Buckley et al., 2017), the NCAA instituted protocols to reduce potentially dangerous hits during football games and to diagnose traumatic head injuries more quickly and effectively. Still, it has allowed players to wear more than one style of helmet during a season, raising the risk of injury because of imperfect fit. At the professional level, the NFL developed a helmet-rating system in 2011 in an effort to reduce concussions, but it continued to allow players to wear helmets with a wide range of safety ratings. The NFL’s decision created an opportunity for researchers to look at the relationship between helmet safety ratings and concussions. Cocello et al. (2016) reported that players who wore helmets with a lower safety rating had more concussions than players who wore helmets with a higher safety rating, and they concluded that safer helmets are a key factor in reducing concussions. end student sample text

Developing Paragraph Content

In the body paragraphs of your report, you will likely use examples, draw comparisons, show contrasts, or analyze causes and effects to develop your topic.

Paragraphs developed with Example are common in reports. The paragraph below, adapted from a report by student John Zwick on the mental health of soldiers deployed during wartime, draws examples from three sources.

student sample text Throughout the Vietnam War, military leaders claimed that the mental health of soldiers was stable and that men who suffered from combat fatigue, now known as PTSD, were getting the help they needed. For example, the New York Times (1966) quoted military leaders who claimed that mental fatigue among enlisted men had “virtually ceased to be a problem,” occurring at a rate far below that of World War II. Ayres (1969) reported that Brigadier General Spurgeon Neel, chief American medical officer in Vietnam, explained that soldiers experiencing combat fatigue were admitted to the psychiatric ward, sedated for up to 36 hours, and given a counseling session with a doctor who reassured them that the rest was well deserved and that they were ready to return to their units. Although experts outside the military saw profound damage to soldiers’ psyches when they returned home (Halloran, 1970), the military stayed the course, treating acute cases expediently and showing little concern for the cumulative effect of combat stress on individual soldiers. end student sample text

When you analyze causes and effects , you explain the reasons that certain things happened and/or their results. The report by Trevor Garcia on the U.S. response to the COVID-19 pandemic in 2020 is an example: his report examines the reasons the United States failed to control the coronavirus. The paragraph below, adapted from another student’s report written for an environmental policy course, explains the effect of white settlers’ views of forest management on New England.

student sample text The early colonists’ European ideas about forest management dramatically changed the New England landscape. White settlers saw the New World as virgin, unused land, even though indigenous people had been drawing on its resources for generations by using fire subtly to improve hunting, employing construction techniques that left ancient trees intact, and farming small, efficient fields that left the surrounding landscape largely unaltered. White settlers’ desire to develop wood-built and wood-burning homesteads surrounded by large farm fields led to forestry practices and techniques that resulted in the removal of old-growth trees. These practices defined the way the forests look today. end student sample text

Compare and contrast paragraphs are useful when you wish to examine similarities and differences. You can use both comparison and contrast in a single paragraph, or you can use one or the other. The paragraph below, adapted from a student report on the rise of populist politicians, compares the rhetorical styles of populist politicians Huey Long and Donald Trump.

student sample text A key similarity among populist politicians is their rejection of carefully crafted sound bites and erudite vocabulary typically associated with candidates for high office. Huey Long and Donald Trump are two examples. When he ran for president, Long captured attention through his wild gesticulations on almost every word, dramatically varying volume, and heavily accented, folksy expressions, such as “The only way to be able to feed the balance of the people is to make that man come back and bring back some of that grub that he ain’t got no business with!” In addition, Long’s down-home persona made him a credible voice to represent the common people against the country’s rich, and his buffoonish style allowed him to express his radical ideas without sounding anti-communist alarm bells. Similarly, Donald Trump chose to speak informally in his campaign appearances, but the persona he projected was that of a fast-talking, domineering salesman. His frequent use of personal anecdotes, rhetorical questions, brief asides, jokes, personal attacks, and false claims made his speeches disjointed, but they gave the feeling of a running conversation between him and his audience. For example, in a 2015 speech, Trump said, “They just built a hotel in Syria. Can you believe this? They built a hotel. When I have to build a hotel, I pay interest. They don’t have to pay interest, because they took the oil that, when we left Iraq, I said we should’ve taken” (“Our Country Needs” 2020). While very different in substance, Long and Trump adopted similar styles that positioned them as the antithesis of typical politicians and their worldviews. end student sample text

The conclusion should draw the threads of your report together and make its significance clear to readers. You may wish to review the introduction, restate the thesis, recommend a course of action, point to the future, or use some combination of these. Whichever way you approach it, the conclusion should not head in a new direction. The following example is the conclusion from a student’s report on the effect of a book about environmental movements in the United States.

student sample text Since its publication in 1949, environmental activists of various movements have found wisdom and inspiration in Aldo Leopold’s A Sand County Almanac . These audiences included Leopold’s conservationist contemporaries, environmentalists of the 1960s and 1970s, and the environmental justice activists who rose in the 1980s and continue to make their voices heard today. These audiences have read the work differently: conservationists looked to the author as a leader, environmentalists applied his wisdom to their movement, and environmental justice advocates have pointed out the flaws in Leopold’s thinking. Even so, like those before them, environmental justice activists recognize the book’s value as a testament to taking the long view and eliminating biases that may cloud an objective assessment of humanity’s interdependent relationship with the environment. end student sample text

Citing Sources

You must cite the sources of information and data included in your report. Citations must appear in both the text and a bibliography at the end of the report.

The sample paragraphs in the previous section include examples of in-text citation using APA documentation style. Trevor Garcia’s report on the U.S. response to COVID-19 in 2020 also uses APA documentation style for citations in the text of the report and the list of references at the end. Your instructor may require another documentation style, such as MLA or Chicago.

Peer Review: Getting Feedback from Readers

You will likely engage in peer review with other students in your class by sharing drafts and providing feedback to help spot strengths and weaknesses in your reports. For peer review within a class, your instructor may provide assignment-specific questions or a form for you to complete as you work together.

If you have a writing center on your campus, it is well worth your time to make an online or in-person appointment with a tutor. You’ll receive valuable feedback and improve your ability to review not only your report but your overall writing.

Another way to receive feedback on your report is to ask a friend or family member to read your draft. Provide a list of questions or a form such as the one in Table 8.5 for them to complete as they read.

Revising: Using Reviewers’ Responses to Revise your Work

When you receive comments from readers, including your instructor, read each comment carefully to understand what is being asked. Try not to get defensive, even though this response is completely natural. Remember that readers are like coaches who want you to succeed. They are looking at your writing from outside your own head, and they can identify strengths and weaknesses that you may not have noticed. Keep track of the strengths and weaknesses your readers point out. Pay special attention to those that more than one reader identifies, and use this information to improve your report and later assignments.

As you analyze each response, be open to suggestions for improvement, and be willing to make significant revisions to improve your writing. Perhaps you need to revise your thesis statement to better reflect the content of your draft. Maybe you need to return to your sources to better understand a point you’re trying to make in order to develop a paragraph more fully. Perhaps you need to rethink the organization, move paragraphs around, and add transition sentences.

Below is an early draft of part of Trevor Garcia’s report with comments from a peer reviewer:

student sample text To truly understand what happened, it’s important first to look back to the years leading up to the pandemic. Epidemiologists and public health officials had long known that a global pandemic was possible. In 2016, the U.S. National Security Council (NSC) published a 69-page document with the intimidating title Playbook for Early Response to High-Consequence Emerging Infectious Disease Threats and Biological Incidents . The document’s two sections address responses to “emerging disease threats that start or are circulating in another country but not yet confirmed within U.S. territorial borders” and to “emerging disease threats within our nation’s borders.” On 13 January 2017, the joint Obama-Trump transition teams performed a pandemic preparedness exercise; however, the playbook was never adopted by the incoming administration. end student sample text

annotated text Peer Review Comment: Do the words in quotation marks need to be a direct quotation? It seems like a paraphrase would work here. end annotated text

annotated text Peer Review Comment: I’m getting lost in the details about the playbook. What’s the Obama-Trump transition team? end annotated text

student sample text In February 2018, the administration began to cut funding for the Prevention and Public Health Fund at the Centers for Disease Control and Prevention; cuts to other health agencies continued throughout 2018, with funds diverted to unrelated projects such as housing for detained immigrant children. end student sample text

annotated text Peer Review Comment: This paragraph has only one sentence, and it’s more like an example. It needs a topic sentence and more development. end annotated text

student sample text Three months later, Luciana Borio, director of medical and biodefense preparedness at the NSC, spoke at a symposium marking the centennial of the 1918 influenza pandemic. “The threat of pandemic flu is the number one health security concern,” she said. “Are we ready to respond? I fear the answer is no.” end student sample text

annotated text Peer Review Comment: This paragraph is very short and a lot like the previous paragraph in that it’s a single example. It needs a topic sentence. Maybe you can combine them? end annotated text

annotated text Peer Review Comment: Be sure to cite the quotation. end annotated text

Reading these comments and those of others, Trevor decided to combine the three short paragraphs into one paragraph focusing on the fact that the United States knew a pandemic was possible but was unprepared for it. He developed the paragraph, using the short paragraphs as evidence and connecting the sentences and evidence with transitional words and phrases. Finally, he added in-text citations in APA documentation style to credit his sources. The revised paragraph is below:

student sample text Epidemiologists and public health officials in the United States had long known that a global pandemic was possible. In 2016, the National Security Council (NSC) published Playbook for Early Response to High-Consequence Emerging Infectious Disease Threats and Biological Incidents , a 69-page document on responding to diseases spreading within and outside of the United States. On January 13, 2017, the joint transition teams of outgoing president Barack Obama and then president-elect Donald Trump performed a pandemic preparedness exercise based on the playbook; however, it was never adopted by the incoming administration (Goodman & Schulkin, 2020). A year later, in February 2018, the Trump administration began to cut funding for the Prevention and Public Health Fund at the Centers for Disease Control and Prevention, leaving key positions unfilled. Other individuals who were fired or resigned in 2018 were the homeland security adviser, whose portfolio included global pandemics; the director for medical and biodefense preparedness; and the top official in charge of a pandemic response. None of them were replaced, leaving the White House with no senior person who had experience in public health (Goodman & Schulkin, 2020). Experts voiced concerns, among them Luciana Borio, director of medical and biodefense preparedness at the NSC, who spoke at a symposium marking the centennial of the 1918 influenza pandemic in May 2018: “The threat of pandemic flu is the number one health security concern,” she said. “Are we ready to respond? I fear the answer is no” (Sun, 2018, final para.). end student sample text

A final word on working with reviewers’ comments: as you consider your readers’ suggestions, remember, too, that you remain the author. You are free to disregard suggestions that you think will not improve your writing. If you choose to disregard comments from your instructor, consider submitting a note explaining your reasons with the final draft of your report.

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Write a Report

Last Updated: March 15, 2024 Fact Checked

This article was co-authored by Emily Listmann, MA and by wikiHow staff writer, Amy Bobinger . Emily Listmann is a private tutor in San Carlos, California. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. There are 22 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 8,735,722 times.

When you’re assigned to write a report, it can seem like an intimidating process. Fortunately, if you pay close attention to the report prompt, choose a subject you like, and give yourself plenty of time to research your topic, you might actually find that it’s not so bad. After you gather your research and organize it into an outline, all that’s left is to write out your paragraphs and proofread your paper before you hand it in!

Easy Steps to Write a Report

• Choose an interesting topic and narrow it down to a specific idea.
• Take notes as you research your topic. Come up with a thesis, or main theme of your report, based on your research.
• Outline the main ideas you’ll cover in your report. Then, write the first draft.

Sample Reports

Selecting Your Topic

• The guidelines will also typically tell you the requirements for the structure and format of your report.
• If you have any questions about the assignment, speak up as soon as possible. That way, you don’t start working on the report, only to find out you have to start over because you misunderstood the report prompt.

• For instance, if your report is supposed to be on a historical figure, you might choose someone you find really interesting, like the first woman to be governor of a state in the U.S., or the man who invented Silly Putty.
• If your report is about information technology , you could gather information about the use of computers to store, retrieve, transmit, and manipulate data or information.
• Even if you don’t have the option to choose your topic, you can often find something in your research that you find interesting. If your assignment is to give a report on the historical events of the 1960s in America, for example, you could focus your report on the way popular music reflected the events that occurred during that time.

Tip: Always get approval from your teacher or boss on the topic you choose before you start working on the report!

• If you’re not sure what to write about at first, pick a larger topic, then narrow it down as you start researching.
• For instance, if you wanted to do your report on World Fairs, then you realize that there are way too many of them to talk about, you might choose one specific world fair, such as the Panama-Pacific International Exposition, to focus on.
• However, you wouldn’t necessarily want to narrow it down to something too specific, like “Food at the Panama-Pacific International Exposition,” since it could be hard to find sources on the subject without just listing a lot of recipes.

Researching the Report

• If you don’t have guidelines on how many sources to use, try to find 1-2 reputable sources for each page of the report.
• Sources can be divided into primary sources, like original written works, court records, and interviews, and secondary sources, like reference books and reviews.
• Databases, abstracts, and indexes are considered tertiary sources, and can be used to help you find primary and secondary sources for your report. [5] X Research source
• If you’re writing a business report , you may be given some supplementary materials, such as market research or sales reports, or you may need to compile this information yourself. [6] X Research source

• Librarians are an excellent resource when you're working on a report. They can help you find books, articles, and other credible sources.
• Often, a teacher will limit how many online sources you can use. If you find most of the information you need in the library, you can then use your online sources for details that you couldn’t find anywhere else.

Tip: Writing a report can take longer than you think! Don't put off your research until the last minute , or it will be obvious that you didn't put much effort into the assignment.

• Examples of authoritative online sources include government websites, articles written by known experts, and publications in peer-reviewed journals that have been published online.

• If you’re using a book as one of your sources, check the very back few pages. That’s often where an author will list the sources they used for their book.

• Remember to number each page of your notes, so you don’t get confused later about what information came from which source!
• Remember, you’ll need to cite any information that you use in your report; however, exactly how you do this will depend on the format that was assigned to you.

• For most reports, your thesis statement should not contain your own opinions. However, if you're writing a persuasive report, the thesis should contain an argument that you will have to prove in the body of the essay.
• An example of a straightforward report thesis (Thesis 1) would be: “The three main halls of the Panama-Pacific International Exposition were filled with modern creations of the day and were an excellent representation of the innovative spirit of the Progressive era.”
• A thesis for a persuasive report (Thesis 2) might say: “The Panama-Pacific International Exposition was intended as a celebration of the Progressive spirit, but actually harbored a deep racism and principle of white supremacy that most visitors chose to ignore or celebrate.”

• The purpose of an outline is to help you to visualize how your essay will look. You can create a straightforward list or make a concept map , depending on what makes the most sense to you.
• Try to organize the information from your notes so it flows together logically. For instance, it can be helpful to try to group together related items, like important events from a person’s childhood, education, and career, if you’re writing a biographical report.
• Example main ideas for Thesis 1: Exhibits at the Court of the Universe, Exhibits at the Court of the Four Seasons, Exhibits at the Court of Abundance.

Tip: It can help to create your outline on a computer in case you change your mind as you’re moving information around.

Writing the First Draft

• Try to follow any formatting instructions to the letter. If there aren't any, opt for something classic, like 12-point Times New Roman or Arial font, double-spaced lines, and 1 in (2.5 cm) margins all around.
• You'll usually need to include a bibliography at the end of the report that lists any sources you used. You may also need a title page , which should include the title of the report, your name, the date, and the person who requested the report.
• For some types of reports, you may also need to include a table of contents and an abstract or summary that briefly sums up what you’ve written. It’s typically easier to write these after you’ve finished your first draft. [14] X Research source

• Example Intro for Thesis 1: “The Panama-Pacific International Exposition (PPIE) of 1915 was intended to celebrate both the creation of the Panama Canal, and the technological advancements achieved at the turn of the century. The three main halls of the PPIE were filled with modern creations of the day and were an excellent representation of the innovative spirit of the Progressive era.”

• Typically, you should present the most important or compelling information first.
• Example topic sentence for Thesis 1: At the PPIE, the Court of the Universe was the heart of the exposition and represented the greatest achievements of man, as well as the meeting of the East and the West.

Tip: Assume that your reader knows little to nothing about the subject. Support your facts with plenty of details and include definitions if you use technical terms or jargon in the paper.

• Paraphrasing means restating the original author's ideas in your own words. On the other hand, a direct quote means using the exact words from the original source in quotation marks, with the author cited.
• For the topic sentence listed above about the Court of the Universe, the body paragraph should go on to list the different exhibits found at the exhibit, as well as proving how the Court represented the meeting of the East and West.
• Use your sources to support your topic, but don't plagiarize . Always restate the information in your own words. In most cases, you'll get in serious trouble if you just copy from your sources word-for-word. Also, be sure to cite each source as you use it, according to the formatting guidelines you were given. [18] X Research source

• Your commentary needs to be at least 1-2 sentences long. For a longer report, you may write more sentences for each piece of commentary.

• Avoid presenting any new information in the conclusion. You don’t want this to be a “Gotcha!” moment. Instead, it should be a strong summary of everything you’ve already told the reader.

Revising Your Report

• A good question to ask yourself is, “If I were someone reading this report for the first time, would I feel like I understood the topic after I finished reading?

Tip: If you have time before the deadline, set the report aside for a few days . Then, come back and read it again. This can help you catch errors you might otherwise have missed.

• Try reading the report to yourself out loud. Hearing the words can help you catch awkward language or run-on sentences you might not catch by reading it silently.

• This is a great trick to find spelling errors or grammatical mistakes that your eye would otherwise just scan over.

• Ask your helper questions like, “Do you understand what I am saying in my report?” “Is there anything you think I should take out or add?” And “Is there anything you would change?”

• If you have any questions about the assignment requirements, ask your instructor. It's important to know how they'll be grading your assignment.

Expert Q&A

You Might Also Like

• ↑ https://libguides.reading.ac.uk/reports/writing-up
• ↑ https://emory.libanswers.com/faq/44525
• ↑ https://opentextbc.ca/writingforsuccess/chapter/chapter-7-sources-choosing-the-right-ones/
• ↑ https://libguides.merrimack.edu/research_help/Sources
• ↑ https://www.wgtn.ac.nz/__data/assets/pdf_file/0010/1779625/VBS-Report-Writing-Guide-2017.pdf
• ↑ https://www.library.illinois.edu/hpnl/tutorials/primary-sources/
• ↑ https://libguides.scu.edu.au/harvard/secondary-sources
• ↑ https://learningcenter.unc.edu/tips-and-tools/taking-notes-while-reading/
• ↑ https://wts.indiana.edu/writing-guides/how-to-write-a-thesis-statement.html
• ↑ https://libguides.usc.edu/writingguide/outline
• ↑ https://ecampusontario.pressbooks.pub/engl250oer/chapter/10-4-table-of-contents/
• ↑ https://writingcenter.unc.edu/tips-and-tools/thesis-statements/
• ↑ https://www.yourdictionary.com/articles/report-writing-format
• ↑ https://www.monash.edu/rlo/assignment-samples/assignment-types/writing-an-essay/writing-body-paragraphs
• ↑ https://www.grammarly.com/blog/5-most-effective-methods-for-avoiding-plagiarism/
• ↑ https://wts.indiana.edu/writing-guides/using-evidence.html
• ↑ https://www.student.unsw.edu.au/writing-report
• ↑ https://writingcenter.unc.edu/tips-and-tools/revising-drafts/
• ↑ https://writing.wisc.edu/handbook/grammarpunct/proofreading/
• ↑ https://opentextbc.ca/writingforsuccess/chapter/chapter-12-peer-review-and-final-revisions/
• ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/

About This Article

It can seem really hard to write a report, but it will be easier if you choose an original topic that you're passionate about. Once you've got your topic, do some research on it at the library and online, using reputable sources like encyclopedias, scholarly journals, and government websites. Use your research write a thesis statement that sums up the focus of your paper, then organize your notes into an outline that supports that thesis statement. Finally, expand that outline into paragraph form. Read on for tips from our Education co-author on how to format your report! Did this summary help you? Yes No

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Paul Burton

January 18, 2018 / 12:01 AM EST / CBS Boston

Paul Burton is a general assignment reporter for WBZ-TV News. Burton joined the station as a participant in the "CBS News Development Program" and came from WLNE-TV in Providence, where he worked as a general assignment reporter since the spring of 2003.

A true local reporter, Burton was born and raised in Framingham, Massachusetts, along with brother Steve Burton. He attended Northwestern University earning a Bachelor of Arts degree in Communications and a Master's degree in Journalism. Burton received a second Master's degree as well as a Doctorate in Ministry degree from Gordon Conwell Theological Seminary.

Prior to becoming a journalist, Burton led a successful career as an athlete. From 1994-1997 he was an ALL Big Ten punter at Northwestern, taking part of two Big Ten Championships, and playing in both the 1996 Rose Bowl in Pasadena, California, and 1997 Citrus Bowl in Orlando, Florida. Burton also spent time in the NFL as a member of the Seattle Seahawks.

In addition to his career and studies, Burton is associate pastor at Tremont Temple Baptist Church. Burton also serves as director of the Ron Burton Training Village, a youth sports camp founded by his father, Ron Burton, in 1985. Through the medium of sports Burton works with children ages 11 to 18 on how to succeed in life and succeed both on and off the field.

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How to Write a Report for an Assignment: Your Complete Guide

What Is a Report?

How should you structure a report, how to write a report: 7 steps to follow, in conclusion.

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So, you’re tasked with writing a report. While it may seem like a cakewalk, it’s anything but. It requires strong research, analysis, and academic writing skills.

That said, don’t let this assignment intimidate you. With a good guide and some practice, you can ace this assignment. In any case, you can always count on our online assignment writing service to help you with any request.

While it’s up to you to develop your report-writing skills, we can help you out with this comprehensive guide on how to write a report. Below you’ll find everything you need to craft an A-worthy report yourself:

• What a report is and how it’s different from other assignments;
• A typical structure for this type of paper;
• A step-by-step guide on writing one from scratch.

The purpose of a report is to recapitulate factual knowledge on a specific topic, usually without giving your opinion on it. That’s what sets it apart from essays, where you have to include your standpoint on the topic.

Academic reports come in many flavors. The most common of them include:

• Informational reports focus on explaining a particular topic through facts in an organized, impersonal, and objective way.
• Case studies describe a particular event, person, organization, or phenomenon that serves as an example for a wider research problem.
• Book reports summarize a work of fiction or non-fiction and sometimes contain an evaluation part.
• History reports describe a historical event or period, its causes, and consequences, all while relying on facts.
• Research reports focus on the research conducted by the author, from the methodology to the study’s undergoing and conclusions.

Most reports have to include these nine elements:

• Title page . It should contain your name, class or course, instructor’s name, the educational establishment’s name, and the paper’s title.
• Executive summary . Think of it as an abstract for your work – it sums up your paper in one paragraph.
• Table of contents . Typically used for long reports, it helps readers quickly find this or that section of the paper.
• Glossary . If your work includes abbreviations, symbols, or niche terms, you can decipher them in this section.
• Introduction . This paragraph is where you present your topic and give some background information that your readers should be aware of. You should also clearly formulate your thesis statement and describe how you’ll approach your topic.
• Main body . The longest part of the paper, the main body, is the part where you describe all the facts you’ve discovered during research.
• Conclusion . It’s the part where you sum up all the information you presented in the main body. You may also express your interpretation or opinion here (if allowed).
• References . This is the list of all sources you cite in the paper, formatted according to the style you have to use.
• Appendices . It’s the section with all graphs, tables with data, or illustrations you referenced in the main body.

Typically, you should also include the following elements throughout your paper:

• Page numbering;
• Headings and subheadings;

Keep in mind: this is a general structure. Before you use it, consult your assignment and see if any instructions there contradict it.

Plus, some elements are defined by the format of writing assignment you’re required to use. For example, the title page is obligatory for APA papers, while it’s optional for Chicago and MLA formats. Page numbering and citation requirements will also differ across styles.

So, you’ve received your assignment, and you’re ready to start working on it. How should you approach it? Follow these seven steps toward a five-star report.

1. Choose Your Topic

If it hasn’t been assigned to you already, you need to choose the topic of your report yourself. Be mindful: your choice can make or break the quality of your paper. For example, if you pick a topic that’s too niche or complex, you may not have enough reliable sources to include in the paper.

But what makes a topic good for writing a report? Here are three questions to ask yourself:

• Is there enough information on this topic?
• Does it spark interest in you?
• Is it original and specific enough?

If you get “yes” for all three questions, this topic can be a good pick for your assignment.

2. Do Your Research

Now that you have your topic, it’s time to gather all the sources for your work. Here are a few tips on doing research for this and any other academic paper:

• Check out similar reports or papers – you can use sources provided there, too;
• Take notes for every source you may use later on – you can even start creating an outline right away;
• Keep in mind that you may have obligatory sources to include – don’t overlook them;
• Stick to reliable sources only: research papers, official documents, reputable organizations and institutions specializing in the topic, case studies, etc.;
• When searching online, filter out results by the top-level domain (.edu for educational establishments, for example) and prioritize using Google Scholar.

3. Create an Outline

If you struggle with starting to write and end up staring at a blank screen, making an outline is a time-tested way to overcome writer’s block.

An outline is a rough plan for your paper. It typically consists of preliminary headings and subheadings, along with short descriptions of each section’s content and sources. 

Your outline doesn’t have to be perfect or well-written! It’s just a way to organize your ideas and information you found during the research.

It’s best to start working on your outline the moment you kick off your research. This way, you won’t forget about a great source or point later.

4. Craft Your Thesis Statement

A thesis statement is that one sentence where you describe what your report is all about. But don’t confuse it with the topic – your thesis statement should be more specific than the topic you initially settled on.

Let’s say you initially chose “the impact of social media on mental health” as the topic for your assignment. Once you do your research, you’ll notice plenty of sources highlighting its negative consequences on mental health. This pattern will help you phrase your thesis statement.

For this example, the thesis statement can be, “Although it has the power to connect people around the globe, social media can lead to a decline in self-esteem, fear of missing out, anxiety and depression, and Snapchat dysmorphia.”

5. Write the First Draft

Now, it’s time for the most time-consuming part of the writing process: crafting the first draft. Your outline will help you a great deal, though: all you need to do is expand on it – and you’ll have your first draft.

You don’t have to start writing at the beginning. The introduction is typically the toughest to craft, along with the conclusion. So, just look at your outline and start typing wherever you feel like it.

You also don’t have to work on your draft linearly. Writing one section close to the end and then working on another one at the beginning is completely fine. You can ensure that you don’t repeat yourself and that your paper’s logic holds up later on.

Don’t worry about the quality of your writing at this stage; just keep writing. First drafts are never perfect, but you’ll polish off yours later on.

A Few Words on the Writing Style

When you get to the writing process or want to buy an assignment from professionals, keep in mind: you’re expected to use the academic assignment writing style. This means you should:

• Be concise and to the point;
• Avoid using informal words, phrases, and expressions;
• Remain objective in your writing;
• Write in the third person.

6. Review & Edit the Draft

Ideally, you should let your first draft sit for a day or two. This way, you can revisit it with a fresh pair of eyes. If that’s not an option, put it away for at least 15 minutes.

When you return to your first draft, it’s time to:

• Reread your draft – you can do it out loud to catch weird turns of phrases and convoluted sentences;
• Make your text more concise and simple;
• Check the text for errors in logic, unsubstantiated claims, and repetitions – and fix those;
• Proofread your text (you can use tools like Grammarly to make this part easier).

7. Format Your Report

Finally, it’s time to take care of the most boring part: formatting. To ace it, check the formatting style you have to use – and follow it to a T when it comes to:

• References list;
• Title page;
• Headers and footers;
• Appendices.

Writing a report is hardly a cakewalk. But it’s not impossible, either! All you need to do is set aside enough time for this assignment, do thorough research – and forget about writing a perfect draft on the first try. You should also stick to being objective and factual in your paper (otherwise, it won’t be a report, right?). By the way, we can now help you to do my assignment on any topic! So the report can now be available in two languages from our team. Good luck!

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‘It Would Have Been Easier To Look Away’: A Journalist’s Investigation Into Corruption in Maduro’s Venezuela

Off-camera, director Juan Ravell asks Venezuelan journalist Roberto Deniz, “Has this investigation been worth it?”

Deniz considers the question and then answers, “Professionally, I always say it’s been worth it.”

“And personally?” Ravell asks.

“That answer is more complicated,” Deniz says, adding, “… It would have been easier to look away.”

That conversation is part of FRONTLINE’s new documentary, A Dangerous Assignment: Uncovering Corruption in Maduro’s Venezuela , made in collaboration with the independent Venezuelan news site Armando.info . The 90-minute documentary, which premieres on streaming platforms and PBS stations May 14 ( check local listings ), tells the story of a corruption scandal spanning from Venezuela to Europe to the U.S. and what has happened to the journalists who helped uncover the story, including Deniz.

As Deniz recalls in the excerpt above, “I didn’t know who I was investigating. I didn’t understand all the connections I would find or the sheer size of the operation.”

In the documentary, Deniz details how an Armando.info investigation into complaints of the low quality of food distributed by a Venezuelan government program uncovered a connection to Alex Saab, a Colombian businessman who was a close associate of Venezuelan President Nicolás Maduro and the biggest contractor for the food program.

The food program, known as Local Committees for Supply and Production (Comité Locales de Abastecimiento y Producción or CLAP), had been implemented by President Maduro in 2016 when the Venezuelan economy was in freefall and the country was consumed by hunger. As the documentary reveals, Deniz and his colleagues uncovered how the CLAP program was enriching Saab.

In the aftermath of Armando.info’s reporting in early 2017, Saab sued Deniz for criminal defamation and denied the facts of their reporting. Facing threats, harassment and possible jail time, Deniz and his editors made the hard decision to leave Venezuela.

Nonetheless, Deniz continued his reporting from exile. As he began to untangle the web of Saab’s business network, Deniz would come to find that he was not the only one investigating the Colombian.

Across the world, other journalists and governments were also looking into Alex Saab.

The journalists’ work helped expose a larger corruption scandal that reached into the highest ranks of Venezuelan government and spanned continents drawing the attention of law enforcement.

Pursuing this story made Deniz and his colleagues targets of the Maduro government. In addition to being sued for criminal defamation by Saab, Deniz has a warrant out for his arrest as a result of his reporting, and his family’s home was raided.

As Deniz notes in the excerpt, “Alex Saab’s story shows us how a regime maintains power.”

A Dangerous Assignment is a story about corruption in Venezuela, and what happens when journalists investigate the powerful.

For the full story, watch A Dangerous Assignment: Uncovering Corruption in Maduro’s Venezuela . The documentary will be available to watch at pbs.org/frontline and in the PBS App starting May 14, 2024, at 7/6c. It will premiere on PBS stations ( check local listings ) and on FRONTLINE’s YouTube channel at 10/9c and will also be available on the PBS Documentaries Prime Video Channel . The documentary is an Assignment Film production for GBH/FRONTLINE in association with Armando.info. The director is Juan Ravell. The producer is Jeff Arak. The reporter is Roberto Deniz. The executive producer for Armando.info is Ewald Scharfenberg. The editor-in-chief and executive producer of FRONTLINE is Raney Aronson-Rath.

Max Maldonado , Tow Journalism Fellow, FRONTLINE/Newmark Journalism School Fellowships , FRONTLINE

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FRONTLINE's Reporting on Journalism Under Threat

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General assignment reporters: how to become one.

If you were to ask a group of general assignment reporters about how they arrived at their current job, there's a good chance you would get several different answers about the paths and steps that each person took.

That said, there are still ways that you can develop a baseline understanding of the preparation that is necessary to become one.

The Best Adult Colleges and Careers Guide has gathered data to provide you with insight into the type of education that's commonly required for general assignment reporters to land a job. This page contains information, sourced from real job postings, that describes the experience levels and specific skills that employers of general assignment reporters expect candidates to have. In the end, this information will help you create an education or professional development plan that aligns with your career aspirations.

Keep reading to learn more about career steps for general assignment reporters.

What Education & Experience is Needed for General Assignment Reporters?

Do general assignment reporters need a degree? What kind of experience do general assignment reporters typically need? Thanks to data sourced from Lightcast™ from real job postings, we can get some clarity on those questions, as well as the level of education that is commonly required for general assignment reporters to secure jobs.

Education Level Required in Job Postings for General Assignment Reporters

Jobs postings for general assignment reporters by education.

• Bachelor's degree: 14,166 (53%)
• No Education Listed: 10,021 (37%)
• High School or GED: 1,430 (5%)
• Master's degree: 1,110 (4%)
• Ph.D. or professional degree: 102 (0%)

A bachelor's degree is the level of education sought the most by employers of general assignment reporters. According to job data, a bachelor's degree was required for 53% of positions. In 37% of job listings no education level was listed and in 5% of postings a High School diploma or GED was required.

Experience Level Required in Job Postings for General Assignment Reporters

Jobs postings for general assignment reporters by experience.

• 0-1 Years: 3,165 (22%)
• 2-3 Years: 8,051 (56%)
• 4-6 Years: 2,760 (19%)
• 7-9 Years: 195 (1%)
• 10+ Years: 188 (1%)

While the amount of required experience will vary based on the responsibility and seniority of the position, an aggregate view of job posting data can help paint a picture of the experience level sought for most job openings for general assignment reporters. In 56% of job postings for General Assignment Reporters, employers were looking for candidates with 2-3 years of experience. In 22% of listings employers were looking for candidates with 0-1 years of experience, while 4-6 years of experience was sought in 19% of job postings for general assignment reporters.

What Kind of Degree Do General Assignment Reporters Need?

So far this page has provided detail into the level of education and the amount of experience required in job openings for general assignment reporters, but what type of education or degree will help prepare you for a career in the field?

According to occupational data obtained through Lightcast,™ there are 23 key academic programs that can help prepare prospective general assignment reporters, and in 2021 a total of 147,385 of those programs were completed at institutions in the United States.

Check out the information below to learn more about the specific programs that should be considered by prospective general assignment reporters.

Top Degree Programs for General Assignment Reporters

Top 5 degree programs for general assignment reporters (2021), top online college for working adults.

Franklin University is a top choice for adults who need to balance school with busy lives. Founded in 1902 in Columbus, Ohio, Franklin's main focus has been serving adult students and tailoring education to fit their needs. Nonprofit and accredited by the Higher Learning Commission (hlcommission.org/800.621.7440), Franklin offers more than 50 affordable bachelor's, master's, and doctoral programs — all available 100% online.

Degree Options for General Assignment Reporters

Learn to craft clear and effective messages while adding new media communication methods to your professional toolkit.

• Class Type: 100% online
• Cost Per Credit: $398

What Skills Do General Assignment Reporters Need?

Education and experience have been covered, so what are the specific skills and traits needed by general assignment reporters to secure a job?

A good way to understand this is to examine actual job postings for skills commonly sought by employers. Continue reading for a breakdown of specialized skills found in job postings for general assignment reporters, as well as common skills that can help you thrive in the workplace.

In-Demand Skills for Today's General Assignment Reporters Based on 25,610 job postings

Top 5 specialized skills for general assignment reporters, top 5 common skills for general assignment reporters.

Based on 25,610 job postings related to general assignment reporters, journalism was the top specialized skill sought by employers, with 53% of all postings looking for that skillset. Skills for news stories, social media, storytelling, content creation and news anchoring were also highly sought.

As for common skills, writing was the most desired skill found in job postings for general assignment reporters, followed by communications, editing, research, ability to meet deadlines and english language.

Ready to dig deeper into career information about general assignment reporters? Visit our other pages focused on salary and education for general assignment reporters.

All Occupations

The Best Adult Colleges and Careers Guide has compiled data for dozens of in-demand jobs. Explore our full catalog of occupation data by visiting the link below.

About This Data

The Best Adult Colleges & Careers Guide is sponsored by Franklin University, a nonprofit, accredited institution. The guide uses 2022 information from Lightcast™ to provide data on dozens of in-demand jobs.

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Steven Kwan Rehab Assignment Recap, Guardians News

Tommy wild | 7 hours ago.

• Cleveland Guardians

Over 7,000 fans packed into Classic Auto Group Park in East Lake Ohio on Saturday to watch the Lake County Captains play. This is a bigger crowd than the High-A club typically sees, but there was a good reason for it.

Cleveland Guardians Glove Glove left fielder Steven Kwan officially started his road back to the big league club after suffering a hamstring strain on May 4. This appearance with the Captains is a part of the rehab assignment he’s currently on.

Kwan played the first five innings of the game and got three at-bats before subbing out of the game.

His first appearance to the plate was a soft ground out to first base, but it was still an opportunity for Kwan to get out of the box and get the feeling back of running down to first in a game setting. 

Kwan showed a little more pop in his second at-bat as he lined out to left field. However, his third time to the plate is really where he left his mark on the game.

He smoked a three-run homer in the bottom of the fifth inning to give the Captains a 4-3 lead at the time. Seeing Kwan make contact such as this will make all Guardians fans excited for his eventual return. 

"Welcome to Lake County, Steven Kwan!" The rehabbing @CleGuardians outfielder goes fishing for a home run for the @LCCaptains . pic.twitter.com/FAkXIbl3pd — Minor League Baseball (@MiLB) May 26, 2024

He did get some action in the field recording a put-out chasing down a few balls hit in the gap. It didn't appear that Kwan as limited at all by his hamstring as he moved around left field.

Kwan said in media availability before the game that he didn’t anticipate it being an injury that kept him out for a long time, which he was thankful for. 

Hopefully, that means this rehab appearance is just one of a couple of Kwan makes before rejoining a red-hot Guardians team.  

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MLB Trade Rumors

Rays To Designate Erasmo Ramirez For Assignment

By Nick Deeds | May 22, 2024 at 7:16am CDT

The Rays are expected to designated right-hander Erasmo Ramirez for assignment, per a report from Marc Topkin of the Tampa Bay Times last night. Ramirez’s departure is set to be the corresponding move for the return of righty Ryan Pepiot from the 15-day injured list ahead of his scheduled start against the Red Sox tonight.

Ramirez, 32, is a veteran of 13 MLB seasons who first made his big league debut back in 2012 as a member of the Mariners. From 2012-18 Ramirez split his time between the starting rotation and the bullpen in both Seattle and Tampa, pitching to a slightly below average 4.36 ERA with a 4.54 FIP across 192 appearances in that seven year stretch, 92 of which were starts. Ramirez posted a 6.7% walk rate during that time while generating grounders at a solid 44.4% clip, but he struck out just 18.5% of batters faced while allowing a hefty 13.8% of his fly balls to leave the yard for home runs. Ramirez’s final season with the Mariners in 2018 was a particularly difficult one, as he was torched to the tune of a 6.50 ERA in ten starts with the club.

Those difficulties led Ramirez to bounce around the league, making brief appearances in Boston, Queens, and Detroit over the next three seasons before finally returning to a regular role with the Nationals in 2022. Ramirez took to the nation’s capital quite well as he posted a strong 2.92 ERA in 86 2/3 innings of work that came almost exclusively out of the bullpen. While the righty’s strikeout rate of 17.6% remained below average, he allowed free passes to just 4% of batters that season while seeing his groundball rate tick up to 45.2%. The showing was enough for the Nationals to sign him to a one-year big league deal worth $1MM for the 2023 campaign, assuring him of a spot in the club’s bullpen entering Spring Training.

Unfortunately, the decision to retain Ramirez didn’t work out, as his peripherals regressed slightly in all areas during the 2023 campaign. Those dips in underlying performance combined with an unusually low 62.2% strand rate left Ramirez’s results on the field to swing from well above average to well below as he allowed a 6.41 ERA with a 5.05 FIP in 60 1/3 innings of work split between the Nationals and the Rays, the latter of whom signed the righty to a minor league deal midseason after he was released by Washington.

Ramirez continued his second stint in Tampa by re-signing with the club on a minor league deal this past offseason and was selected to the roster in mid-April, but the 34-year-old has looked unimpressive in ten appearances. He’s allowed a 4.20 ERA with a whopping 6.08 in 15 innings of work while striking out just 13.6% of batters faced, walking an elevated 9.1%, and generating groundballs just 38.1% of the time. Once Ramirez is officially DFA’d, the Rays will have one week to either trade Ramirez or attempt to pass him through waivers, although the righty has more than enough service time to reject outright waivers and test free agency should he go unclaimed.

10 Comments

Ah, so TB can’t fix every pitcher. Interesting no mention of his Nats tenure in the article stump thus far…

Erasmo has been a quad a pitcher his entire career, can’t fix if the talent ain’t there

As a Sox fan, CB II should get high props for signing Bailey who has to get the credit for the staff’s 2024 success to date. If CB I were still here, he’d be claiming Ramirez for the pen again.

I hear Patrick Corbin’s ERA is over 6 again.

GROUNDHOG DAY

Where’s the new hitting coach?

The guy has hung around and made around 13 million bucks in his career. The crazy part is he is one of two guys ever in the bigs named Erasmo. The other also a pitcher and also with the last name Ramirez. No relation listed on Baseball Reference.

Ramirez, when it comes to your 40 man roster spot… You’ve been ERASMO – D !!

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Major pixar layoffs, long-expected, now underway in restructuring (exclusive).

Roughly 14 percent of the workforce is cut as part of Disney's companywide cost-cutting measures. The move is the biggest reduction in Pixar's history.

By Pamela McClintock

Pamela McClintock

Senior Film Writer

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The long-expected layoffs at Pixar Animation Studios have begun.

Today, leadership at the storied company that traces it origins to the late Steve Jobs and was bought by Disney in 2006 will notify employees of the reductions, The Hollywood Reporter has learned. It is the biggest restructuring in Pixar’s history, although top leadership isn’t impacted.

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Pixar employees have known since January that layoffs were coming. If there’s some solace to be had, it’s that reductions are less than the 20 percent reported in January by some news outlets. Nor is Pixar being singled out.

There were layoffs across all of Disney last year, but cuts at Pixar were delayed because of production schedules, sources say. Pixar — led by Pete Docter — will no longer be focusing on direct-to-streaming series, but on its feature films. That excludes Win or Lose , which is set to debut later this year.

The once-invincible animation studio suffered a major setback during the pandemic era, when the Chapek regime decided to send Luca , Soul and Turning Red straight to Disney+ even though cinemas had begun to reopen or were in full recovery mode. And then its first post-COVID theatrical release, Lightyear , was mostly dismissed by critics and audiences, exposing Pixar to ongoing scrutiny.

The studio received good news last year with the release of Elemental , which earned nearly $500 million globally to become the biggest original animated movie since Pixar’s Coco in 2017. It was also a streaming sensation.

The full memo from Pixar president Jim Morris to staff on Tuesday is below:

Hello everyone. 

I have spoken to you many times over the last year about our pending move away from series production for Disney+, the return to our focus on feature films, and the reduction in our team that would accompany that. That day is here, and while it is not coming as a surprise to anyone, it is one of the hardest changes we’ve had to make, as it means we will be parting with a number of talented and dedicated colleagues and friends.

Today, leaders will begin the process of notifying employees whose positions are being impacted. Calendar invites to speak with a leader have already gone out to those individuals, and we anticipate we will have connected with everyone impacted by the end of the day. 

I want to assure you that will be providing extensive support as our colleagues start to transition out of the studio. We are committed to ensuring that their departure is handled with the utmost respect and care at every stage. This is important to me, and I understand how important this is to all of us in the Pixar community. I will host a brief Studio Meeting via Zoom this afternoon at 5:00 to talk more about today’s announcement.

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How MSNBC’s Leftward Tilt Delivers Ratings, and Complications

NBC’s leaders have been forced to grapple with how to square its cable news network’s embrace of progressive politics with the company’s straight-news operation.

By Jim Rutenberg and Michael M. Grynbaum

MSNBC placed a big bet on becoming comfort TV for liberals. Then it doubled down.

Time slots on the cable network once devoted to news programming are now occupied by Trump-bashing opinion hosts. The channel has become a landing spot for high-profile alumni of President Biden’s administration like Jen Psaki, who went from hosting White House press briefings to hosting her own show. On Super Tuesday, when producers aired a portion of a live speech by former President Donald J. Trump, Rachel Maddow chastised her bosses on the air.

The moves have been a hit with viewers. MSNBC has leapfrogged past its erstwhile rival CNN in the ratings and has seen viewership rise over the past year, securing second place in cable news behind the perennial leader, Fox News.

But MSNBC’s success has had unintended consequences for its parent company, NBC, an original Big Three broadcaster that still strives to appeal to a mass American audience.

NBC’s traditional political journalists have cycled between rancor and resignation that the cable network’s partisanship — a regular target of Mr. Trump — will color perceptions of their straight news reporting. Local NBC stations between the coasts have demanded, again and again, that executives in New York do more to preserve NBC’s nonpartisan brand, lest MSNBC’s blue-state bent alienate their red-state viewers.

Even Comcast, NBC’s corporate owner, which is loath to intervene in news coverage, took the rare step of conveying its concern to MSNBC’s leaders when some hosts and guests criticized Israel as the Hamas attack was unfolding on Oct. 7, according to three people with knowledge of the discussions. An abrupt course correction to that coverage followed.

This account of the tensions roiling NBC and its corporate overseers is based on interviews with more than two dozen people with knowledge of the company’s inner workings, almost all of whom insisted on anonymity to share details of internal discussions.

NBC declined to make its top executives available for interviews. The chairman of the NBCUniversal News Group, Cesar Conde, has said he wants his division — which encompasses MSNBC, CNBC, a digital streaming service, Telemundo and journalistic stalwarts like “Nightly News,” “Meet the Press” and “Today” — to be a big tent.

Yet his recent efforts to include more conservative voices on the airwaves generated newsroom suspicion and ultimately led to an embarrassing rebellion over the hiring of Ronna McDaniel, a former Republican Party chair who aided Mr. Trump’s attempt to overturn his 2020 election loss.

MSNBC hosts, for their part, view their role in the political debate as more important than ever. They dismiss the accusation that MSNBC is a “Fox News for Democrats” and say their message — that Mr. Trump’s candidacy represents a unique and clear threat to democracy — is an urgent one for the electorate to hear.

And executives inside NBC’s corporate suites at Rockefeller Center say they are confident that viewers know the differences between the company’s various news brands. Any related challenges, they argue, are of a high-class sort — because their cable channels give NBC an advantage in relevance and revenue over its original Big Three competitors, ABC and CBS, which have no cable presence.

“Our strategy is built on our distinct, complementary brands including NBC News, CNBC, NBC News Now, MSNBC and Telemundo,” the NBCUniversal News Group said in a statement. “That has driven our performance as the nation’s leading news organization with the largest reach.” (Comcast does not disclose the news division’s earnings in its reports to Wall Street.)

The tensions inside NBC are, in some ways, a microcosm of the challenges facing many traditional news organizations as the country hurtles toward a tense presidential election: how to maintain trust and present neutral, fact-based reporting in a fractionalized era when partisanship carries vast financial and cultural rewards.

But the company’s challenge is also unique. It must juggle a broadcast news operation bound by traditional standards of impartiality and a cable channel increasingly bound by the partisan preferences of an intensely loyal viewership. How NBC navigates these dueling imperatives will have important implications for Comcast, a Philadelphia-based conglomerate known for its aversion to the political spotlight.

It will also have consequences for coverage of the presidential campaign. Where MSNBC’s cable news opinion-makers sustain and galvanize the Democratic faithful, the NBC broadcast network reaches millions of the potentially persuadable voters critical to both parties, which have sought to turn NBC’s internal tensions to their own advantage.

Left, Right, Left

MSNBC has caused corporate headaches since its inception.

NBC formed the channel as a joint venture with Microsoft in 1996 with the hope that it would thrust “all the value of NBC News into the cable world,” as Tom Rogers, a former NBC executive who helped found the cable network, described it in an interview.

But critics mocked the new 24-hour channel for its informal approach to news, mixing NBC’s biggest stars with younger personalities on a set reminiscent of Central Perk on “Friends.” It was almost immediately outflanked by Fox News, which followed MSNBC to market that same year and rose to the top of the cable news ratings as the first 24-hour TV channel with an overt political appeal.

MSNBC struggled with its identity. It moved to the left ahead of the Iraq war — and later moved right by hiring new hosts like the former Republican congressman Joe Scarborough. Soon it shifted leftward again, as the host Keith Olbermann hit a nerve with his strident anti-Bush — and often anti-Fox — commentary.

But when Andrew Lack, a veteran producer, took over NBC’s news division in 2015, he decided the channel needed to tone down its partisan image. Under Mr. Lack — who oversaw MSNBC’s creation in an earlier NBC stint — the cable network bumped the Rev. Al Sharpton from the weekday schedule, hired the former Fox anchor Greta Van Susteren and added more straightforward news programs, including a daily version of “Meet the Press,” NBC’s flagship political show, with Chuck Todd.

Mr. Todd was game — but would come to believe that his MSNBC duties ultimately hurt the “Meet the Press” franchise, several people at NBC said in interviews. The daily version of the show fell increasingly out of step with MSNBC’s partisan slant even as Republicans used its association with the liberal cable network to deny interview requests from the flagship Sunday edition of “Meet the Press.”

Then, Mr. Trump’s ascent shocked the Democratic base and spiked viewership of Ms. Maddow and other left-leaning hosts, whose programs became a kind of televised safe space. MSNBC’s ratings surged .

Conde Faces the Messiness

Mr. Conde succeeded Mr. Lack in spring 2020. A Wharton-trained business executive who sits on the boards of Walmart and PepsiCo, he came up through the corporate side of news, having led a turnaround at Telemundo after serving as the president of Univision Networks. Accordingly, Mr. Conde was expected to impose a more disciplined and neater corporate sensibility to the division.

He was almost immediately confronted by the messiness he had inherited.

Within a few weeks of Mr. Conde’s ascension, Mr. Trump attacked NBC when it announced the hiring of a new contributor: Lisa Page, a former F.B.I. lawyer who became a lightning rod on the right for her role in the investigation into his campaign ties to Russia. After an initial MSNBC appearance she did not show up again.

A few months later, NBC faced criticism from the other direction when it booked Mr. Trump for a prime-time interview on the night of a presidential debate that he had boycotted. (Mr. Biden was appearing at the same time on ABC.) Ms. Maddow chastised her bosses about it on the air.

That sort of partisan tumult has often riled another important constituency for Mr. Conde: NBC’s affiliated regional stations, which the company relies on to carry its major news programs to markets throughout the country.

The stations tend to be deeply embedded — and deeply trusted — in their communities. Many of them operate in red states or counties and chafed whenever MSNBC, which Mr. Trump regularly calls “MSDNC,” drew conservative ire.

Over the years the affiliates, many of which would have been thrilled to see MSNBC’s leftward tilt abandoned entirely, increasingly urged NBC executives to better distinguish its content from the NBC journalism like “Today” and “Nightly News” that they carried on their stations.

At one point after Mr. Conde took over, executives talked about the possibility of doubling down on partisanship and stripping MSNBC of news altogether, defining it as a pure opinion channel. The company would use the new NBC News Now streaming service, started under Noah Oppenheim when he was NBC News president, for 24-hour news, according to two people with knowledge of the conversations.

That idea fizzled. Mr. Conde was not prepared to entirely abandon news, but he began to better distinguish the various parts of his news division — which effectively moved MSNBC and NBC News further apart.

In the Lack era, Mr. Oppenheim of NBC News and Phil Griffin, the longtime chief of MSNBC, often worked closely as they managed a collection of stars who worked for both networks, like Mr. Todd, Craig Melvin and Hallie Jackson.

Creating more distance between the cable and broadcast outlets, Mr. Conde and Mr. Griffin’s successor, Rashida Jones, moved Mr. Todd, Ms. Jackson and Mr. Melvin off MSNBC to work exclusively at NBC News and NBC News Now. MSNBC’s daytime block of hard news shrank to six hours from eight, as the cable network extended by an hour each two opinion shows with loyal followings: “Morning Joe” featuring Mr. Scarborough and his wife Mika Brzezinski, and “Deadline: White House” with Nicolle Wallace as host.

Nothing did more to signal that MSNBC was more tightly embracing its partisan direction than Ms. Jones’s decision to hire Ms. Psaki and another Biden aide, Symone D. Sanders, straight from the White House.

It was the kind of revolving-door hiring that liberal pundits used to criticize when it happened with Fox News and the Trump administration.

It also created an awkward situation for the NBC News White House team, which was caught off guard when word that Ms. Psaki was in talks for the job leaked while she was still serving as White House press secretary.

A tense, televised confrontation followed in the White House briefing room when Kristen Welker, then NBC News’s co-chief White House correspondent, asked her future colleague: “How is it ethical to have these conversations with media outlets while you continue to have a job standing behind that podium?”

Chasing a Broad Appeal

At the same time, NBC News was going through its own changes.

Early last year, Mr. Oppenheim left his post running NBC News, and Mr. Conde split his job in three. In a jigsaw-like structure, one executive now oversaw “Today,” another “Nightly News” and NBC News Now, and a third “Meet the Press,” “Dateline” and news coverage across numerous shows and platforms.

Mr. Conde said the new setup would provide “growth opportunities,” with each show acting like its own megafranchise. “Today,” for instance, includes an e-commerce business and online sites dedicated to cooking, wellness and books.

He gave his deputies another brief: making additional efforts to ensure that news coverage reflected a wider range of political viewpoints.

Mr. Conde wanted to get Republicans back onto shows.

That was in line with an industrywide recalibration. After four years of combat between the press and Mr. Trump, media companies have sought better ways to reach Trump supporters who feel alienated from mainstream news. Television executives were also concerned that Republican elected officials were shunning their shows in favor of the congenial confines of right-wing media.

It was especially thorny for NBC, as Mr. Trump continued to yoke NBC News to MSNBC while accusing them, along with Comcast, of committing “Country Threatening Treason.”

A chance for a fresh start seemed to come last September when Ms. Welker succeeded Mr. Todd as the moderator of “Meet the Press.”

According to several people with knowledge of the internal discussions, Mr. Conde and Ms. Welker agreed that she should make booking both Mr. Trump and Mr. Biden for interviews a priority. Mr. Biden declined; Mr. Trump accepted.

But when Mr. Conde said she should schedule the Trump interview for her debut episode, Ms. Welker disagreed. Questioning the mendacious former president can be a high-wire act for even the most experienced TV interviewers, and Ms. Welker did not think it was a wise way to introduce herself to viewers. She acquiesced only after coaxing from Mr. Conde and several of his deputies.

Ms. Welker worked to fact-check Mr. Trump in real time while also eliciting an admission that he ignored his own campaign lawyers when they told him there was no evidence the 2020 presidential election results were rigged. Mr. Trump steamrolled ahead with a litany of lies nonetheless. The interview was panned on social media — complete with a “#boycottmeetthepress” campaign — but was deemed a success by Mr. Conde.

Mr. Conde and Rebecca Blumenstein, a former editor at The New York Times whom Mr. Conde hired as one of his top deputies, also worked aggressively to secure a Republican primary debate in fall 2023, pitching Ms. McDaniel and other Republican officials in person.

They succeeded, but only after accepting terms that unsettled some journalists within the company. NBC agreed to include a moderator from a right-wing media company, Salem Radio, and stream the debate live on Rumble, a video site that frequently hosts pro-Nazi and other extremist content. (NBC executives have defended the decision, noting that Rumble was already the party’s official streamer and had no editorial input.)

The debate received good marks in the press. And in general, red-state affiliates felt that Mr. Conde was doing a better job of bringing balance to NBC News, according to an executive at one company that owns affiliates.

Reverberations Continue

Each network was now set on its own distinct course: MSNBC toward more partisan and progressive opinion, and NBC News toward Mr. Conde’s commitment to “presenting our audiences with a widely diverse set of viewpoints and experiences,” as he put it.

But each tripped over the limits of its approach in an election landscape already littered with ideological tripwires.

When Hamas staged its terror attack against Israel on Oct. 7, MSNBC mixed breaking news of the attacks with discussions about the historical backdrop of Israel’s treatment of Palestinians. The coverage reflected views on the left — and presaged the pro-Palestinian demonstrations that would soon grow in number — but it struck many others as discordant, or even offensive, given that the violence was still coming into view.

“I love this network, but I’ve got to ask: Who’s writing your scripts? Hamas?” Jonathan Greenblatt, the Anti-Defamation League chief executive, asked two days later on “Morning Joe.”

Some of the blowback came from within.

In a call with Mr. Conde, Michael Cavanagh, the president of Comcast, who oversees NBC, shared concerns about that initial coverage, according to three people with knowledge of the discussions. Mr. Conde harbored the same concerns, according to a person briefed on their conversation, and he directed MSNBC to be more circumspect and to focus on facts, not opinions, in those initial days.

Five months later, Mr. Conde thought he had achieved a milestone at NBC News in his efforts to integrate right-wing perspectives into its programming. At the recommendation of Ms. Blumenstein and Carrie Budoff Brown, who oversees political coverage, Mr. Conde hired Ms. McDaniel, the former Republican Party chair, as a contributor who could offer on-air commentary.

If the hiring was in service of Mr. Conde’s goal of adding balance, it came as an unwelcome surprise to NBC’s ranks of correspondents, hosts and anchors. Ms. Welker had booked Ms. McDaniel for her next episode of “Meet the Press” — as a guest, not as a colleague. In the interview, she grilled Ms. McDaniel about her role in Mr. Trump’s effort to overturn the 2020 election result, actions that many at NBC and MSNBC viewed as disqualifying for a job there.

Mr. Todd, appearing as a guest on that day’s episode, unleashed a live, on-air denunciation of his bosses after the interview that left the control room in stunned silence. His rebellion carried over the next day on MSNBC, from “Morning Joe” up through “The Rachel Maddow Show.” Under pressure, Mr. Conde broke the deal with Ms. McDaniel, a move that only served to upset the Republicans he was trying to attract.

In the aftermath, NBC’s public stumble turned into a point of contention on the presidential campaign trail. The Republican Party said it was weighing an attempt to restrict NBC News at this summer’s convention, while Mr. Trump yet again bashed “Fake News NBC.”

Aides to Mr. Biden were also perturbed about the McDaniel hire, viewing it as part of a broader attempt by NBC News to overcompensate for MSNBC’s decidedly pro-Biden stance. In private conversations with NBC correspondents, Biden aides have argued that “Nightly News,” whose huge audience is of critical political importance to the campaign, was taking it easy on Mr. Trump and treating Mr. Biden too harshly.

Executives at NBC dismissed these complaints, saying the partisan brickbats simply come with the territory. They believe that each campaign will use anything at its disposal to pressure news organizations for more favorable coverage.

The company pointed to comments made by Mr. Conde after the McDaniel imbroglio: “We will redouble our efforts to seek voices that represent different parts of the political spectrum.” It also shared data intended to show strong performance across its cable, broadcast and online operations.

The message was clear. Regardless of any turbulence, NBC has no plans to change course.

Jim Rutenberg is a writer at large for The Times and The New York Times Magazine and writes most often about media and politics. More about Jim Rutenberg

Michael M. Grynbaum writes about the intersection of media, politics and culture. He has been a media correspondent at The Times since 2016. More about Michael M. Grynbaum