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| Long Report Example | Long Report Sample |
A long report is a long
formal document, so it needs to be well planned, well researched, and well structured.
In
style, a long report is impersonal and restrained in tone. In a long report, a writer
generally does not use the first person (I or WE). The writer generally use third-person
reference in some tactful ways. While writing a long report like
Proposal Report, Research Report, Academic Report, and Technical Report, you
should find accurate information, solve problems, and organize and
present your ideas clearly. It is always an act of wise to check a long report
with an expert/teacher for specific assessment requirements. However, a long
report should have the following structure.
Structure of a long
report:
1. Title Page
2. Contents
3. Executive Summery
4. Introduction
5. Body
6. Conclusions
7. Recommendations
8. Appendices
9. Bibliography
10. Glossary (Letter
of transmittal, Cover, Extract)
An Example of a Long
Formal Report
Letter of Transmittal
English Department
Western University
Sector: 11, Uttara
Dhaka 1230
01 May 2015
The Vice Chancellor
Western University
Sector: 11, Uttara
Dhaka 1230
Dear Sir
The enclosed report Bad Pronunciation and Fluency in English of
the University Students in Bangladesh is the product of the research we did
about the problem. In a meeting of the university officials held on 05 April
2015, a commission headed by me was set up to carry on an investigation into
the matter.
As it was thought
that possibly the problem originated at the school level, so we have visited
about 50 schools (primary and secondary) in different parts of the country,
carried out an elaborate research into the matter, and produced this report.
I shall be happy to
answer any questions you or your staff might have about or work.
Yours faithfully,
Mohammad Kamrul Islam
Head of English
Department
Enc.
Title Page
|
BAD PRONUNCIATION AND FLUENCY
IN ENGLISH OF THE UNIVERSITY
STUDENTS IN BANGLADESH
Prepared By
The Commission for
Probing into the Problem of Bad Pronunciation and Fluency in English in
English of the University Students in Bangladesh.
01 May 2015
|
Contents
Title
Page ………………………. 1
Contents…………………………. 2
Executive
Summery……………. 3
Introduction…………………………. 4
Body
of the Report…………...... 5
Conclusions……………….. 6
Recommendations…………………………. 7
Appendices…………………………………. 8
Bibliography……………………………. 9
BAD PRONUNCIATION
AND FLUENCY IN ENGLISH
OF THE UNIVERSITY
STUDENTS IN BANGLADESH
Executive
Summery
The
report was occasioned by the realization of the problem of the deplorable state
of the pronunciation and fluency in English of the students of this university.
A commission for probing into the problem was set up in a meeting of the high
officials of this university held on 05 May 2015. The commission set out on the
7th of May to investigate the matter and carried out research with about fifty
primary and secondary schools in both villages and towns. The research revealed
the low level of knowledge, efficiency, and teaching methods of English
teachers in those institutions. The commission realized that these were the
basic reasons for the unreasonably low standard of pronunciation and fluency in
English of the university students. It has made some recommendations to improve
the situations.
Introduction
Pronunciation
of English is in a state of disorder, misunderstanding, and neglect in
Bangladesh. Most of the teachers involved in all stages of our education system
from the primary up to tertiary levels are neither aware of the importance of
English pronunciation, nor do they have any knowledge about it or inclined to
practise it in their teaching. The state of pronunciation is especially
deplorable at the primary and secondary levels. And it is still far more worse
in the villages than in the towns.
At
a high level meeting of the Western University held on 05 May 2015, the problem
of the low level of the standard of pronunciation of the university students in
Bangladesh was focused. After a thorough discussion the members came to realize
that we should do something about it, and conjectured that the problem
originated from the primary and secondary levels. The meeting chaired by the
Vice Chancellor immediately set up a commission of five members headed by me to
probe into the problem, and suggested solutions.
Accordingly,
we, the members of the commission, set out on 07 May 2015 for the purpose. We
visited about 50 schools (primary and secondary) in different parts of the
country in remote villages and towns and found out the following facts.
Body
of the Report
(1)
Most of the teachers who teach English at the primary and secondary levels do
not have any idea about the correct pronunciation of the standard English language.
(2)
They do not have the least idea about the phonetic symbols given in the Oxford Advanced Learner's Dictionary, or
any other English dictionary. They are only acquainted with Student's Favourite Dictionary, or Bangla Academy Dictionary, or Samsad Dictionary. The most pitiful
condition is that some of them do not even any dictionary, and still some
others do not even know the names of dictionaries.
(3)
What they do is teach their students in the translation method. It requires
that students first know the Bangla word for a thing, and then the teacher
tells them the English word for it.
(4)
While uttering an English word, the teacher pronounces the word as he knows it,
whether right or wrong. For example, they pronounce the word school as /isku:l,
not as /sku:l, the correct one. They do not differentiate between the sounds of
vowels and diphthongs. For example, they pronounce the word 'say' as /se/, not
its correct form /seì/. In
consonantal sound they substitute 'p' for the English 'f'. That means they
substitute the bilabial for the labiodentals. They treat the different sounds
/z/ and /dz/ as identical, so they would pronounce 'breeze' and 'bridge' in the
same way, using /z/ in both words.
They
do not have any idea about the differences in lengths of vowels. They pronounce
/i:/ and /ı/
in 'seat' and 'sit' in the same way. As regards stress and intonation they do
not have the least idea. They speak English with a level stress as in Bangla.
They utter the word in syllables. In intonation, they have similar problems.
They do not at all use rise and fall in their utterances of any sentences.
Conclusions
From the above findings we can reach the following
conclusions:
(1) Most of the teachers of primary and secondary
levels do not have any idea about correct English pronunciation.
(2) Their students are also being taught with no
idea of correct pronunciation. Even they do not know that there is something
like correct and incorrect pronunciations.
(3) Once taught with the incorrect pronunciations,
the students cannot change their pronunciation even when they grow up and enter
the tertiary level of education.
(4) The teachers at primary and secondary levels are
primarily responsible for the state of English pronunciation of the students at
the university level. The matter of pronunciation is such that once fixed in
the speech organs it is very difficult to change them later.
Recommendations
If
we want to bring about an improvement in the English pronunciation of the
students at the university level, we should train the teachers of English of
primary and secondary levels. Training should be reasonably long, and repeated
at some intervals. Secondly, in the curriculum and syllabus of those levels,
some marks should be assigned to pronunciation of students. Thirdly, inspection
teams should be appointed to check occasionally whether the teachers are
following the rules and practices of correct pronunciation. Fourthly, a
National Bureau for correct pronunciation should be set up to provide
instruction and guidance to all concerned when necessary. Lastly, both students
and teachers at all levels should be made conscious about the importance of
good pronunciation.
Appendices
[This section should be given in a separate page.
The documents of the following methods to conduct research have to be given here.
For example, audio cassette of the recorded pronunciation of the students and teachers,
some specimens of text books, names and designations of the persons who has helped
in carrying the research out, etc.]
Bibliography
[ This
section should also be given in a separate page. There are different style manuals
like MLA or APA. Any of the styles should be followed.]
