speech of report writing

How To Write A Speech Report Like A Rockstar-Part 1

Nov 17, 2015 | 7 comments

Every speech report I wrote flashes through my mind (especially in those early days). Would they hold up in a court of law? The realization that I may have written a speech and language assessment report that could one day be discussed in a courtroom where people could pick apart my skills, sends me into a state of panic.

Does anyone else feel a sense of panic?

This is me when I get an email or sit in a presentation about “legal” practices with IEPs and reports.

Collecting Background Information For Speech Assessments

Today, I wanted to share why including a thorough background information section in your speech and language assessment reports is important as well as a key component of writing a “legally defensive” report. I will also share what I include in my background information section and some of my tips on “how” to get that information in a timely manner!

Why do SLPs need to collect detailed background information?

It’s the law folks. Not only do we need to follow the eligibility educational code when doing assessments, but we also need to document that we tried interventions and considered all background information when determining eligibility.

We are showing the IEP team that we did our homework. It is important to gather information from many sources (i.e. parents, teachers, doctors) to show that we got to know our students and any important factors that could be impacting their scores on formal and informal measures.

These is also the areas where we discuss suspected areas of need. As we gather information from parents, the intervention team, medical information, etc. we can document those areas that may need to be assessed. This helps the SLP determine where they need to spend the bulk of their assessment. If teachers and parents share that people have a difficult time understanding the student, this means that a major portion of our assessment should be dedicated to looking at articulation and phonology development.

What should you include in your background information section

• Include the student’s name, age, classroom grade level and level of support, and where they go to school.
• Primary language- Documenting the languages the student speaks at home and in the classroom. This is where I include CELDT scores, years of English exposure, and how often and with whom they speak their primary and secondary languages. I may also include information regarding English Language Development and interventions used in the classroom.
• Previous assessments, diagnoses, and therapy the child may have received from outside agencies or from previous assessments.
• Documenting general education interventions- Student receiving Response To Intervention, and the outcomes of the interventions.
• Stating how the student was referred to the speech therapist (i.e. parent, teacher, student study team, etc).
• Reason for the assessment- is it an initial or triennial assessment and the purpose for conducting the assessment.

How can SLPs collect background information from families?

In California and specifically where I work, many school districts use a Student Assistance Plan (SAP) to document general education interventions.  A student study team meeting is held after tier 1 and tier 2 interventions have been implemented. I have trained my support staff and teachers to always invite me if there are speech and language concerns. This way, I can be there at the meeting to ask appropriate developmental questions, inquire about classroom interventions and find out about the family history of speech and language delays.

Why you should invest the time to get good background information

Already, I can hear people saying “I don’t have time to go to more meetings.” This my friends are very true, but I look at this additional time spent as a way to save time later. I find that if I do not make time to showcase my expertise as a speech and language pathologist, I get many referrals that have not considered the educational code for eligibility (7th percentile), teachers who have not completed general education interventions (which legally we need to do to show least restrictive environment) or have not considered a child’s background and primary language development. Going to these meetings helps me to gather good background information as well as determine if an assessment is warranted.

I try and have parents fill out a health and development questionnaire.  In the event that the parent hasn’t returned the forms, I rely on my teachers to help me because they sometimes see the parent during drop-off and pick up. My teachers are so awesome, they will make the parent fill it out right there at the moment, so we can get the information. In some cultures, I found that they are more transparent and upfront with medical professionals about health and family history. In those cases, I will ask my nurses to call parents to get that valuable information.

Need A Speech Therapy Report Template

One way to save time, in the long run, is to make templates of your speech reports. Over the years, I have written blurbs in different reports. I finally began compiling them all in one place, so I could easily reference them when I had a similar assessment. My speech report templates have SAVED me on those days when my brainpower is on zero. Click the links below to make your own Google Doc copy of the different templates. It has assessment descriptions, my speech report template, and some great blurbs for the summary and interpretation section of your report.

Assessment Battery Templates

Sample Speech and Language Report

Sample Summary Blurbs for Explaining Assessment Results

Up Next Is Assessment Tools

My next post in this series will be about choosing assessment tools and how to document that information in your report! I hope this was helpful!! What tips do you have for documenting background information?

This was a good reminder about beefing up the “background information” section. I’m looking forward to your post on choosing assessment tools!

I would add that, if it’s a initial, I put the date of my informed consent and with whom (which parent:guardian) and if it was via phone or in person. We get a signed consent with our referrals but we follow up with an informed consent phone call because you can’t know if they really read the consent form or understood it. Also a great time to get more background and parent perspective on their child. Sometimes you cannot get the parent despite multiple attempts, but I usually do.

Great points! Question for the speechies: We have a student due for his three year re-eval. We have received written permission to test on Nov 6. The IEP meeting is planned to take place Dec 7 because his IEP (last year’s) is due. If written permission to test was received, do we still have the 60 day timeline? I am in IL and we use school days, not calendar days, so we have had 16 days of school between written permission and day of meeting. This is often not enough time for the school social worker and myself to get everything done. The psychologist does the academic testing and has no caseload so time is ok for her. I checked the isbe website but I couldn’t find information that said if written permisson to test is received can we use the 60 day timeline OR do we have to have it completed prior to the end date of last year’s IEP. Does anyone know?

I am in Illinois as well, and this problem comes up all the time. I’ve been told that the 60 day timeline trumps the IEP date. It’s ideal to get it done before the annual review, but the main place you will get “dinged” so to speak if you were to be audited is meeting the 60 days.

This is a really helpful article, looking forward to the next installment. I am so happy I read this because I am learning new information which is unfamiliar to me. Please update me, what is the “educational code for eligibility” (7th percentile)? Is that state specific, ASHA, or federal guidelines? I would love any references to help me update my knowledge base about it.

Felice is referring to Ed Code, the federal regulations that guide how we can determine eligibility for special education services ( http://www.casponline.org/pdfs/pdfs/Title%205%20Regs,%20CCR%20update.pdf ). Specifically, she’s referencing Ed Code § 3030 section 56333, outlining eligibility criteria for a Speech or Language Disorder. Typically a student must score at least 1.5 standard deviations below the mean, or below the 7th percentile, for his or her chronological age or developmental level on two or more standardized tests to qualify as SLI for language concerns unless you are also using a language sample or alternative assessments.

Right?! I am in the schools, and I couldn’t agree more. It completely takes away from our time to provide meaningful services! We certainly don’t get paid enough to be doing all of this and enduring the anxiety that goes along with it!

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Report Writing: Format, Topics, and Examples

Learn the essentials of report writing with this comprehensive guide. Explore the proper format, find inspiring topics, and discover real-world examples to enhance your report writing skills.

What is Report Writing?

A Report Writing is a written account that helps us to know about an event, situation, or occurrence in detail that has already taken place.

Report Writing is a narrative of Events described in an impartial approach. Rules and Format of Report Writing are necessary to know for English report writing. Examples of Report Writing help us in doing this easily.

The Power of Effective Report Writing

Report writing is a skill that transcends industries and disciplines, playing a vital role in conveying information, analyzing data, and making informed decisions. 

Whether you are a student, a researcher, a business professional, or someone looking to improve your communication abilities, mastering the art of report writing is essential for success. 

This article will provide you with insights into the format, topics, and real-world examples of report writing to help you become a proficient report writer.

Understanding the Format of a Report

A well-structured report not only facilitates easy comprehension but also leaves a lasting impact on the reader. Understanding the proper format is the foundation of creating an effective report. In crafting a comprehensive and impactful report, one must carefully consider and include the following crucial elements. :

1. Title Page

The title page should include the report’s title, the name of the author or organization, the date of submission, and any relevant affiliations.

2. Abstract or Executive Summary

The abstract or executive summary is a concise overview of the report’s main points, providing the reader with a snapshot of the entire report’s content.

3. Table of Contents

The table of contents outlines the report’s structure, listing the headings and subheadings with corresponding page numbers.

4. Introduction

The introduction sets the stage for the report, providing context, stating the purpose, and highlighting the significance of the topic.

5. Methodology

In research-oriented reports, the methodology section explains the approach taken to gather data, conduct experiments, or perform studies.

6. Findings

The findings section presents the data collected or the results of the research in a clear and organized manner, often using tables, graphs, or charts.

7. Discussion

The discussion section interprets the findings, provides insights, and offers explanations for observed patterns or trends.

8. Conclusion

The conclusion summarizes the main points, draws conclusions based on the findings, and may include recommendations for future actions.

9. Recommendations

In reports with actionable outcomes, the recommendations section suggests specific steps or strategies based on the findings.

10. References

The references section lists all the sources cited in the report, ensuring proper acknowledgment of external work and adding credibility.

Writing Tips for an Effective Sample Report

Creating a compelling report requires not just proper structure but also excellent writing skills. Here are some valuable tips to enhance your report writing:

1. Know Your Audience

Understanding your target audience is crucial when writing a report. Tailor your language, tone, and content to suit the reader’s level of expertise and interest.

2. Use Clear and Concise Language

Keep your writing clear, straightforward, and to the point. Avoid jargon and unnecessary technical terms that may confuse readers.

3. Organize Information Logically

Present information in a logical sequence, ensuring that each section flows smoothly into the next. Use headings and subheadings to provide a clear structure.

4. Support Claims with Evidence

Back up your statements with credible evidence and data. This adds credibility to your report and strengthens your arguments.

5. Edit and Proofread Thoroughly

Always review your report for grammar, spelling, and punctuation errors. A well-edited report shows professionalism and attention to detail.

6. Seek Feedback

Before finalizing your report, seek feedback from colleagues or peers. Fresh perspectives can help identify areas of improvement.

Selecting Engaging Report Writing Topics

Choosing the right topic is essential for crafting a compelling report. Whether it’s for academic, business, or research purposes, an engaging topic will capture the reader’s interest and keep them invested in your report. Here are some inspiring report writing topics:

1. The Impact of Technology on Modern Workplace s

Explore how technology has transformed traditional workplaces, affecting productivity, communication, and employee satisfaction.

2. Environmental Sustainability in Urban Cities

Examine the efforts made by urban cities to promote environmental sustainability, including green initiatives and waste reduction strategies.

3. The Rise of E-Learning: A Comprehensive Analysis

Analyze the growth of e-learning platforms, their effectiveness in education, and their potential to revolutionize the traditional learning system.

4. Cybersecurity Threats and Mitigation Strategies for Businesses

Investigate the latest cybersecurity threats faced by businesses and outline effective strategies to safeguard sensitive data and prevent cyber attacks.

5. Mental Health in the Workplace: Strategies for Employee Well-Being

Discuss the importance of addressing mental health issues in the workplace and propose strategies to support employee well-being.

Real-World Examples of Impactful Reports

To gain a deeper understanding of report writing’s practical applications, let’s explore some real-world examples:

1. World Health Organization (WHO) – Global Health Report

The WHO publishes comprehensive reports on global health issues, providing data on disease outbreaks, vaccination rates, and healthcare access worldwide. These reports play a crucial role in shaping global health policies and initiatives.

2. McKinsey & Company – Industry Research Reports

Management consulting firm McKinsey & Company produces insightful industry research reports that analyze market trends, consumer behavior, and business strategies. These reports serve as valuable resources for executives and decision-makers.

3. Intergovernmental Panel on Climate Change (IPCC) – Climate Assessment Reports

The IPCC releases periodic reports on climate change, assessing its impacts, causes, and potential solutions. These reports are instrumental in guiding environmental policies and international climate agreements.

A Sample Report Writing Format on A Bank Robbery.

The following points will make it easy to write a report easily shown below.

( Heading) DARING BANK ROBBERY

( Who Reported ) By a Special Correspondent

Where, When, What: Kolkata, August 14 (Introduction): A daring (CART) robbery took place today at 3 p.m. at the United Bank of India, Gariahat Branch, Kolkata.

How, why, Casualty: According to the Branch Manager, three men armed with pistols overpowered the security staff and locked the gate from the inside. One of the miscreants (710) herded the customers and the staff into one corner of the bank and kept them silent at gunpoint. The other two miscreants snatched the keys from the Manager.

Condition: Then they unlocked the vault and bagged cash and jewelry worth Rs. 40 lacks. They came out of the bank hurling bombs, jumped into a black Maruti Van, and sped away.

Reaction & Measures Taken (Conclusion): The police arrived within half an hour. No one has been arrested yet. Investigations are on, as the Deputy Commissioner of Police told the media.

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Report writing types in english:.

Basically, Report writing in English is of  three types .

• General Report Writing:  These reports give an account of a person’s experience of an event or an incident.
• Newspaper Report Writing:  Newspaper reports are based on true incidents or accidents meant to express some information to the public.
• Business Report Writing:  Business reports are made on orders based on observation, investigation, and analysis.

General Report Writing Examples

Example 1: Business Report – Market Analysis

Title: Market Analysis for XYZ Company’s Product Expansion

Executive Summary: The market analysis report assesses the potential of XYZ Company to expand its product line into a new market segment.

Introduction: This report aims to investigate the feasibility and potential challenges associated with XYZ Company’s entry into the youth-oriented consumer electronics market.

Methodology: Data was collected through a combination of surveys, focus groups, and secondary research from reputable industry reports.

Findings: The youth-oriented consumer electronics market is growing rapidly, with an annual growth rate of 12% over the past three years.

XYZ Company’s brand recognition is relatively low among the target audience.

The price sensitivity of the target market is a significant factor to consider.

• Analysis: The findings suggest that while there is a lucrative opportunity for XYZ Company to enter the market, it will require a focused marketing campaign and competitive pricing strategies to overcome initial brand awareness challenges.
• Discussion: By leveraging social media and influencers, XYZ Company can effectively reach the target audience and build brand loyalty. Additionally, offering a competitive pricing model will attract price-conscious customers.
• Recommendations:
• Collaborate with popular influencers to gain credibility and reach a wider audience.

Offer attractive introductory pricing and discounts to entice price-sensitive customers.

Conclusion: Entering the youth-oriented consumer electronics market presents a promising opportunity for XYZ Company. By implementing the recommended strategies, the company can capitalize on this potential growth and expand its product line successfully.

Remember that the specific format and content of a report may vary based on the requirements set by your institution, organization, or supervisor. Always check for any specific guidelines before starting your report writing.

Write a newspaper report on the “Annual Prize Distribution Ceremony in your school” 

Annual Prize Distribution Ceremony in your school

By Staff Reporter

[City, Date]: The air was abuzz with excitement and anticipation as [Your School Name] hosted its grand Annual Prize Distribution Ceremony yesterday. The event, held in the school auditorium, was a momentous occasion that celebrated the academic excellence and achievements of the students.

Distinguished guests, parents, and faculty members graced the ceremony with their presence. The school principal, in his opening address, emphasized the significance of recognizing and applauding students’ efforts beyond academics.

The highlight of the event was the distribution of prizes to the meritorious students, acknowledging their outstanding performance in academics, sports, and extracurricular activities. The audience erupted with applause as the achievers walked up the stage to receive their awards.

The melodious music, vibrant dances, and thought-provoking skits captivated the audience.

The Annual Prize Distribution Ceremony concluded on a high note, leaving everyone inspired and motivated. It served as a testament to the school’s commitment to nurturing holistic development among its students.

[Your School Name] once again proved that it is not only a center of academic excellence but also a platform for nurturing well-rounded individuals.

By [Your Name]

Write a newspaper repot on “A terrible fire broke out in Kolkata”

Terrible fire breaks out in kolkata, causing extensive damage.

Kolkata, Date: A devastating fire broke out in a commercial area of Kolkata yesterday, causing widespread destruction and panic among residents and businesses. The incident occurred in the bustling market district, engulfing several multi-story buildings.

Eyewitnesses reported that the fire started in one of the shops due to an electrical short circuit and quickly spread to nearby establishments. Despite the immediate response from firefighters, the blaze proved challenging to control, as narrow streets hindered their access.

Local authorities and emergency services rushed to the scene, evacuating people from nearby buildings and providing medical assistance to those affected. Tragically, a few individuals sustained minor injuries in the process.

The fire caused extensive damage to properties, resulting in significant financial losses for business owners. The full extent of the damage is yet to be assessed.

Investigations into the incident are underway to determine the exact cause and potential safety lapses. As the city mourns the loss of properties and livelihoods, efforts are being made to extend relief and support to the affected residents.

1. Write a report for a newspaper about A Terrible Train Accident.

Odisha Train Accident / Coromandel Express Train Accident

Balasore, 3rd June 2023: At around 7 pm, 2nd June on Friday evening 10-12 coaches of the Shalimar-Chennai Coromandel Express derailed near Baleswar and fell on the opposite track. After some time, another train from Yeswanthpur to Howrah dashed into those derailed coaches resulting in the derailment of its 3-4 coaches. The train crash involving two passenger trains and a goods train in Odisha’s Balasore on Friday is said to be one of the deadliest rail accidents in India. More than 230 people have lost their lives in the accident and 900 have been injured. NDRF, ODRAF, and Fire Services are still working to cut the bogie and try to recover the living or the dead. Local people were seen helping the teams responsible for rescue and relief operations and they queued up to donate blood for the injured in Balasore. As a result, Local people became able to rescue 200-300 injured people A high-level committee has been declared to conduct an inquiry into the train accident. The Centre has announced an ex-gratia compensation of Rs 10 Lakh each to the kin of the deceased and Rs 2 Lakh to grievous and Rs 50,000 for minor injuries, Union Railways Minister Ashwini Vaishnav said.

2. Write a report for a newspaper about A Magic Show .

By Anik Dutta

On Friday, November 18:  our school authority invited a magician to surprise the students of the school with a magic show. The magic show was a gift to the students from the school’s authoritative body as the school won the award for Best Disciplined School in Kolkata for the year 2015. The magic show was organized on the school’s open-air stage. The show went on for 2 hours, from 12 to 2 pm. The first magic shown by the great magician was pulling out of a rabbit from his hat which was absolutely empty when he wore it. The spectators were pleasantly surprised. He showed exciting magic tricks one after the other and ended the show with a message to the awestruck students, ‘Practice maths well, and you can do magic too as it is nothing but a game of calculation’. The show was immensely appreciated by all.

3. Write a report for a newspaper about Health Issues of the people of your District .

Health Issues of the People of Your District

By Ravi Yogi

On 20 May 2021:  a health awareness campaign camp was organized in the Howrah district by the World Health Organisation. Some volunteers were chosen, who from then on, visit each house every month to remind people to get their children vaccinated. People now follow their instructions and keep their surroundings clean to avoid certain diseases. The volunteers distributed water purifiers at a cheap rate so that people could use them to get pure water. The mosquito-repellant sprays are used every month and mosquito nets are now used to keep mosquitoes away. If the volunteers arrange a blood donation camp every month it could help the people in need. Also, a free health checkup camp could be arranged for further health improvement of the people of the locality.

4. Write a report for a newspaper about the Annual sports Event of Your School .

Annual Sports Event of Your School

By Anwesha Das

The annual sports day of our school (St. Agnes H.S. School) was held on February 15 for the junior students at the school grounds. The event for the junior students started at 9:30 in the morning with a relay race. The next race they had was a tricycle race and the last one the junior students had was a treat to watch. The junior ones’ had to run wearing long gowns and they had to run the track without falling even once.

The juniors enjoyed the fun sporting events a lot, while the visitors’ race involving the parents remained the highlight of the day. At the end of the program Chief Guest Sourav Ganguly gave away the awards to the winners and the class teacher of each class distributed a box containing candies, a chocolate pastry, an orange, and two vanilla cream-filled wafer biscuits to every pupil of her class. The event turned out to be a joyful one with a smile on everyone’s face.

Newspaper Report Writing : Format, Topics, Examples

5. write a newspaper report on the first downpour of the season ..

FIRST DOWNPOUR OF THE SEASON

Kolkata, June 13:  Today Kolkata experienced its first downpour during the season. The showers were brought about by a deep depression over the Gangetic West Bengal. There was incessant (WESO) rainfall accompanied by thunder and lightning. In Kolkata, it rained throughout the day with occasional breaks. The weather office at Alipore has recorded a rainfall of 20 cm. Many low-lying areas went underwater. Some of the major roads were waterlogged for several hours. There were traffic jams on many roads. The hand-pulled rickshaws had stopped. Train and air services were disrupted. There were cable faults in many parts of the city. Two persons were electrocuted. But they have not yet been identified, said the police officials.

6. As a Reporter for an English daily, write a report about A violent cyclonic storm .

A VIOLENT CYCLONIC STORM

By a Special Correspondent

Katak, August 12:  A violent cyclonic storm ravaged the coastal areas of Odisha today. The cyclone started at about 6.45 p.m. It was said to have rushed at a speed of 80 km per hour. The worst-affected areas include Puri, Baleswar, and Paradip. The cyclone raised the sea to an alarming height. The high tidal waves submerged the low-lying coastal areas. It caused incalculable damage to life and property. More than 10,000 people were rendered homeless. Train services were totally disrupted. The State Government sent its rescue team along with central paramilitary forces to tackle the situation. A sum of Rs. 3 crores has been sanctioned for the relief and rehabilitation of the cyclone-hit people.

7. Write a report for a newspaper about A Serious Road Accident

A Serious Road Accident

Kolkata, January 18:  As many as 20 persons including two women and a child were injured in an accident at about 8 pm, on M, G, Road yesterday. The accident took place when a speeding minibus, in a bid to overtake a private bus, skidded off the road. The vehicle carrying 45 passengers went straight into a shopping mall, after breaking the roadside railing, Persons inside the mall and the bus suffered serious injuries Local people started the rescue operation. The injured were taken to the nearest hospital. Locals got agitated and blocked the road causing the suspension of traffic for more than 3 hours. However, the police came and brought the situation under control.

8. Write a report within 100 words for an English daily about Cyclone hitting Coastal West Bengal .

Cyclone hits Coastal West Bengal

-By a Staff Reporter

Kolkata, June 12, 2013:  A severe cyclone with a speed of 80 km. per hour hit the coastal areas of West Bengal yesterday evening at about 6-45 p.m. Caused by a deep depression in the Bay of Bengal, the cyclone ripped through the state resulting in huge damage to life and property. 60 persons have died and thousands have been rendered homeless. Train services have been disrupted leaving a number of people stranded. The state government has taken immediate steps to provide relief to the victims. More than 5000 people have been evacuated to temporary relief shelters. The Chief Minister has reviewed the situation and assured the people of all help.

9. Write a newspaper report on a road accident within 100 words .

BRAKE FAILURE BUS COLLIDES WITH A TRUCK

By a Staff Reporter

Kolkata, October 1, 2015:  Yesterday at around 10:30 am an accident took place at Sinthi More when an Esplanade bound bus, of route no 78/1, suddenly collided with a truck. The report says the brake failure of the bus was the cause of this mishap. Five passengers were injured including a child and a woman. According to passengers, the ill-fated bus was moving at a great speed. Near Sinthi More the driver lost control and banged behind a truck. Local people rushed in, and took the injured to the nearest hospital where they were released after first aid. Traffic got disrupted. Cops reached the spot quickly, intervened, and normalcy was restored within an hour.

10. Write a report on a Railway accident.

A MAN DIED IN A RAILWAY ACCIDENT

By Kishore Ganguli

Kolkata, April 25:  A man died after he had been hit by a Sealdah bound train close to Barrackpore station around 5.40 am today when the victim was returning home from a regular morning walk. According to an eyewitness, the man was trying to cross the tracks, got confused, and ended up on the track on which the train was coming on. Being hit on his head, he was hospitalized immediately. But the doctors declared him dead. The locals made a blockade on the railway tracks. The police came, dispersed the irate mob and the train service was restored. The railway authorities announced an exgratia payment of Rs 2 lakh to the next of kin of the deceased. The situation is tense till now.

FAQs about Report Writing

Q: what is the ideal length for a report.

Reports can vary in length depending on their purpose and complexity. However, a concise report of 10-20 pages is often preferred to keep the reader engaged.

Q: Can I use bullet points in my report?

Yes, using bullet points can enhance readability and make key information stand out. However, use them sparingly and only when appropriate.

Q: Should I include visuals in my report?

Yes, incorporating relevant visuals like graphs, charts, and images can make complex data easier to understand.

Q: Can I include my opinion in the report?

While reports should be objective and fact-based, there might be instances where your expert opinion is valuable. If so, clearly distinguish between facts and opinions.

Q: How can I make my executive summary compelling?

The executive summary should be concise yet informative. Highlight the most important findings and recommendations to pique the reader’s interest.

Q: Is it necessary to follow a specific report writing style?

Different organizations or fields may have their preferred report writing style. Always follow the guidelines provided by your institution or industry standards.

Q: What is the main purpose of a report?

A: The main purpose of a report is to present information, findings, and recommendations in a structured and organized manner.

A: Yes, bullet points can help present information concisely and improve readability.

Q: How long should an executive summary be?

A: An executive summary should be concise, typically ranging from one to two pages.

Q: Is it necessary to include visuals in a report?

A: Including visuals such as charts, graphs, and images can enhance the reader’s understanding of complex data.

Q: What are some common mistakes to avoid in report writing?

A: Common mistakes to avoid include using overly technical language, neglecting to cite sources properly, and lacking a clear structure.

Q: How can I make my report more engaging?

A: To make your report engaging, use real-life examples, incorporate visuals, and use a conversational tone when appropriate.

• English Grammar
• Reported Speech

Reported Speech - Definition, Rules and Usage with Examples

Reported speech or indirect speech is the form of speech used to convey what was said by someone at some point of time. This article will help you with all that you need to know about reported speech, its meaning, definition, how and when to use them along with examples. Furthermore, try out the practice questions given to check how far you have understood the topic.

Table of Contents

Definition of reported speech, rules to be followed when using reported speech, table 1 – change of pronouns, table 2 – change of adverbs of place and adverbs of time, table 3 – change of tense, table 4 – change of modal verbs, tips to practise reported speech, examples of reported speech, check your understanding of reported speech, frequently asked questions on reported speech in english, what is reported speech.

Reported speech is the form in which one can convey a message said by oneself or someone else, mostly in the past. It can also be said to be the third person view of what someone has said. In this form of speech, you need not use quotation marks as you are not quoting the exact words spoken by the speaker, but just conveying the message.

Now, take a look at the following dictionary definitions for a clearer idea of what it is.

Reported speech, according to the Oxford Learner’s Dictionary, is defined as “a report of what somebody has said that does not use their exact words.” The Collins Dictionary defines reported speech as “speech which tells you what someone said, but does not use the person’s actual words.” According to the Cambridge Dictionary, reported speech is defined as “the act of reporting something that was said, but not using exactly the same words.” The Macmillan Dictionary defines reported speech as “the words that you use to report what someone else has said.”

Reported speech is a little different from direct speech . As it has been discussed already, reported speech is used to tell what someone said and does not use the exact words of the speaker. Take a look at the following rules so that you can make use of reported speech effectively.

• The first thing you have to keep in mind is that you need not use any quotation marks as you are not using the exact words of the speaker.
• You can use the following formula to construct a sentence in the reported speech.
• You can use verbs like said, asked, requested, ordered, complained, exclaimed, screamed, told, etc. If you are just reporting a declarative sentence , you can use verbs like told, said, etc. followed by ‘that’ and end the sentence with a full stop . When you are reporting interrogative sentences, you can use the verbs – enquired, inquired, asked, etc. and remove the question mark . In case you are reporting imperative sentences , you can use verbs like requested, commanded, pleaded, ordered, etc. If you are reporting exclamatory sentences , you can use the verb exclaimed and remove the exclamation mark . Remember that the structure of the sentences also changes accordingly.
• Furthermore, keep in mind that the sentence structure , tense , pronouns , modal verbs , some specific adverbs of place and adverbs of time change when a sentence is transformed into indirect/reported speech.

Transforming Direct Speech into Reported Speech

As discussed earlier, when transforming a sentence from direct speech into reported speech, you will have to change the pronouns, tense and adverbs of time and place used by the speaker. Let us look at the following tables to see how they work.

Here are some tips you can follow to become a pro in using reported speech.

• Select a play, a drama or a short story with dialogues and try transforming the sentences in direct speech into reported speech.
• Write about an incident or speak about a day in your life using reported speech.
• Develop a story by following prompts or on your own using reported speech.

Given below are a few examples to show you how reported speech can be written. Check them out.

• Santana said that she would be auditioning for the lead role in Funny Girl.
• Blaine requested us to help him with the algebraic equations.
• Karishma asked me if I knew where her car keys were.
• The judges announced that the Warblers were the winners of the annual acapella competition.
• Binsha assured that she would reach Bangalore by 8 p.m.
• Kumar said that he had gone to the doctor the previous day.
• Lakshmi asked Teena if she would accompany her to the railway station.
• Jibin told me that he would help me out after lunch.
• The police ordered everyone to leave from the bus stop immediately.
• Rahul said that he was drawing a caricature.

Transform the following sentences into reported speech by making the necessary changes.

1. Rachel said, “I have an interview tomorrow.”

2. Mahesh said, “What is he doing?”

3. Sherly said, “My daughter is playing the lead role in the skit.”

4. Dinesh said, “It is a wonderful movie!”

5. Suresh said, “My son is getting married next month.”

6. Preetha said, “Can you please help me with the invitations?”

7. Anna said, “I look forward to meeting you.”

8. The teacher said, “Make sure you complete the homework before tomorrow.”

9. Sylvester said, “I am not going to cry anymore.”

10. Jade said, “My sister is moving to Los Angeles.”

Now, find out if you have answered all of them correctly.

1. Rachel said that she had an interview the next day.

2. Mahesh asked what he was doing.

3. Sherly said that her daughter was playing the lead role in the skit.

4. Dinesh exclaimed that it was a wonderful movie.

5. Suresh said that his son was getting married the following month.

6. Preetha asked if I could help her with the invitations.

7. Anna said that she looked forward to meeting me.

8. The teacher told us to make sure we completed the homework before the next day.

9. Sylvester said that he was not going to cry anymore.

10. Jade said that his sister was moving to Los Angeles.

What is reported speech?

What is the definition of reported speech.

Reported speech, according to the Oxford Learner’s Dictionary, is defined as “a report of what somebody has said that does not use their exact words.” The Collins Dictionary defines reported speech as “speech which tells you what someone said, but does not use the person’s actual words.” According to the Cambridge Dictionary, reported speech is defined as “the act of reporting something that was said, but not using exactly the same words.” The Macmillan Dictionary defines reported speech as “the words that you use to report what someone else has said.”

What is the formula of reported speech?

You can use the following formula to construct a sentence in the reported speech. Subject said that (report whatever the speaker said)

Give some examples of reported speech.

Given below are a few examples to show you how reported speech can be written.

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4.3 GRAMMAR: Reported Speech

There are two basic ways: direct speech and indirect speech. Direct speech is an exact account of what someone said or wrote. To include direct speech in your writing, enclose the words in “quotation marks.” Indirect speech is a restatement of what someone said or wrote. Indirect speech does not use the person’s exact words. You do not need to use quotation marks for indirect quotations.

Direct speech (quoting)

One way to report what a person said or wrote is to repeat their exact words. This is called direct speech. The person’s words are called a quotation.

To use direct speech, you must repeat the person’s words exactly. You use a verb of attribution and specific punctuation. Quotation marks show readers another person’s exact words. Often, you will want to identify who is speaking. You can do this at the beginning, middle, or end of the quote. Notice the use of commas and capitalized words.

Look at these examples:

• “I’m no prophet. My job is making windows where there were once walls,” said philosopher Michel Foucault.
• Michel Foucault said, “I’m no prophet. My job is making windows where there were once walls.”
• “I’m no prophet,” said philosopher Michel Foucault. “My job is making windows where there were once walls.”

They all mean exactly the same thing. The difference between these three options is merely a matter of style. What is important, however, is the punctuation. Pay attention to quotation marks, commas, periods, and spaces.

Use single quotation marks to enclose a quote within a quote. For example: “He said, ‘The futurist told me to buy stock in plastics.'”

• A quotation must be exactly the same as the original text.
• A quotation must use “quotation marks” surrounding the exact text.
• A quotation must give credit to the original author or speaker.
• According to  Sports Illustrated , “Eliminating drug use from Olympic Sports would be no small challenge.”
• “ Eliminating drug use from Olympic Sports would be no small challenge,” according to  Sports Illustrated .

Indirect speech (paraphrasing)

Another way to report what a person says is indirect speech. Here, you don’t need to use the other person’s exact words. In informal situations, you may change only a word or two (such as the verb tense). Other times, such as in formal academic research writing, you paraphrase, or say the same thing using different words or a different word order. When you paraphrase, you usually use a verb of attribution followed by a noun clause, often introduced by the relative pronoun  that . Here’s how you can paraphrase the example from above:

• Philosopher Michel Foucault says he doesn’t see the future, but instead helps people find ways to put windows in walls.
• Michel Foucault says he’s not a philosopher; rather, he helps people see beyond what is immediately in front of them.

The 4 Rs of paraphrasing

According to the Virtual Library, here are four steps to paraphrase:

• Reword  the text by using synonyms or different parts of speech; change verb tense or change active verbs to passive and vice versa.
• Rearrange  by moving words to make new sentences or reorganize the sentences in a passage.
• Realize  that not all words or phrases can be changed; you won’t be able to replace names, dates, titles, or technical words.
• Recheck  your work to make sure it carries the same meaning as the original; a paraphrase does not add or omit any information, and it does not include your personal opinion.

NOTE: In formal academic writing, we often use a reporting verb in the present simple tense. Example:  The author of this book suggests that the real reason for the wildfires was human carelessness.

Let’s look at another example:

Using quotation :  Many people believe they can get more done if they do several things at the same time. However, Steven Pinker disagrees. In his article “Mind Over Mass Media” in  The New York Times (2010), Pinker says, “Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S.U.V. undulating between lanes as the driver cuts deals on his cellphone” (A31). Pinker goes on to explain that there are better ways to be more effective and efficient …

Using paraphrase :  Many people believe they can get more done if they do several things at the same time. However, Steven Pinker disagrees. Pinker (2010) writes that people cannot really do more than one thing at a time; one can see this from scientific research projects and also from just watching a car moving unpredictably down the highway while the driver is talking on a cell phone (A31). Pinker goes on to explain that there are better ways to be more effective and efficient …

Note the three steps we took in making this paraphrase:

• We defined the key term. (“Genuine multitasking” = “do more than one thing at a time”)
• We used different vocabulary. (“laboratory studies” = “scientific research projects”; “an S.U.V. undulating between lanes” = “a car moving unpredictably down the highway”)
• We used different grammar. (“has been exposed” = “one can see”; “by the familiar sight” = “from just watching”)
• A paraphrase has the same meaning (all main ideas included; no new ideas added).
• A paraphrase is different enough to be considered your own words (uses no more than a few words in a row from the original source; changes vocabulary and grammar as much as possible)
• A paraphrase refers to (cites) the original source.

Use the following exercise to check your understanding. This exercise is for practice; it is not graded, and you may complete it as many times as you wish.

1.  Which of the options below describes this sentence best? The artist said the studio smelled like “paint and possibility.”

• The sentence uses a quotation to explain what the artist said.
• There is no paraphrase (because there are “quotation marks”), but there is also no direct speech because the quote is not a full sentence.
• The sentence uses a quotation, but the whole sentence is incomplete and therefore only a fragment.
• The sentence paraphrases what the artist said.

2. Paraphrasing, which is also called “indirect speech,” uses the exact same words as the original source.

3. Here is a sentence from an article by Mary Lynch:  The value of education is more than knowledge. How would I report this as indirect speech (paraphrase)?

• The value of education is more than knowledge, believes Mary Lynch.
• In Mary Lynch’s opinion, “The value of education is more than knowledge.”
• Mary Lynch suggests that knowledge is not the only important thing about learning.
• Mary Lynch says education and training are very important.

4. Here is a sentence from an article by Doug Drial: Oregon became a state on February 14, 1859. How would I report this as direct speech (quotation)?

• Doug Drial writes Oregon as a state in 1859.
• According to Doug Drial, February 14, 1859 was the date when Oregon became a state.
• Doug Drial says Oregon became a state on February 14, 1859.
• Doug Drial says, “Oregon became a state on February 14, 1859.”

5. In formal academic writing, we should …

• use a variety of both direct and indirect speech
• use only direct speech
• always use only my own ideas and never support from outside sources
• use only indirect speech

6. Which of the following are ways to help you paraphrase? (choose all that apply)

• change only the punctuation
• change the word forms
• change the word order
• use the other person’s exact words
• use synonyms
• use quotation marks
• change the verb tense
• use a metaphor or simile

7. In formal academic writing, you usually use the __________________ tense to report what others have said or written.

• present perfect
• simple future
• simple present
• simple past

8. A comma or period usually goes outside (after) the quotation mark.

9. Which of the following uses correct grammar?

• My teacher said me to cite my outside sources of information.
• My teacher told me to cite my outside sources of information.
• My teacher says me to cite my outside sources of information.
• My teacher tells to cite my outside sources of information.

10.  A quotation, which is also called “direct speech,” must use the speaker’s or writer’s exact words.

Some text has been adapted from “Quotation Marks | English 112: Exposition and Persuasion.” Courses.lumenlearning.com, courses.lumenlearning.com/ivytech-engl112/chapter/quotation-marks/ . Accessed 29 Dec. 2021.

Synthesis Copyright © 2022 by Timothy Krause is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

• English Grammar
• Clause structure and verb patterns

Reported speech

Level: intermediate

Reporting and summarising

When we want to report what people say, we don't usually try to report their exact words. We usually give a  summary , for example:

Direct speech (exact words) :

Mary :  Oh dear. We've been walking for hours! I'm exhausted. I don't think I can go any further. I really need to stop for a rest. Peter :  Don't worry. I'm not surprised you're tired. I'm tired too. I'll tell you what, let's see if we can find a place to sit down, and then we can stop and have our picnic.

Reported speech (summary) :

When Mary complained that she was tired out after walking so far, Peter said they could stop for a picnic.

Reporting verbs

When we want to report what people say, we use reporting verbs . Different reporting verbs have different patterns, for example:

Mary complained (that) she was tired . (verb + that clause) She asked if they could stop for a rest . (verb + if clause) Peter told her not to worry . (verb + to -infinitive) He suggested stopping and having a picnic . (verb + - ing form) 

See reporting verbs with that , wh-  and if clauses , verbs followed by the infinitive , verbs followed by the -ing form .

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Tenses in reported speech

When reporting what people say or think in English, we need to remember that the rules for tense forms in reported speech are exactly the same as in the rest of the language.

This is a letter that Andrew wrote ten years ago:

If we wanted to report what Andrew said in his letter, we might say something like this: 

Andrew said that when he  was  22, he was an engineering student in his last month at university. He wanted  to travel abroad after he  had finished  his course at the university, but he would need to earn some money while he was abroad so he wanted  to learn to teach English as a foreign language. A friend  had recommended  a course but Andrew needed more information, so he wrote to the school and asked them when their courses started  and how much they were . He also wanted to know if there was  an examination at the end of the course.

We would naturally use past tense forms to talk about things which happened ten years ago. So, tenses in reports and summaries in English are the same as in the rest of the language.

Sometimes we can choose between a past tense form and a  present tense  form. If we're talking about the past but we mention something that's still true , we can use the present tense:

John said he'd stayed at the Shangri-la because it' s the best hotel in town. Mary said she enjoyed the film because Robert de Niro is her favourite actor. Helen said she  loves visiting New York.

or the past tense:

John said he'd stayed at the Shangri-la because it was the best hotel in town. Mary said she enjoyed the film because Robert de Niro was her favourite actor. Helen said she  loved visiting New York.

If we're talking about something that  everybody knows is true , we normally use the present tense :

Michael said he'd always wanted to climb Everest because it' s the highest mountain in the world. Mary said she loved visiting New York because it' s such an exciting city.

Hi! I found the following paragraph from a grammar site while I was studying the reported speech. Can you help me? It says; --> We can use a perfect form with have + -ed form after modal verbs, especially where the report looks back to a hypothetical event in the past: He said the noise might have been the postman delivering letters. (original statement: ‘The noise might be the postman delivering letters.’)

And my question is: How do we understand if it is a hypothetical event in the past or not? We normally don't change 'might' in reported speech. (e.g. ‘It might snow tonight,’ he warned. --> He warned that it might snow that night.) But why do we say 'He said the noise might have been the postman delivering letters.' instead of 'He said that the noise might be the postman delivering letters.’ What's the difference between these two indirect reported speeches? Could you please explain the difference? And I also found this example which is about the same rule above: --> He said he would have helped us if we’d needed a volunteer. (original statement: a) ‘I’ll help you if you need a volunteer’ or b) ‘I’d help you if you needed a volunteer.’) Can you also explain why we report this sentence like that. How can we both change a) and b) into the same indirect reported speech? Thank you very much!

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Hello Melis_06,

1. He said the noise might have been the postman delivering letters. 2. He said that the noise might be the postman delivering letters.

In sentence 1 it is clear that the noise has ended; it is a noise that 'he' could hear but it is not a noise that you can hear now. In sentence 2 the noise could have ended or it could be a noise that you can still hear now. For example, if the noise is one which is constant, such as a noise that comes from your car engine that you are still trying to identify, then you would use sentence 2. In other words, sentence 2 allows for a wider range of time possibilities - both past (ended) and present (still current).

Your second question is similar:

He said he would have helped us if we needed a volunteer - you no longer need a volunteer

He said he would help us if we needed a volunteer - this could still be relevant; you may still need a volunteer.

The LearnEnglish Team

Hello my friend : what are you doing now? me : I'm eating an apple now and My friend repeated his question now

my question

Can I repeat the sentence in the past ( I was eating an apple) and mean( I'm eating an apple now) ?

You can but it is unusual. If you say  I was eating an apple  (past continuous), it means that it was in the past. You already finished eating the apple and you are not eating it now. But if your friend asked you just a moment ago, I guess you are still eating the apple when she/he asks the second question, so I would say  I'm eating an apple  (because you are still doing it).

Alternatively, you can use a past tense reporting verb e.g. I said I was eating an apple  (referring to the time of the first question), or  I said I 'm eating an apple  (to show that you are still eating it now, at the moment of speaking).

LearnEnglish team

Am I correct then? When someone wants us to repeat the sentence we have just said a moment ago we say 'I said I am doing...' if we are still doing that action. But if we are done with that action, then we say 'I said I was doing...' Did I get it right? Thanks!

Hello Meldo,

Yes, that's correct. Well done!

Hi. I wish to enquire if the verb tense used after a conjunction also changes in complex sentences as per tense transition rules, especially if it is already in simple past tense. In order to explain, could you please solve the following for me: 1. It has been quite a while since I last saw you. 2. Nevertheless, she has been quite desensitized to such perverse actions to the extent that it seldom ever seems obnoxious to her. 3. Let me keep this in my cupboard lest I misplace this. 4. I had arrived at the station before you even left your house. 5. I met my grandfather before he died.

Hi Aamna bluemoon,

The verb may or may not be backshifted, depending on whether the original speaker's point of view and the reporter's point of view are the same or not. For example:

• She said it had been quite a while since she last saw me . (it seems relatively recent, for both the original speaker and the reporter)
• She said it had been quite a while since she had last seen us . (a lot of time has passed between speaking and reporting this, or the situation has changed a lot since then e.g. they have met frequently since then)
• She said she had met her grandfather before he died . (seems quite recent)
• She said she had met her grandfather before he'd died . (a lot of time has passed between speaking and reporting this)

I hope that helps.

Hi, can you help me, please? How could I report this famous quotation: 'There's no such things as good news in America'.

Hi bri.q630,

First of all, the sentence is not grammatically correct. The phrase is 'no such thing' (singular), not 'things'.

How you report it depends. Using 'said' as the reporting verb we have two possibilities:

1. They said (that) there's no such thing as good news in America. 2. They said (that) there was no such thing as good news in America.

Sentence 2 tells that only about the time when 'they' said it. It does not tell us if it is still true or not.

Sentence 1 tells us that what 'they' said is still relevant today. In other words there was no good news (in their opinion) when they spoke, and there is still no good news now.

Thank you Peter,

All things are getting clear to me.

So, you mean, I can use both sentences depending on what I want to indicate, can't I?

then the possible indications are bellow, are those correct?

1-a I remembered the World War 2 ended in 1945. (This would be indicated the statement is still ture.)

1-b I remembered the World War 2 had ended in 1945. (This would be indicated I might missunderstand.)

2-a I felt time is money. (This would be indicated the statement is still ture.)

2-b I felf time was money. (This would be indicated I might not feel any more.)

3-a I knew the sun rises in the east. (This would be indicated the statement is still true.)

3-b I knew the sun rase in the east. (This would be indicated I might misunderstand or forget.)

4-a I guessed* that Darth Vader is Luke's father. (This would be indicated I still believe he is.*sorry for the typo)

4-2 I guessed that Darth Vader was Luke's father. (This would be indicated I might know he is not.)

Thank you in advance.

Hello again Nobori,

1-a I remembered the World War 2 ended in 1945. (This would be indicated the statement is still ture.) 1-b I remembered the World War 2 had ended in 1945. (This would be indicated I might missunderstand.)

Both forms are possible here. The 'ending' is a moment in the past; after this there is no war. By the way, we treat 'World War 2' as a name so there is no article before it.

2-a I felt time is money. (This would be indicated the statement is still ture.) 2-b I felf time was money. (This would be indicated I might not feel any more.)

That's correct. Remember that backshifting the verb does not mean something is no longer true; it simply does not tell us anything about the present. Here, it tells the reader how you felt at a given moment in time; you may 

3-a I knew the sun rises in the east. (This would be indicated the statement is still true.) 3-b I knew the sun rase in the east. (This would be indicated I might misunderstand or forget.)

That's also correct. Again, remember that backshifting the verb does not mean something is no longer true; it simply does not tell us anything about the present.

4-a I guessed* that Darth Vader is Luke's father. (This would be indicated I still believe he is.*sorry for the typo) 4-2 I guessed that Darth Vader was Luke's father. (This would be indicated I might know he is not.)

Again, correct. In the second example it might still be true that he is Luke's father, or it might have turned out to be not true. The sentence does not tell us.

Hi Peter, Thank you for your thoughtful answer. Allthing is now very clear to me. Best

Hi, I am translating a fiction novel into English and need your help regarding the reporting speech as for few things I am not getting any clear understanding over the internet. As you know in fiction, we need to write in non-ordinary way to create unique impressions of the word and academic writing is different than speaking. Will be grateful if you could give your insight below, especially considering in the context of fiction/academic writing.

1) Let’s say If someone is giving a speech or presentation, I want to mix their speech, indirect-direct and past tense- present tense. Below are three examples:

-He said, their company makes excellent profit every year OR their company made excellent profit every year ( can both be correct? As the sentence)

- Roger had given his speech yesterday. He said, their company makes excellent profit every year and your company will sustain for next hundred years.(Can YOUR be used in the sentence)

- Roger said people wants to feel important OR Roger said people wanted to feel important (which will be correct as this is a trait which is true in past and present)

2) He thought why he is talking to her OR He thought why he was talking to her (are both write? As usually I see in novels the second example with WAS)

3) Gia was sitting with Jake and she told him she had met with her last year. Her mother had taken her to the dinner. Her mother had told her about her future plans. Her mother also had paid the bill for the dinner. (Do I need to use every time past perfect in this example though it doesn’t feel natural? As a rule of thumb I think past perfect needs to be used when we talk about another past event in the past )

Hello Alamgir3,

We're happy to help with a few specific grammar questions, but I'm afraid we can't help you with your translation -- I'd suggest you find an editor for that.

1) In the second clause, you can use present or past. We often use the present when it's still true now, but the past is not wrong. FYI we don't normally use a comma after 'said' in reported speech.

2) 'Why was he talking to her?' he thought.

3) This is really more of a question of style than grammar. Here I would suggest doing something like combining the four sentences into two and then leaving out 'had' in the second verb in each sentence. Even if it isn't written, it's understood to be past perfect.

All the best, Kirk LearnEnglish team

Hello teachers, I'm sorry, I could not find where to new post. Could you tell me about the back-sifting of thoughts bellow? Which forms are correct?

1-a I remembered the World War 2 ended in 1945. 1-b I remembered the World War 2 had ended in 1945.

2-a I felt time is money. 2-b I felf time was money.

3-a I knew the sun rises in the east. 3-b I knew the sun rase in the east.

4-a I guess that Darth Vader is Luke's father. 4-2 I guessed that Darth Vader was Luke's father.

Do those questions have the same conclusion as indirect speech, such as say and tell?

Hello Nobori,

The verb form remains the same when we want to make it clear that the situation described by the verb is still true, and this works in the same way as indirect speech. For example:

She said she loves me. [she loved me then and she loves me still] She said she loved me. [she loved me then; no information on how she feels now]

Other than this rule, the choice is really contextual and stylistic (up to the speaker). Sometimes a choice implies something. For example, the saying 'time is money' is a general statement, so if you choose to backshift here the listener will know it is an intentional choice and suspect that something has changed (you no longer believe it).

Hi teachers, I've read almost the section of comments below and my summarize is the present tense only can be used if the statement is still true now and past simple only tells the statement was true in the past and doesn't tell the statement is true or not now. Just to make sure, I wanna ask, If I'm not sure whether the statement is still true or not now, can I choose backshift instead (this is still apply to past tense become past perfect)? Thank you

Hello rahmanagustiansyah,

It sounds to me as if you've got the right general idea. Could you please give a couple of example sentences that illustrate your question?

Thanks in advance, Kirk The LearnEnglish Team

For example, Steve said "Anna hates you." Then I wanna tell about that to my friend, but I'm not sure whether Anna still hates me or not now. What should I choose between these two options. Answer 1:Steve said Anna hates me or Answer 2 : Steve said Anna hated me. Thank you

Hi rahmanagustiansyah,

In that case, I would choose answer 2. I might even add "... but I don't know if she still does" to the sentence to clarify, if that is the key point you want to communicate.

Jonathan The LearnEnglish Team

Hello Natasa Tanasa,

Both sentences are grammatically possible.

The first sentence is only possible if when the person asks the original question the woman is no longer there (she has already gone). The second sentence can be used in this situation too, or in a situation in which the woman was still there when the original question was asked. As the past tense is used in the original question ( Who was... ), both sentences are possible.

Hello Ahmed Imam,

When the situation is still true at the time of reporting, we can leave the verb form unchanged. For example:

1. She told me she loved me.

2. She told me she loves me.

In sentence 1 we know she loved me when she told me but we don't know whether or not she loves me now. In sentence 2, we know she loved me when she told me and we know that she loves me now.

In your example, if the supermarket is still in the same place then we can use either form. If the supermarket has been closed down or moved to another location then we need to use was .

As for which is 'safer', you'll need to make your own mind up! Keeping the verb in the same form carries more specific information and that may be appropriate or even important.

Hello eugelatina87,

I'll give you a hint: a verb is missing from the question.

Does that help you complete it?

All the best,

The first two sentences are possible and they can both mean that he is still Mary's boyfriend now. The first one makes this more clear, but the second one doesn't only refer to the past.

Hello magnuslin

Regarding your first question, the most common way of saying it is the second one. In some very specific situation, perhaps the first option would be possible.

This also answers your second question. It is not necessary to always backshift using the tenses you mention.

As for your third question, no, it is not necessary. In fact, it is probably more common to use the past simple in the reported speech as well. 

All the best

Hello manu,

Both forms are possible. If you use  had been  then we understand that he was there earlier but not when he said it - in other words, when he said it he had already left. If you use was then he may have left at the time of speaking, or he may have still been there.

Hello _princess_

I would recommend using answer a) because this is the general pattern used in reported speech. Sometimes the verb in the reported clause can be in the present tense when we are speaking about a situation that is still true, but the reported verb in the past tense can also have the same meaning. Since here the time referred to could be either past or present, I'd recommend using the past form.

Hello mwright,

This is an example of an indirect question. An indirect question reports a question, but is not a question itself, which is why we do not use a question mark at the end. Since it is not a question, we use the normal word order without inversion or auxiliary verbs. For example:

Indicative: He lives in Rome. Interrogative: Does he live in Rome? (Where does he live?) Reported: She asked if he lives in Rome. (She asked where he lives.)  

Hello ahlinthit

There are different styles of punctuating direct speech -- in other words, you might find other sources that will disagree with me -- but what I would use here is something different: "The boss is dead!" said the doctor.

Hope this helps.

Best wishes

Hello Timmosky,

The form that comes after the auxiliary verb 'do' (or 'does' or 'did') is not the plural present simple verb, but rather the bare infinitive (also known as 'base form' or 'first form') of the verb. Does that make sense?

All the best, Kirk The LearnEnglish Team

Hello sky-high,

This is very formal language. The phrase 'to the effect that' means 'with the meaning that'. In this context it can be understood to mean 'with the result that'.

Best wishes,

The difference is quite logical. If we use 'said' then we are talking about a claim by Peter in the past which he may or may not still maintain. If we use 'says' then we are talking about an opinion expressed by Peter which he still holds.

The reported information (whether or not Rooney is in good shape) can refer to only the past or to the present as well and the statement (what Peter thinks) can separately refer to only the past or the present as well. Of course, all of this is from the point of view of the person reporting Peter's opinion, and whether or not they think that Peter still thinks now what he thought then.

Both are possible. If you use the present tense then it is clear that the statement is still true (i.e. the business was not growing when Mary spoke and is still not growing now). If you use the past tense then no information is given regarding the present (i.e. the business was growing when Mary spoke and may or may not be growing now).

Hello aseel aftab,

It should be 'if they had'. This is not from this page, is it? I don't see it anywhere here, but if I've missed it please let me know.

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Reported Speech

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Reported Statements

Here's how it works:

We use a 'reporting verb' like 'say' or 'tell'. ( Click here for more about using 'say' and 'tell' .) If this verb is in the present tense, it's easy. We just put 'she says' and then the sentence:

• Direct speech: I like ice cream.
• Reported speech: She says (that) she likes ice cream.

We don't need to change the tense, though probably we do need to change the 'person' from 'I' to 'she', for example. We also may need to change words like 'my' and 'your'. (As I'm sure you know, often, we can choose if we want to use 'that' or not in English. I've put it in brackets () to show that it's optional. It's exactly the same if you use 'that' or if you don't use 'that'.)

But , if the reporting verb is in the past tense, then usually we change the tenses in the reported speech:

• Reported speech: She said (that) she liked ice cream.

* doesn't change.

• Direct speech: The sky is blue.
• Reported speech: She said (that) the sky is/was blue.

Click here for a mixed tense exercise about practise reported statements. Click here for a list of all the reported speech exercises.

Reported Questions

So now you have no problem with making reported speech from positive and negative sentences. But how about questions?

• Direct speech: Where do you live?
• Reported speech: She asked me where I lived.
• Direct speech: Where is Julie?
• Reported speech: She asked me where Julie was.
• Direct speech: Do you like chocolate?
• Reported speech: She asked me if I liked chocolate.

Click here to practise reported 'wh' questions. Click here to practise reported 'yes / no' questions. Reported Requests

There's more! What if someone asks you to do something (in a polite way)? For example:

• Direct speech: Close the window, please
• Or: Could you close the window please?
• Or: Would you mind closing the window please?
• Reported speech: She asked me to close the window.
• Direct speech: Please don't be late.
• Reported speech: She asked us not to be late.

Reported Orders

• Direct speech: Sit down!
• Reported speech: She told me to sit down.
• Click here for an exercise to practise reported requests and orders.
• Click here for an exercise about using 'say' and 'tell'.
• Click here for a list of all the reported speech exercises.

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SLP Report Writing 101

• July 16, 2017

1. Who is your audience?

An essential aspect of report writing is to know who is going to read it. Just as important, is to identify or anticipate the background knowledge of the people who are going to read the report.  For me, most of my reports are not read by other SLPs.  They are read by parents.  For many, English is not their first language. Most don’t have the background or haven’t yet been immersed in all the jargon us SLPs love to use. My reports are also read by doctors, who may or may not be as well versed in speech and language development as we would like.  Finally, reports are often read by people who determine the types of funding and services a child will receive.  In my case, these people are typically not SLPs.  Knowing when to include technical jargon and when to back off relies heavily on who is reading your report(s).

2. Why are you writing this report?

This is closely tied to the question, “Who is your audience?” What is the purpose of the report?  Is this to make a referral to a clinic (e.g. get a swallow study done)?  Is it to help the family receive additional services?  Is it to re-qualify for services?  Each type of report can sound very different. What I include in a report for children who will definitely qualify for services next year can look very different from a child who may not qualify or from a child who is moving on to his neighbourhood school.  The vocabulary I use can be very different.  What I include and don’t include can also be very different.

3. What kind of vocabulary are you going to use?

This is a big one for me.  It always amazes me, but really it shouldn’t, that what language we SLPs use and consider basic really isn’t.  In one of my first years as an SLP, I had a parent come up to me and asked me to “decode” and “translate” her son’s speech and language report from another agency.  At that point, her son had had speech services for about four years.  She was struggling to understand some “basic” terminology such as receptive language .  I have also had some very highly educated parents ask me what a preposition was, and what are visuals ?

Move away from the jargon as much as you can.  If you are going to use more technical language then back it up with definitions and examples.  This will help those non-SLPs reading the report understand what we are trying to say.  So include more words such as comprehension along with receptive language and pictures along with visuals. This can be challenging, using technical vocabulary can feel like a warm blanket in the winter. It’s warm and comforting. It can sometimes be challenging to describe terms that are clear and easily understood by people with little or no background.

4. Did you include the necessary information or sentences that are required for this type of report?

There are certain sentences or phrases that I need to include in a report in order to have a child qualify for services.  I have to talk about how a child’s deficits will negatively impact their education.   If I don’t include this part, it could affect whether they get approved or not. If I’m writing this report to help a family get more comprehensive home services, I need to talk about how the parents and child are struggling in the home. When I write letters recommending a Video Fluoroscopy Swallow Study (VFSS) for a little one, I have to write out Video Fluoroscopy Swallow Study.  If I’m not explicit they might not get their VFSS, or it may not be deemed a priority, and they are put further down the waitlist. Lastly, what are your licensing body, school or program requirements? It can be a lot to remember. When I first started my job, I had a checklist on what I needed to have in each report.  That way I knew I had all necessary information.

I am not a master report writer by any stretch of the imagination. In fact, when I first started my career, my reports were atrocious.  I worked very hard at improving them, and these are the parts of report writing that I am very conscious about and are areas that I often see as needing to improve in others reports. If you’re interested in language sample, check out this blog post.

Happy report writing!

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170+ Speech Therapy Report Templates and Outlines

These speech therapy report templates and outlines will save you hours of time writing reports. 

Each listing gives the title, a description of what it tests for, blank data spaces for you to put the child's scores in, and conclusive statements for you to modify for each student/client. 

**A huge thank you to the Clark County School District (I'm looking at you Yves ;) in Las Vegas for sharing these with us.

**Additional thanks to Dr. KL Johnson from the University of North Texas, Cristina Tirotta, Elaine Mack, Satya, Nancy Sever Muniz, Christine Gerber, Heather Hitchcock, and Miss V.

The descriptions below can be copied and pasted into a Word Processor and then tweaked accordingly.

If there is a test description and outline that is not on our list and you have one you would like to add, please share it and we will add it to our list .

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Template Types

Last updated (Feb 2022) *Click the type of test you need below to see the available templates:

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Kaufman Speech Praxis Test for Children (KSPT)

Screening Test for Developmental Apraxia of Speech 

SEE ALSO:   The Best Books for Speech Therapy Practice

Arizona Articulation and Phonology Scale-Fourth Edition (AZ-4) (Arizona 4)

Clinical Assessment of Articulation and Phonology (CAAP)

Clinical Assessment of Articulation and Phonology-Second Edition (CAAP-2)

Contextual Probes of Articulation Competence (CPAC)

The Diagnostic Evaluation of Articulation and Phonology’s (DEAP)

Entire World of R-Advanced Screening for /R/

Fisher-Logemann Test of Articulation Competence

Goldman Fristoe Test of Articulation-2 (GFTA-2)

Goldman Fristoe Test of Articulation-Third Edition (GFTA-3)

LinguiSystems Articulation Test (LAT)

McDonald-Deep Test of Articulation

Photo Articulation Test-Third Edition (PAT-3)

Practical Test of Articulation and Phonology (PTAP)

Structured Photographic Articulation Test-Second Edition (SPAT-2)

SUNNY Articulation and Phonology Test Kit (SAPT)(Sunny)

Weiss Comprehensive Articulation Test (WCAT)

Assessment Link between Phonology and Articulation (ALPHA)

Assessment of Phonological Processes-Revised (APP-R)

Comprehensive Test of Phonological Processing (CTOPP)

Comprehensive Test of Phonological Processing - 2 (CTOPP-2)

Glaspey Dynamic Assessment of Phonology (GDAP)

The Hodson Assessment of Phonological Patterns-third edition (HAPP-3)

Khan-Lewis Phonological Analysis-2 (KLPA-2)

Khan-Lewis Phonological Analysis-3 (KLPA-3)

The Phonological Awareness Test-2

Auditory Processing Deaf Hard of Hearing

Auditory Processing Abilities Test (APAT) 

Carolina Picture Vocabulary Test for Deaf and Hearing Impaired (CPVT)

Renfrew Action Picture Test

Test of Auditory Processing Skills-Third Edition (TAPS-3)

Autism / Pragmatic Language

Autism Behavior Checklist (ABC)

Limited Non-Verbal and Verbal Observation Checklist

Component of Pragmatic Intent Observation Checklist

Childhood Autism Rating Scale (CARS)

Childhood Autism Rating Scale-Second Edition (CARS-2)

Conversational Effectiveness Profile-Revised (CEP-R)

Evaluating Acquired Skills in Communication (EASIC)

Evaluating Acquired Skills in Communication-Third Edition (EASIC-3)

Gilliam Asperger’s Disorder Scale (GADS)

Gilliam Autism Rating Scale (GARS)

Gilliam Autism Rating Scale-Third Edition (GARS-3)

Pragmatic Language Skills Inventory (PLSI)

Pragmatic Language Observation Scale (PLOS)

The Social Communication Questionnaire

Social-Emotional Evaluation (SEE)

Social Language Development Test-Adolescent: Normative Update (SLDT-A:NU)

Social Language Development Test-Elementary: Normative Update (SLDT-E:NU)

Test of Pragmatic Language (TOPL)

Test of Pragmatic Language-Second Edition (TOPL-2)

Early Childhood / Preschool

Clinical Evaluation of Language Fundamentals-Preschool (CELF-PRE)

Clinical Evaluation of Language Fundamentals: Preschool-Third Edition (CELF:P-3)

Developmental Assessment of Young Children-Second Edition (DAYC-2) 

Fluharty Preschool Speech and Language Screening-Second Edition (Fluharty-2) 

Kindergarten Language Screening Test-Second Edition (KLST-2)

Preschool Language Assessment Instrument  (PLAI) 

Preschool Language Scale-4 (PLS-4)

Preschool Language Scale-5 (PLS-5)

Receptive-Expressive Emergent Language Test-Third edition (REEL-3)

Receptive-Expressive Emergent Language Test-Fourth Edition (REEL-4)

Rossetti Infant-Toddler Language Scale

Structured Photographic Expressive Language Test-Preschool (SPELT-P)

The Symbolic Play Test (2nd Edition)

Test of Early Language Development-Second Edition (TELD-2)

Test of Early Language Development-Fourth Edition (TELD-4)

Test of Preschool Vocabulary (TOPV)

Test of Pretend Play (TOPP)

The Westby Symbolic Play Scale

Wiig Assessment of Basic Concepts (WABC)

Behavior Assessment Battery for School-Aged children Who Stutter (BAB)

CALMS Assessment Inventory for Children Who Stutter

Overall Assessment of the Speaker’s Experience of Stuttering (OASES)

Stuttering Prediction Instrument for Young Children 

Stuttering Severity Instrument-Third edition (SSI-3)

Stuttering Severity Instrument-Fourth edition (SSI-4) 

Stuttering Severity Scale

Test of Childhood Stuttering (TOCS)

SEE ALSO:   The Best Free App for Speech Therapy

Language - Comprehensive

Children’s Communication Checklist-2 (CCC-2)

Comprehensive Assessment of Spoken Language (CASL)

Comprehensive Assessment of Spoken Language-Second Edition (CASL-2)

Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4)

Clinical Evaluation of Language Fundamentals-Fifth Edition (CELF-5)

The Early Functional Communication Profile

Fullerton Language Test for Adolescents-Second Edition

Functional Communication Profile

Functional Communication Profile-Revised 

Oral-Written Language Scales (OWLS)

Oral-Written Language Scales-2(OWLS-2)

Receptive, Expressive, & Social Communication Assessment-Elementary (RESCA-E)

The Renfrew Language Scales Bus Story Test

Test of Adolescent and Adult Language-Third Edition (TOAL-3)

Test of Adolescent and Adult Language-Fourth Edition (TOAL-4)

Test of Early Communication and Emerging Language (TECEL)

Test of Language Development-Primary: Third Edition (TOLD-P:3)

Test of Language Development-Primary: Fifth Edition (TOLD-P:5)

Test of Language Development-Intermediate: Third Edition (TOLD-I:3)

Test of Language Development-Intermediate: Fifth Edition (TOLD-I:5)

Test of Semantic Skills-Primary (TOSS-P)

Test of Semantic Skills-Intermediate: Normative Update (TOSS-I:NU)

Test of Nonverbal Intelligence – Fourth Edition (TONI-4)

Language - Expressive

The Test of Narrative Language (TNL)

The Expressive Language Test (ELT)

The Expressive Language Test: Second Edition: Normative Update (ELT-2:NU)

Expressive One-Word Picture Vocabulary Test-Fourth Edition (EOWPVT-4)

Expressive Vocabulary Test (EVT)

Expressive Vocabulary Test-Third Edition (EVT-3)

The HELP Test - Elementary

Patterned Elicitation Syntax Test (PEST)

Reynell Developmental Language Scales-3

Structured Photographic Expressive Language Test-Third Edition (SPELT-3)

Test for Examining Expressive Morphology (TEEM)

The Test of Expressive Language (TEXL)

The WORD Test - Adolescent Second Edition (WORD-A2)

The WORD Test – Elementary Second Edition (WORD-E2)

Language Sample Results Examples

Real Life Picture Flashcards for Speech Therapy Practice (Instant Download)

Language - Receptive

The Language Processing Test - Revised (LPT-R)

The Language Processing Test –Third Edition: Elementary (LPT-3:E)

The Listening Comprehension Test-Adolescent (LCT-A)

The Listening Comprehension Test-Second Edition (LCT-2)

The Listening Test

Oral Passage Understanding Scale (OPUS)

Receptive One-Word Picture Vocabulary Test (ROWPVT)

Receptive One-Word Picture Vocabulary Test- Fourth Edition (ROWPVT-4)

Rhode Island Test of Language Structure (RITLS)

Test of Auditory Comprehension of Language-Third Edition (TACL-3)

Test of Auditory Comprehension of Language-Fourth Edition (TACL-4)

Token Test for Children

Token Test for Children: Second Edition (TTFC-2)

Language - Other

Boehm Test of Basic Concepts-Revised  (BTBC-R)

Bracken Basic Concepts Scale-Revised  (BBCS-R)

Test of Problem Solving - Adolescent (TOPS-Adolescent)

Test of Problem Solving - Elementary Revised (TOPS-Elementary-R)

Nonspeech Test for Receptive and Expressive Language

Assessing Semantic Skills through Everyday Themes (ASSET)

Comprehensive Receptive and Expressive Vocabulary Test-second edition (CREVT-2)

Comprehensive Receptive and Expressive Vocabulary Test-Third Edition (CREVT-3)

Expressive One-Word Picture Vocabulary Test (EOWPVT)

Expressive One-Word Picture Vocabulary Test-Upper Extension (EOWPVT-UE)

Montgomery Assessment of Vocabulary Acquisition (MAVA)

Peabody Picture Vocabulary Test-3  (PPVT-3)

Peabody Picture Vocabulary Test-Fifth Edition (PPVT-5)

Spanish Assessments

With much appreciation for the knowledge and work of Nancy Sever Muniz!  Some tests include a statement in parentheses that discuss the administration of the test with the assistance of a Native Language Speaker. 

Assessment of Phonological Processes, Spanish (APP -Sp)

Austin Spanish Articulation Test (Austin)

Bilingual English Spanish Assessment (BESA)

Bilingual Syntax Measure, 1 or 2 (BSM, 1 or 2) 

Bilingual Vocabulary Assessment Measure (BVAM)

Boehm Test of Basic Concepts-Revised, Spanish (BTBC-R-SP) 

Bracken Basic Concepts Scale-Revised-Spanish  (BBCS-R-Sp) 

Clinical Assessment of Articulation and Phonology-Spanish Edition (CAAP-S)

Clinical Evaluation of Language Fundamentals-3, Spanish (CELF-3-SP)

Contextual Probes of Articulation Competence – Spanish (CPAC-S)

Del Rio Language Screening Test (DRLST) 

Dos Amigos Verbal Language Scales

Expressive One-Word Picture Vocabulary Test-Upper Extension-Revised, Spanish 

Expressive One-Word Picture Vocabulary Test-2000, Spanish

Expressive One-Word Picture Vocabulary Test-Fourth Edition: Spanish Bilingual Edition (EOWPVT-4:SB)

Language Assessment Scale (LAS)

Language Sample - Spanish

Medida Española de Articulación (MEDA)

Multicultural Vocabulary Test (MVT)

Preschool Language Assessment Instrument-Spanish  (PLAI-Sp)

Preschool Language Scale-3, Spanish (PLS-3, Sp)

Preschool Language Scale-5, Spanish (PLS-5, Sp)

Pruebas de Expresión  Oral y Percepción de La  Lenguaje Española (PEOPLE)

Prueba del Desarrollo Inicial del Lenguaje (PDIL)

Receptive One-Word Picture Vocabulary Test, Revised-Spanish  (ROWPVT-R-Sp)

Receptive One-Word Picture Vocabulary Test-2000, Spanish

Receptive One-Word Picture Vocabulary Test-Fourth Edition: Spanish Bilingual Edition (ROWPVT-4:SB)

Screening Test of Spanish Grammar (STSG) 

Spanish Articulation Measure (SAM) 

Spanish Expressive Vocabulary Test (SEVT) 

Spanish Language Assessment Procedures: A Communication Skills Inventory  (SLAP)

Spanish Structured Photographic Expressive Language Test-Preschool (SPELT-P-Sp)

Spanish Structured Photographic Expressive Language Test-2 (S:SPELT-2)

Spanish Structured Photographic Expressive Language Test-3 (S:SPELT-3)

Spanish Test for Assessing Morphologic Production (STAMP)

Test of Early Language Development-Third Edition:Spanish (TELD-3:S)

Test de Vocabulario de Imágenes, Peabody (TVIP)

Test of Auditory Processing Skills, 3rd Edition: Spanish/Bilingual (TAPS-3:SBE)

Toronto Test of Receptive Vocabulary (TTRV)

Wiig Assessment of Basic Concepts-Spanish (WABC-S)

ENGLISH tests that may be used with SPANISH-SPEAKING children

The Autism Behavior Checklist (ABC) 

The Boehm Test of Basic Concepts-Revised  (BTBC-R-) 

The Bracken Basic Concepts Scale-Revised  (BBCS-R) 

The Childhood Autism Rating Scale ( CARS)

The Gilliam Autism Rating Scale (GARS) 

The Nonspeech Test for Receptive and Expressive Language

An Examination of the Oral Speech Mechanism

The Peabody Picture Vocabulary Test-III, Form PPVT-III, Form    )

The Preschool Language Assessment Instrument  (PLAI) 

The Receptive-Expressive Emergent Language Scale-2 (REEL-2)

The Screening Test for Developmental Apraxia of Speech 

The Structured Photographic Expressive Language Test-Preschool (SPELT-P)

The Structured Photographic Expressive Language Test-II ( SPELT-II)

The Stuttering Severity Scale 

The Stuttering Prediction Instrument

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Faster Report Writing #1: Build a Great Report Template

Multilingual Learners - Evaluation and Therapy

Hey fellow SLPs!  One of our biggest pain points is report writing. Talk to any SLP and they’ll tell you the report writing process bogs them down and takes longer than it should. Over the next few months, I am going to share 10 tips that I use to speed up my report writing process.  Evaluations make up the bulk of the services I provide each year.  I complete anywhere from 100 to 150 evaluations during a given school year so if I can shave even 30 minutes off of my report writing time, I’m saving a LOT of time. I’ll kick it off with a discussion of creating a great report template.

Faster Report Writing Tip #1:  Invest time in a good report template

If you are writing each report from scratch, you’re doomed.  And while no two reports are exactly alike, starting with a good template will save you loads of time.  I’ve worked with a lot of great SLPs, Diagnosticians, and School Psychologists over the years, and everyone definitely has their own system.  One Diagnostician I worked with in an early childhood setting had separate boy and girl templates so he didn’t have to change the pronouns each time he wrote a new report.  I’ve also seen SLPs who work with both younger and older populations set up different templates for the different ages.  For me, I struggled with having multiple templates and keeping them all updated.  So, I spent a little time researching Merges with Excel and Word. Now I don’t need to change pronouns or add tables in my template.  I’ll show you how.

I have an Excel spreadsheet where I put the information that needs to go into my report.  This includes things like the student’s name, pronouns, date of birth, parents’ names, teachers’ names, dates of various documents, tests scores, etc.  Column A shows WHAT goes in the box.  Column B is the child-specific information. Column C provides an example.

Then I have a report template in Word with merge codes specifying what field to pull information from.

This is a snippit from the first page.  Once I tell it to merge with my Excel sheet, all of my student’s information fills in.

Then, I can go in and tweak the report based on my student’s assessment results.  Most of the Excel sheet can be completed before you even start your evaluation.  Then, once you’re done, add your testing information and comments on behavior and attention, and presto, you have a detailed template with your student’s information and their correct pronouns ready to go.

Check out the Evaluation Report Text Samples in our Evaluation Resources Library for help building your template. The American Speech-Language Hearing Association also provides a number of templates on their website . We also have a 1-hour online course packed with tips for faster report writing so you can increase your efficiency and earn ASHA CEUs at the same time: Write Your Speech-Language Reports Faster !

Next up:   Write Immediately after Testing

10 Comments

Is there a list of directions on how to complete the merge from (Excel to Word)?

Recently, I did one of our SLP-Impact Masterclasses described that process in detail. If you are an SLP-Impact member, you can find the course in the course library there. If not, it’s available in the Bilinguistics course library for purchase.

Are the directions for how to merge from excel to word in the 1-hr course linked above?

Hi Melinda, I did go through it in the course briefly. I also have created a video with more details on setting up the initial Word document. I will email you a link to it. Best, Ellen

Hi Ellen, I watched the video that you made when you first sent it out but would like to refer back to it because I am struggling to figure out the merge part and putting the codes into the report. I also took the masterclass that you did on this topic, but it did not have that very specific info. in it. Thanks so much for all of this wonderful information! Lindsay

Hi Lindsay, Try this video . I’ll also send you my spreadsheet sample that I used in this video.

Hi- Where can I purchase the video with details on setting up the initial word document?

Hi Danielle, No need to purchase the video. Here is a link to it: How to merge Excel and Word documents for faster report writing

Best, Ellen

Hello Ellen,

I would love to receive a copy of your spreadsheet sample as well! I’m an SLP impact member.

The Fluency Assessment Calculator and Fluency Assessment Flowchart are on the Evaluation Resources Page . Also in SLPImpact you can find them under the free ceu course: Fluency Assessment: Tasks, Tips and Tools

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Speech Writing

• Updated on  
• Jan 16, 2024

The power of good, inspiring, motivating, and thought-provoking speeches can never be overlooked. If we retrospect, a good speech has not only won people’s hearts but also has been a verbal tool to conquer nations. For centuries, many leaders have used this instrument to charm audiences with their powerful speeches. Apart from vocalizing your speech perfectly, the words you choose in a speech carry immense weight, and practising speech writing begins with our school life. Speech writing is an important part of the English syllabus for Class 12th, Class 11th, and Class 8th to 10th. This blog brings you the Speech Writing format, samples, examples, tips, and tricks!

This Blog Includes:

What is speech writing, speech in english language writing, how do you begin an english-language speech, introduction, how to write a speech, speech writing samples, example of a great speech, english speech topics, practice time.

Must Read: Story Writing Format for Class 9 & 10

Speech writing is the art of using proper grammar and expression to convey a thought or message to a reader. Speech writing isn’t all that distinct from other types of narrative writing. However, students should be aware of certain distinct punctuation and writing style techniques. While writing the ideal speech might be challenging, sticking to the appropriate speech writing structure will ensure that you never fall short.

“There are three things to aim at in public speaking: first, to get into your subject, then to get your subject into yourself, and lastly, to get your subject into the heart of your audience.”- Alexander Gregg

The English language includes eight parts of speech i.e. nouns , pronouns , verbs , adjectives 410 , adverbs , prepositions, conjunctions, and interjections.

• Noun- A noun is a word that describes anything, such as an animal, a person, a place, or an emotion. Nouns are the building blocks for most sentences.
• Pronoun – Pronouns are words that can be used in place of nouns. They are used so that we don’t have to repeat words. This makes our writing and speaking much more natural.
• Verb – A verb is a term that implies activity or ‘doing.’ These are very vital for your children’s grammar studies, as a sentence cannot be complete without a verb.
• Adjective – An adjective is a term that describes something. An adjective is frequently used before a noun to add extra information or description.
• Prepositions- A preposition is a term that expresses the location or timing of something in relation to something else.
• Conjunction- Because every language has its own set of conjunctions, English conjunctions differ from those found in other languages. They’re typically used as a connecting word between two statements, concepts, or ideas.
• Interjections- Interjections are words that are used to describe a strong emotion or a sudden feeling.

Relevant Read: Speech on the Importance of English

The way you start your English speech can set the tone for the remainder of it. This semester, there are a variety of options for you to begin presentations in your classes. For example, try some of these engaging speech in English language starters.

• Rhetorical questions : A rhetorical question is a figure of speech that uses a question to convey a point rather than asking for a response. The answer to a rhetorical question may be clear, yet the questioner asks it to emphasize the point. Rhetorical questions may be a good method for students to start their English speeches. This method of introducing your material might be appealing to the viewers and encourage them to consider how they personally relate to your issue.
• Statistics: When making an instructive or persuasive speech in an English class, statistics can help to strengthen the speaker’s authority and understanding of the subject. To get your point over quickly and create an emotional response, try using an unexpected statistic or fact that will resonate with the audience.
• Set up an imaginary scene: Create an imaginary situation in your audience’s thoughts if you want to persuade them to agree with you with your speech. This method of starting your speech assists each member of the audience in visualizing a fantastic scenario that you wish to see come true.

Relevant Read: Reported Speech Rules With Exercises

Format of Speech Writing

Here is the format of Speech Writing:

• Introduction : Greet the audience, tell them about yourself and further introduce the topic.
• Body : Present the topic in an elaborate way, explaining its key features, pros and cons, if any and the like.
• Conclusion : Summary of your speech, wrap up the topic and leave your audience with a compelling reminder to think about!

Let’s further understand each element of the format of Speech Writing in further detail:

After the greetings, the Introduction has to be attention-getting. Quickly get people’s attention. The goal of a speech is to engage the audience and persuade them to think or act in your favour. The introduction must effectively include: 

• A brief preview of your topic. 
• Define the outlines of your speech. (For example, I’ll be talking about…First..Second…Third)
• Begin with a story, quote, fact, joke, or observation in the room. It shouldn’t be longer than 3-4 lines. (For Example: “Mahatma Gandhi said once…”, or “This topic reminds me of an incident/story…”)

This part is also important because that’s when your audience decides if the speech is worth their time. Keep your introduction factual, interesting, and convincing.

It is the most important part of any speech. You should provide a number of reasons and arguments to convince the audience to agree with you.

Handling objections is an important aspect of speech composition. There is no time for questions or concerns since a speech is a monologue. Any concerns that may occur during the speech will be addressed by a powerful speech. As a result, you’ll be able to respond to questions as they come in from the crowd. To make speech simpler you can prepare a flow chart of the details in a systematic way.

For example: If your speech is about waste management; distribute information and arrange it according to subparagraphs for your reference. It could include:

• What is Waste Management?
• Major techniques used to manage waste
• Advantages of Waste Management  
• Importance of Waste Management 

The conclusion should be something that the audience takes with them. It could be a reminder, a collective call to action, a summary of your speech, or a story. For example: “It is upon us to choose the fate of our home, the earth by choosing to begin waste management at our personal spaces.”

After concluding, add a few lines of gratitude to the audience for their time.

For example: “Thank you for being a wonderful audience and lending me your time. Hope this speech gave you something to take away.”

Practice Your Speech Writing with these English Speech topics for students !

A good speech is well-timed, informative, and thought-provoking. Here are the tips for writing a good school speech:

Speech Sandwich of Public Speaking

The introduction and conclusion must be crisp. People psychologically follow the primacy effect (tendency to remember the first part of the list/speech) and recency effect (tendency to recall the last part of the list/speech). 

Use Concrete Facts

Make sure you thoroughly research your topic. Including facts appeals to the audience and makes your speech stronger. How much waste is managed? Give names of organisations and provide numerical data in one line.

Use Rhetorical Strategies and Humour

Include one or two open-ended or thought-provoking questions.  For Example: “Would we want our future generation to face trouble due to global warming?” Also, make good use of humour and convenient jokes that engages your audience and keeps them listening.

Check Out: Message Writing

Know your Audience and Plan Accordingly

This is essential before writing your speech. To whom is it directed? The categorised audience on the basis of –

• Knowledge of the Topic (familiar or unfamiliar)

Use the information to formulate the speech accordingly, use information that they will understand, and a sentence that they can retain.

Timing Yourself is Important

An important aspect of your speech is to time yourself.  Don’t write a speech that exceeds your word limit. Here’s how can decide the right timing for your speech writing:

• A one-minute speech roughly requires around 130-150 words
• A two-minute speech requires roughly around 250-300 words

Recommended Read: Letter Writing

Speech Writing Examples

Here are some examples to help you understand how to write a good speech. Read these to prepare for your next speech:

Write a speech to be delivered in the school assembly as Rahul/ Rubaina of Delhi Public School emphasises the importance of cleanliness, implying that the level of cleanliness represents the character of its residents. (150-200 words)

“Cleanliness is next to godliness,” said the great John Wesley. Hello, respected principal, instructors, and good friends. Today, I, Rahul/Rubaina, stand in front of you all to emphasise the significance of cleanliness.

Cleanliness is the condition or attribute of being or remaining clean. Everyone must learn about cleaning, hygiene, sanitation, and the different diseases that are produced by unsanitary circumstances. It is essential for physical well-being and the maintenance of a healthy atmosphere at home and at school. A filthy atmosphere invites a large number of mosquitos to grow and spread dangerous diseases. On the other side, poor personal cleanliness causes a variety of skin disorders as well as lowered immunity.

Habits formed at a young age become ingrained in one’s personality. Even if we teach our children to wash their hands before and after meals, brush their teeth and bathe on a regular basis, we are unconcerned about keeping public places clean. On October 2, 2014, the Indian Prime Minister began the “Swachh Bharat” programme to offer sanitation amenities to every family, including toilets, solid and liquid waste disposal systems, village cleanliness, and safe and appropriate drinking water supplies. Teachers and children in schools are actively participating in the ‘Clean India Campaign’ with zeal and excitement.

Good health ensures a healthy mind, which leads to better overall productivity, higher living standards, and economic development. It will improve India’s international standing. As a result, a clean environment is a green environment with fewer illnesses. Thus, cleanliness is defined as a symbol of mental purity.

Thank you very much.

Relevant Read: Speech on Corruption

You are Sahil/Sanya, the school’s Head Girl/Head Boy. You are greatly troubled by the increasing instances of aggressive behaviour among your students. You decide to speak about it during the morning assembly. Create a speech about “School Discipline.” (150 – 200 words)

INDISCIPLINE IN SCHOOLS,

It has been reported that the frequency of fights and incidences of bullying in our school has increased dramatically in the previous several months. Good morning to everyone present. Today, I, Sahil/Sanya, your head boy/girl, am here to shed light on the serious topic of “Increased Indiscipline in Schools.”

It has come to light that instructor disobedience, bullying, confrontations with students, truancy, and insults are becoming more widespread. Furthermore, there have been reports of parents noticing a shift in their children’s attitudes. As a result, many children are suffering emotionally, psychologically, and physically. The impact of this mindset on children at a young age is devastating and irreversible.

Not to mention the harm done to the school’s property. Theft of chalk, scribbling on desks, walls and lavatory doors, destruction of CCTV cameras and so forth. We are merely depriving ourselves of the comforts granted to us by doing so.

Following numerous meetings, it was determined that the main reasons for the problem were a lack of sufficient guidance, excessive use of social media, and peer pressure. The council is working to make things better. Everyone is required to take life skills classes. Counselling, motivating, and instilling friendly ideals will be part of the curriculum. Seminars for parents and students will be held on a regular basis.

A counsellor is being made available to help you all discuss your sentiments, grudges, and personal problems. We are doing everything we can and expect you to do the same.

So, let us work together to create an environment in which we encourage, motivate, assist, and be nice to one another because we are good and civilised humans capable of a great deal of love.

Relevant Read: How to Write a Speech on Discipline?

The current increase in incidences of violent student misbehaviour is cause for alarm for everyone. Students who learn how to manage their anger can help to alleviate the situation. Write a 150-200-word speech about the topic to be delivered at the school’s morning assembly. (10)

HOW TO CONTROL ANGER

Honourable Principal, Respected Teachers, and Dear Friends, I’d like to share a few “Ways to Manage Anger” with you today.

The growing intolerance among the younger generation, which is resulting in violence against teachers, is cause for severe concern. The guru-shishya parampara is losing its lustre. Aggressive behaviour in students can be provoked by a variety of factors, including self-defence, stressful circumstance, over-stimulation, or a lack of adult supervision.

It has become imperative to address the situation. Life skills workshops will be included in the curriculum. Teachers should be trained to deal with such stubborn and confrontational behaviours. Meditation and deep breathing are very beneficial and should be practised every morning. Students should be taught to count to ten before reacting angrily. Sessions on anger control and its importance must also be held.

Remember that Anger is one letter away from danger. It becomes much more crucial to be able to control one’s rage. It’s never too late to start, as a wise man once said.

“Every minute you stay angry, you lose sixty seconds of peace of mind.”

Relevant Read: English Speech Topics for Students

Martin Luther King Jr’s ‘I Have A Dream’ is one of his most famous speeches. Its impact has lasted through generations. The speech is written by utilising the techniques above. Here are some examples:

“still sadly crippled by the manacles of segregation and the chains of discrimination” – emotive Language

“In a sense, we’ve come to our nation’s capital to cash a check” – personalising the speech

“to stand up for freedom together” – a call to action.

Importantly, this is an example of how the listener comes first while drafting a speech. The language chosen appeals to a specific sort of audience and was widely utilised in 1963 when the speech was delivered.

• The Best Day of My Life
• Social Media: Bane or Boon?
• Pros and Cons of Online Learning
• Benefits of Yoga
• If I had a Superpower
• I wish I were ______
• Environment Conservation
• Women Should Rule the World!
• The Best Lesson I Have Learned
• Paperbacks vs E-books
• How to Tackle a Bad Habit?
• My Favorite Pastime/Hobby
• Understanding Feminism
• Fear of Missing Out (FOMO): Is it real or not?
• Importance of Reading
• Importance of Books in Our Life
• My Favorite Fictional Character
• Introverts vs Extroverts
• Lessons to Learn from Sports
• Beauty is in the eye of the beholder

Also Read: How to Ace IELTS Writing Section?

Ans. Speech writing is the process of communicating a notion or message to a reader by employing proper punctuation and expression. Speech writing is similar to other types of narrative writing. However, students should be aware of some different punctuation and writing structure techniques.

Ans. Before beginning with the speech, choose an important topic. Create an outline; rehearse your speech, and adjust the outline based on comments from the rehearsal. This five-step strategy for speech planning serves as the foundation for both lessons and learning activities.

Ans. Writing down a speech is vital since it helps you better comprehend the issue, organises your thoughts, prevents errors in your speech, allows you to get more comfortable with it, and improves its overall quality.

Speech writing and public speaking are effective and influential. Hope this blog helped you know the various tips for writing the speech people would want to hear. If you need help in making the right career choices at any phase of your academic and professional journey, our Leverage Edu experts are here to guide you. Sign up for a free session now!

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These report samples were created in minutes. the standard scores, multiple choice checklists, and recommendations were added and a fully written report was automatically generated..

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What is Report Writing: Format, Examples, Types & Process

• Table of Contents

Many professionals struggle to create effective reports due to a lack of understanding of the essential elements and organization required. This can lead to frustration and a failure to communicate key information to the intended audience.

In this blog, we’ll explore what is report writing, the types of reports, essential elements, and tips for creating effective reports to help you communicate your message and achieve your goals.

Definition of report writing? 

According to Mary Munter and Lynn Hamilton, authors of “Guide to Managerial Communication,” report writing is “the process of selecting, organizing, interpreting, and communicating information to meet a specific objective.”

What is report writing? 

Report writing refers to the process of creating a document that represents information in a clear and concise manner. Reports can be written for various purposes, such as providing updates on a project, analyzing data or presenting findings, or making recommendations.

Effective report writing requires careful planning, research, analysis, and organization of information. A well-structured report should be accurate, and objective, and contain a clear introduction, body, and conclusion. It should also be written in a professional and accessible style, with appropriate use of headings, subheadings, tables, graphs, and other visual aids.

Overall, report writing is an important skill for professionals in many fields, as it helps to communicate information and insights in a clear and concise manner.

What is a report? 

A report is a formal document that is structured and presented in an organized manner, with the aim of conveying information, analyzing data, and providing recommendations. It is often used to communicate findings and outcomes to a specific audience, such as stakeholders, or managers. Reports can vary in length and format, but they usually contain a clear introduction, body, and conclusion.

Types of report writing

By understanding the different types of report writing, individuals can select the appropriate format and structure to effectively communicate information and achieve their objectives. However, the kind of report used will depend on the purpose, audience, and context of the report.

1/ Informational reports: These reports provide information about a topic, such as a product, service, or process.

Further Reading : What is an information report

2/ Analytical reports: These reports present data or information in a structured and organized manner, often with charts, graphs, or tables, to help the reader understand trends, patterns, or relationships.

3/ Formal Reports: These are detailed and structured reports written for a specific audience, often with a specific objective. In comparison with informal reports , formal reports are typically longer and more complex than other types of reports. 

4/ Progress reports: These reports provide updates on a project or initiative, detailing the progress made and any challenges or obstacles encountered. 

5/ Technical reports: These reports provide technical information, such as specifications, designs, or performance data, often aimed at a technical audience.

6/ Research reports: These reports present the findings of research conducted on a particular topic or issue, often including a literature review, data analysis, and conclusions.

7/ Feasibility Report: A feasibility report assesses the likelihood of achieving success for a suggested project or initiative.

8/ Business Reports: These reports are used in a business setting to communicate information about a company’s performance, operations, or strategies. Different types of business reports include financial statements, marketing reports, and annual reports.

Structure of report writing 

The structure of a report refers to the overall organization and layout of the report, including the sections and subsections that make up the report, their order, and their relationships to each other. A report can we divided into three parts. 

Preliminary Parts:

• Acknowledgments (Preface or Foreword)
• List of Tables and Illustrations
• Introduction (clear statement of research objectives, background information, hypotheses, methodology, statistical analysis, scope of study, limitations)
• Statement of findings and recommendations (summarized findings, non-technical language)
• Results (detailed presentation of findings with supporting data in the form of tables and charts, statistical summaries, and reductions of data, presented in a logical sequence)
• Implications of the results (clearly stated implications that flow from the results of the study)
• Summary (brief summary of the research problem, methodology, major findings, and major conclusions)

End Matter:

• Appendices (technical data such as questionnaires, sample information, and mathematical derivations)
• Bibliography of sources consulted.

This structure provides a clear and organized framework for presenting a research report, ensuring that all important information is included and presented in a logical and easy-to-follow manner.

Extra Learnings Role of a report structure in report writing  The report structure plays a crucial role in report writing as it provides a clear and organized framework for presenting information in an effective and logical manner. It ensures that the reader can easily understand the purpose and scope of the report, locate and access the relevant information.  The preliminary parts of the report, provide an overview of the report and aid navigation. The main text makes it easier for the reader to comprehend and analyze the information. And The end matter provides additional details and sources for reference. An organized report structure also helps the author to communicate their research and ideas effectively to the intended audience.

What is the report writing format? 

The format of report writing refers to the structure of a formal document that provides information on a particular topic or issue. The report writing format typically includes the following key components: 

8 Essential elements of report writing are: 

1/ Title: The title is the first thing that readers will see, and it should be clear and concise. The title should include the report’s subject or topic and the author’s name, date of writing, or who the report is for. Remember to keep the title brief and informative, avoiding vague or ambiguous language.

Example of Business Report Title Page:   “Market Analysis and Growth Strategies for XYZ Corporation” Author: Mary Johnson Date: January 2, 2022 Company: Earthcon Corporation Department: Strategy and Planning

In this example, the title page includes the name of the report, ‘Market Analysis 2022,’ the author’s name, ‘John Doe,’ the submission date, ‘January 1, 2024,’ and other details such as the name of the organization, ‘Earthcon Corporation.’

2/ Table of Contents : The table of contents provides an overview of the report’s contents. It should list all sections and subsections with clear headings. It is essential to make the table of contents organized and easy to read, allowing readers to locate specific information quickly.

Example of  Table of Contents I. Introduction…… 1 Purpose of the Report…… 2 Methodology Used…… 2 II. Executive Summary…… 3 III. Background and Context…… 3 IV. Analysis and Findings…… 4 Market Trends and Data…… 5 Competitor Analysis…… 6 SWOT Analysis…… 7 V. Recommendations and Conclusion…… 8 VI. References…… 9

3/ Summary : Also known as the executive summary, the summary provides a brief overview of the entire report. It should summarize the report’s main points, including findings, objectives, and recommendations. The summary should be written after the entire report is completed, and it should be concise and summarized in less than one page.

Example of executive summary: The Annual Sales Report for Earthcon Company shows a 10% increase in overall sales compared to the previous year. The report also reveals that the majority of sales came from the Midwest region and the target demographic is primarily males aged 25-40. Based on these findings, recommendations have been made to focus marketing efforts towards this demographic in the upcoming year.

4/ Introduction : The introduction introduces the report’s topic and informs readers what they can expect to find in the report. The introduction should capture readers’ attention and provide relevant background information. It should be clear and concise, including why the report was written and its objectives.

Example of Introduction:  This comprehensive report aims to analyze and evaluate the sales performance of EarthCon Corporation throughout 2024. It will look into detailed sales trends observed throughout the year, carefully examining the various factors that have influenced these trends. Additionally, the report will identify and highlight potential areas for growth, offering valuable insights and recommendations to drive future success.

5/ Body: The body is the longest section and includes all the information, data, and analysis. It should present information in an organized manner, often using subheadings and bullet points. The body should include all relevant research findings and data, often accompanied by visuals such as graphs and tables. It is essential to cite all sources correctly and remain objective, avoiding personal opinions or biases.

Example of Background and Context: This report seeks to analyze the influence of technological advancements on business productivity. Previous research has indicated a correlation between the adoption of innovative technologies and increased operational efficiency for Earthcon. The report will examine further into this topic and offer suggestions for maximizing the benefits of these advancements. Example of Analysis and Findings: The market trends and data show a steady increase in demand for innovative products, with a significant rise in sales in the past five years. In comparison, competitor analysis reveals that Earthcon Corporation is well-positioned to take advantage of this trend due to its strong brand reputation and product portfolio. A SWOT analysis also highlights potential areas for improvement and growth.

6/ Conclusion: The conclusion summarizes the findings and conclusions of the report. It should wrap up all the essential information presented in the body and make recommendations based on the report’s findings. The conclusion must be brief and clear, avoiding the introduction of any new information not previously presented in the body.

7/ Recommendations: The recommendation section should provide suggested goals or steps based on the report’s information. It should be realistic and achievable, providing well-crafted solutions. It is often included in the conclusion section.

Example of Recommendations and Conclusion: Based on the analysis, it is recommended that EarthCon Corporation invest in research and development to continue producing innovative products. Additionally, efforts should be made to expand into emerging markets to increase global reach. In conclusion, the Annual Sales Report shows positive outcomes and recommends strategic actions for future growth.

8/ Appendices: The appendices section includes additional technical information or supporting materials, such as research questionnaires or survey data. It should provide supplementary information to the report without disrupting the report’s main content. 

It is important to use clear headings and subheadings and to label tables and figures. Also, proofreading and fact-checking are critical before submitting the report. A well-crafted report is concise, informative and free of personal bias or opinions.

What are the features of report writing

There are several key features of effective report writing that can help ensure that the information presented is clear, concise, and useful. Some of these features include:

1/ Clarity: Reports should be written in clear and concise language, avoiding jargon or technical terms that may be confusing to the reader. 

2/ Objectivity: A report should be objective, meaning that it should be free from bias or personal opinions. This is particularly important when presenting data or analysis.

3/ Accuracy: Reports should be based on reliable sources and accurate data. Information should be verified and cross-checked to ensure that it is correct and up-to-date.

4/ Structure: A report should be structured in a logical and organized manner, with clear headings, subheadings, and sections. 

5/ Visual aids: A report may include visual aids such as charts, tables, and graphs, which can help to illustrate the key points and make the information easier to understand.

6/ Evidence: Reports should include evidence to support any claims or findings, such as statistics, quotes, or references to relevant literature.

7/ Recommendations: Many reports include recommendations or suggestions for future action based on the findings or analysis presented.

Significance of report writing

Report writing is a critical skill that can have a significant impact on individuals, and organizations. In fact, a report by the National Association of Colleges and Employers found that the ability to communicate effectively, including report writing, was the most important skill sought by employers.

• Reports provide decision-makers with the information they need to make informed decisions.
• Effective report writing demonstrates professionalism and attention to detail, which can help to build trust and credibility with clients.
• Reports can inform planning processes by providing data and insights that can be used to develop strategies and allocate resources.
• Reports often include recommendations or suggestions for future action, which can help to improve processes, procedures, or outcomes.

Further Reading: What is the significance of report writing

Report writing examples and samples

Example of Progress Report

The essential process of report writing

Report writing requires careful planning, organization, and analysis to ensure that the report effectively communicates the intended message to the audience. Here are the general steps involved in the process of report writing:

Plan and prepare:

• Identify the purpose of the report, the target audience, and the scope of the report.
• Collect and examine data from different sources, including research studies, surveys, or interviews.
• Create an outline of the report, including headings and subheadings.

Write the introduction:

• Start with a brief summary of the report and its purpose.
• Provide background information and context for the report.
• Explain the research methodology and approach used.

Write the main body:

• Divide the report into logical sections, each with a clear heading.
• Present the findings and analysis of the research in a clear and organized manner.
• Use appropriate visual aids, such as tables, graphs, or charts to present data and information.
• Utilize a language that is both clear and Brief, and avoid using unnecessary jargon or technical terminology.
• Cite all sources used in the report according to a specified citation style.

Write the conclusion:

• Summarize the main findings and conclusions of the report.
• Restate the purpose of the report and how it was achieved.
• Provide recommendations or suggestions for further action, if applicable.

Edit and revise:

• Review the report for errors in grammar, spelling, and punctuation.
• Check that all information is accurate and up-to-date.
• Revise and improve the report as necessary.

Format and present:

• Use a professional and appropriate format for the report.
• Include a title page, table of contents, and list of references or citations.
• Incorporate headings, subheadings, and bullet points to enhance the report’s readability and facilitate navigation.
• Use appropriate fonts and sizes, and ensure that the report is well-structured and visually appealing.

Important Principles of report writing

To write an effective report, it is important to follow some basic principles. These principles ensure that your report is clear, concise, accurate, and informative. In this regard, here are some of the key principles that you should keep in mind when writing a report:

1/ Clarity: The report should be clear and easy to understand. 

2/ Completeness: The report should cover all the relevant information needed to understand the topic

3/ Conciseness: A report should be concise, presenting only the information that is relevant and necessary to the topic. 

4/ Formatting: The report should be properly formatted, with consistent fonts, spacing, and margins

5/ Relevance: The information presented in the report should be relevant to the purpose of the report.

6/ Timeliness: The report should be completed and delivered in a timely manner.

7/ Presentation: The report should be visually appealing and well-presented.

Extra Learnings Styles of report writing When it comes to the style of report writing, it’s important to use hard facts and figures, evidence, and justification. Using efficient language is crucial since lengthy reports with too many words are difficult to read. The most effective reports are easy and quick to read since the writer has comprehended the data and formulated practical recommendations. To achieve this, it’s important to write as you speak, avoid empty words, use descending order of importance, use an active voice, and keep sentences short. The goal should be to write to express and not to impress the reader.  It’s also important to get facts 100% right and to be unbiased and open. By following these tips, one can create a well-written report that is easy to understand and provides valuable insights.

Differences between a report and other forms of writing

Reports are a specific form of writing that serves a distinct purpose and have unique characteristics. Unlike other forms of writing, such as essays or fiction, reports are typically focused on presenting factual information and making recommendations based on that information. Below we have differentiated report writing with various other forms of writing.

Essay vs report writing

Project writing vs report writing, research methodology vs report writing, article writing vs report writing, content writing vs report writing, business plan vs report writing, latest topics for report writing in 2024.

The possibilities for report topics may depend on the goals and scope of the report. The key is to choose a topic that is relevant and interesting to your audience, and that you can conduct thorough research on in order to provide meaningful insights and recommendations.  

• A market analysis for a new product or service. 
• An evaluation of employee satisfaction in a company. 
• A review of the state of cybersecurity in a particular industry. 
• A study of the prevalence and consequences of workplace discrimination. 
• Analysis of the environmental impact of a particular industry or company. 
• An assessment of the impact of new technology or innovations on a particular industry or sector. 

Report writing skills and techniques 

Effective report writing requires a combination of skills and techniques to communicate information and recommendations in a clear, and engaging manner.

From organizing information to tailoring the report to the intended audience, there are many factors to consider when writing a report. By mastering these skills and techniques, you can ensure that your report is well-written, informative, and engaging for your audience. Some of the primary ones are: 

1/ Organization and structure: Structure your report in a logical and organized manner with headings and subheadings.

2/ Use of data and evidence: Present objective data and evidence to support your findings and recommendations.

3/ Audience awareness: Tailor your report to the needs and interests of your intended audience.

4/ Effective visuals: Use graphs, charts, or other visuals to communicate complex information in a clear and engaging way.

5/ Editing and proofreading: Carefully edit and proofread your report to ensure it is error-free and professional.

6/ Tone: Use a professional and objective tone to communicate your findings and recommendations.

7/ Time management: Manage your time effectively to ensure you have enough time to research, write, and revise your report.

Tips for effective report writing

• Understand your audience before you start writing. 
• Start with an outline and cover all the important points. 
• Employ clear and concise language.
• Utilize headings and subheadings to organize your report.
• Incorporate evidence and examples to support your points.
• Thoroughly edit and proofread your report before submission.
• Follow formatting guidelines If your report has specific formatting requirements.
• Use visuals to enhance understanding.

What is the ethical consideration involved in report writing 

Ethical considerations play a crucial role in report writing. The accuracy of the information presented in the report is of utmost importance, as it forms the basis for any conclusions or recommendations that may be made. In addition, it is essential to avoid plagiarism by giving credit to the original sources of information and ideas. 

Another crucial ethical consideration is confidentiality, particularly when the report contains sensitive or confidential information. It is important to safeguard this information and prevent its disclosure to unauthorized individuals.

Avoiding bias in report writing is also crucial, as it is essential to present information in an objective and unbiased manner. In cases where research or data collection is involved, obtaining informed consent from human subjects is a necessary ethical requirement.

By taking these ethical considerations into account, report writers can ensure that their work is fair, accurate, and respectful to all parties involved.

Common mistakes in report writing 

There are several common mistakes that students and report writers make in report writing. By avoiding these common mistakes, students as well as report writers can create effective and impactful reports that are clear, accurate, and objective.

1/ Writing in the first person: Often, students and report writers commit an error by writing in the first person and utilizing words such as “I” or “me. In reports, it is recommended to write impersonally, using the passive voice instead.

2/ Using the wrong format: Reports should use numbered headings and subheadings to structure the content, while essays should have a clear line of argument in their content.

3/ Failing to introduce the content: The introduction of the report should introduce the content of the report, not the subject for discussion. It is important to explain the scope of the report and what is to follow, rather than explaining what a certain concept is.

4/ Missing relevant sections: Students and report writers, often miss out on including relevant sections that were specified in the assignment instructions, such as a bibliography or certain types of information. This can result in poor interpretation.

5/ Poor proofreading: Finally, not spending enough time proofreading the reported work can create unwanted mistakes. Therefore, It is important to proofread and correct errors multiple times before submitting the final report to avoid any mistakes that could have been easily corrected.

By avoiding these common mistakes, students and report writers can improve the quality of their reports. 

What are some challenges of report writing and how to overcome them

Report writing can be a challenging task for many reasons. Here are some common challenges of report writing and how to overcome them:

1/ Lack of clarity on the purpose of the report: To overcome this challenge, it is important to clearly define the purpose of the report before starting. This can help to focus the content of the report and ensure that it meets the needs of the intended audience.

2/ Difficulty in organizing ideas: Reports often require a significant amount of information to be organized in a logical and coherent manner. To overcome this challenge, it can be helpful to create an outline or flowchart to organize ideas before beginning to write.

3/ Time management: Writing a report can be time-consuming, and it is important to allow sufficient time to complete the task. To overcome this challenge, it can be helpful to create a timeline or schedule for the various stages of the report-writing process.

4/ Writer’s block: Sometimes writers may experience writer’s block, making it difficult to start or continue writing the report. To overcome this challenge, it can be helpful to take a break, engage in other activities or brainstorming sessions to generate new ideas.

5/ Difficulty in citing sources: It is important to properly cite sources used in the report to avoid plagiarism and maintain credibility. To overcome this challenge, it can be helpful to use citation management tools, such as EndNote or Mendeley, to keep track of sources and ensure accurate referencing.

6/ Review and editing: Reviewing and editing a report can be a challenging task, especially when it is one’s own work. To overcome this challenge, it can be helpful to take a break before reviewing the report and seek feedback from others to gain a fresh perspective.

By being aware of these challenges and taking proactive steps to overcome them, report writers can create effective and impactful reports that meet the needs of their intended audience.

Best Software for writing reports 

Report writing software has made it easier for writers to produce professional-looking reports with ease. These software tools offer a range of features and functionalities, including data visualization, collaboration, and customization options. In this section, we will explore some of the best report-writing software available:

1/ Tableau : This tool is great for creating interactive and visually appealing reports, as it allows users to easily create charts, graphs, and other data visualizations. It also supports data blending, which means that you can combine data from multiple sources to create more comprehensive reports.

2/ Zoho reporting : This tool is designed to help users create and share professional-looking reports quickly and easily. It offers a variety of customizable templates, as well as a drag-and-drop interface that makes it easy to add data and create charts and graphs.

3/ Bold Reports by Syncfusion : This tool is designed specifically for creating reports in .NET applications. It offers a wide range of features, including interactive dashboards, real-time data connectivity, and customizable themes and templates.

4/  Fast Reports : This tool is a reporting solution for businesses of all sizes. It allows users to create reports quickly and easily using a drag-and-drop interface and offers a variety of templates and customization options. It also supports a wide range of data sources, including databases, spreadsheets, and web services.

Further Reading : 10+ Best Report Writing Software and Tools in 2024

What is the conclusion of report writing

The conclusion of report writing is the final section of the report that summarizes the main findings, conclusions, and recommendations. It should tie together all the different sections of the report and present a clear and concise summary of the key points. 

THE UNIVERSITY OF NEWCASTLE has given an inverted introduction framework that can use used for writing effective conclusions for reports. 

Example of conclusion in report writing:

The implication of the above diagram can be explained with the following example:  

1. RETURN TO TOPIC:

Social media has revolutionized the marketing landscape, providing new opportunities for brands to connect with their target audience.

2. RESTATE THESIS:

However, the complexities and limitations of social media mean that it is unlikely to completely replace traditional marketing methods. The role of the marketing professional remains crucial in ensuring that social media strategies align with the company’s overall goals and effectively reach the desired audience.

3. SUMMARY OF IDEAS DISCUSSED:

Automated tools cannot fully account for the nuances of human communication or provide the level of personalization that consumers crave. Therefore, the most effective marketing strategies will likely blend social media tactics with traditional marketing channels.

4. CONCLUDING STATEMENT [restating thesis]:

In conclusion, while social media presents significant opportunities for brands, the expertise of marketing professionals is still essential to creating successful campaigns that achieve desired outcomes.

Frequently Asked Questions

Q1) what is report writing and example.

Ans: Report writing involves preparing a structured document that delivers information to a particular audience in a clear and systematic manner. An example of a report could be a business report analyzing the financial performance of a company and making recommendations for improvement.

Q2) What is report writing and types of reports?

Ans: The act of presenting information in an orderly and structured format is known as report writing. Reports come in different types, such as analytical reports, research reports, financial reports, progress reports, incident reports, feasibility reports, and recommendation reports.

Q3) What are the 5 steps of report writing

The five steps of report writing, are as follows:

• Planning: This involves defining the purpose of the report, determining the audience, and conducting research to gather the necessary information.
• Structuring: This step involves deciding on the structure of the report, such as the sections and subsections, and creating an outline.
• Writing: This is the stage where the actual writing of the report takes place, including drafting and revising the content.
• Reviewing: In this step, the report is reviewed for accuracy, coherence, and effectiveness, and any necessary changes are made.
• Presenting: This final step involves presenting the report in a clear and professional manner, such as through the use of headings, visuals, and a table of contents.

Q4) What is a report in short answer? 

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What is Reported Speech and how to use it? with Examples

Reported speech and indirect speech are two terms that refer to the same concept, which is the act of expressing what someone else has said. Reported speech is different from direct speech because it does not use the speaker's exact words. Instead, the reporting verb is used to introduce the reported speech, and the tense and pronouns are changed to reflect the shift in perspective. There are two main types of reported speech: statements and questions. 1. Reported Statements: In reported statements, the reporting verb is usually "said." The tense in the reported speech changes from the present simple to the past simple, and any pronouns referring to the speaker or listener are changed to reflect the shift in perspective. For example, "I am going to the store," becomes "He said that he was going to the store." 2. Reported Questions: In reported questions, the reporting verb is usually "asked." The tense in the reported speech changes from the present simple to the past simple, and the word order changes from a question to a statement. For example, "What time is it?" becomes "She asked what time it was." It's important to note that the tense shift in reported speech depends on the context and the time of the reported speech. Here are a few more examples: ●  Direct speech: "I will call you later." Reported speech: He said that he would call me later. ●  Direct speech: "Did you finish your homework?" Reported speech: She asked if I had finished my homework. ●  Direct speech: "I love pizza." Reported speech: They said that they loved pizza.

When do we use reported speech?

Reported speech is used to report what someone else has said, thought, or written. It is often used in situations where you want to relate what someone else has said without quoting them directly. Reported speech can be used in a variety of contexts, such as in news reports, academic writing, and everyday conversation. Some common situations where reported speech is used include: News reports: Journalists often use reported speech to quote what someone said in an interview or press conference. Business and professional communication: In professional settings, reported speech can be used to summarize what was discussed in a meeting or to report feedback from a customer. Conversational English: In everyday conversations, reported speech is used to relate what someone else said. For example, "She told me that she was running late." Narration: In written narratives or storytelling, reported speech can be used to convey what a character said or thought.

How to make reported speech?

1. Change the pronouns and adverbs of time and place: In reported speech, you need to change the pronouns, adverbs of time and place to reflect the new speaker or point of view. Here's an example: Direct speech: "I'm going to the store now," she said. Reported speech: She said she was going to the store then. In this example, the pronoun "I" is changed to "she" and the adverb "now" is changed to "then." 2. Change the tense: In reported speech, you usually need to change the tense of the verb to reflect the change from direct to indirect speech. Here's an example: Direct speech: "I will meet you at the park tomorrow," he said. Reported speech: He said he would meet me at the park the next day. In this example, the present tense "will" is changed to the past tense "would." 3. Change reporting verbs: In reported speech, you can use different reporting verbs such as "say," "tell," "ask," or "inquire" depending on the context of the speech. Here's an example: Direct speech: "Did you finish your homework?" she asked. Reported speech: She asked if I had finished my homework. In this example, the reporting verb "asked" is changed to "said" and "did" is changed to "had." Overall, when making reported speech, it's important to pay attention to the verb tense and the changes in pronouns, adverbs, and reporting verbs to convey the original speaker's message accurately.

How do I change the pronouns and adverbs in reported speech?

1. Changing Pronouns: In reported speech, the pronouns in the original statement must be changed to reflect the perspective of the new speaker. Generally, the first person pronouns (I, me, my, mine, we, us, our, ours) are changed according to the subject of the reporting verb, while the second and third person pronouns (you, your, yours, he, him, his, she, her, hers, it, its, they, them, their, theirs) are changed according to the object of the reporting verb. For example: Direct speech: "I love chocolate." Reported speech: She said she loved chocolate. Direct speech: "You should study harder." Reported speech: He advised me to study harder. Direct speech: "She is reading a book." Reported speech: They noticed that she was reading a book. 2. Changing Adverbs: In reported speech, the adverbs and adverbial phrases that indicate time or place may need to be changed to reflect the perspective of the new speaker. For example: Direct speech: "I'm going to the cinema tonight." Reported speech: She said she was going to the cinema that night. Direct speech: "He is here." Reported speech: She said he was there. Note that the adverb "now" usually changes to "then" or is omitted altogether in reported speech, depending on the context. It's important to keep in mind that the changes made to pronouns and adverbs in reported speech depend on the context and the perspective of the new speaker. With practice, you can become more comfortable with making these changes in reported speech.

How do I change the tense in reported speech?

In reported speech, the tense of the reported verb usually changes to reflect the change from direct to indirect speech. Here are some guidelines on how to change the tense in reported speech: Present simple in direct speech changes to past simple in reported speech. For example: Direct speech: "I like pizza." Reported speech: She said she liked pizza. Present continuous in direct speech changes to past continuous in reported speech. For example: Direct speech: "I am studying for my exam." Reported speech: He said he was studying for his exam. Present perfect in direct speech changes to past perfect in reported speech. For example: Direct speech: "I have finished my work." Reported speech: She said she had finished her work. Past simple in direct speech changes to past perfect in reported speech. For example: Direct speech: "I visited my grandparents last weekend." Reported speech: She said she had visited her grandparents the previous weekend. Will in direct speech changes to would in reported speech. For example: Direct speech: "I will help you with your project." Reported speech: He said he would help me with my project. Can in direct speech changes to could in reported speech. For example: Direct speech: "I can speak French." Reported speech: She said she could speak French. Remember that the tense changes in reported speech depend on the tense of the verb in the direct speech, and the tense you use in reported speech should match the time frame of the new speaker's perspective. With practice, you can become more comfortable with changing the tense in reported speech.

Do I always need to use a reporting verb in reported speech?

No, you do not always need to use a reporting verb in reported speech. However, using a reporting verb can help to clarify who is speaking and add more context to the reported speech. In some cases, the reported speech can be introduced by phrases such as "I heard that" or "It seems that" without using a reporting verb. For example: Direct speech: "I'm going to the cinema tonight." Reported speech with a reporting verb: She said she was going to the cinema tonight. Reported speech without a reporting verb: It seems that she's going to the cinema tonight. However, it's important to note that using a reporting verb can help to make the reported speech more formal and accurate. When using reported speech in academic writing or journalism, it's generally recommended to use a reporting verb to make the reporting more clear and credible. Some common reporting verbs include say, tell, explain, ask, suggest, and advise. For example: Direct speech: "I think we should invest in renewable energy." Reported speech with a reporting verb: She suggested that they invest in renewable energy. Overall, while using a reporting verb is not always required, it can be helpful to make the reported speech more clear and accurate.

How to use reported speech to report questions and commands?

1. Reporting Questions: When reporting questions, you need to use an introductory phrase such as "asked" or "wondered" followed by the question word (if applicable), subject, and verb. You also need to change the word order to make it a statement. Here's an example: Direct speech: "What time is the meeting?" Reported speech: She asked what time the meeting was. Note that the question mark is not used in reported speech. 2. Reporting Commands: When reporting commands, you need to use an introductory phrase such as "ordered" or "told" followed by the person, to + infinitive, and any additional information. Here's an example: Direct speech: "Clean your room!" Reported speech: She ordered me to clean my room. Note that the exclamation mark is not used in reported speech. In both cases, the tense of the reported verb should be changed accordingly. For example, present simple changes to past simple, and future changes to conditional. Here are some examples: Direct speech: "Will you go to the party with me?" Reported speech: She asked if I would go to the party with her. Direct speech: "Please bring me a glass of water." Reported speech: She requested that I bring her a glass of water. Remember that when using reported speech to report questions and commands, the introductory phrases and verb tenses are important to convey the intended meaning accurately.

How to make questions in reported speech?

To make questions in reported speech, you need to use an introductory phrase such as "asked" or "wondered" followed by the question word (if applicable), subject, and verb. You also need to change the word order to make it a statement. Here are the steps to make questions in reported speech: Identify the reporting verb: The first step is to identify the reporting verb in the sentence. Common reporting verbs used to report questions include "asked," "inquired," "wondered," and "wanted to know." Change the tense and pronouns: Next, you need to change the tense and pronouns in the sentence to reflect the shift from direct to reported speech. The tense of the verb is usually shifted back one tense (e.g. from present simple to past simple) in reported speech. The pronouns should also be changed as necessary to reflect the shift in perspective from the original speaker to the reporting speaker. Use an appropriate question word: If the original question contained a question word (e.g. who, what, where, when, why, how), you should use the same question word in the reported question. If the original question did not contain a question word, you can use "if" or "whether" to introduce the reported question. Change the word order: In reported speech, the word order of the question changes from the inverted form to a normal statement form. The subject usually comes before the verb, unless the original question started with a question word. Here are some examples of reported questions: Direct speech: "What time is the meeting?" Reported speech: She asked what time the meeting was. Direct speech: "Did you finish your homework?" Reported speech: He wanted to know if I had finished my homework. Direct speech: "Where are you going?" Reported speech: She wondered where I was going. Remember that when making questions in reported speech, the introductory phrases and verb tenses are important to convey the intended meaning accurately. Here you can find more examples of direct and indirect questions

What is the difference between reported speech an indirect speech?

In reported or indirect speech, you are retelling or reporting what someone said using your own words. The tense of the reported speech is usually shifted back one tense from the tense used in the original statement. For example, if someone said, "I am going to the store," in reported speech you would say, "He/she said that he/she was going to the store." The main difference between reported speech and indirect speech is that reported speech usually refers to spoken language, while indirect speech can refer to both spoken and written language. Additionally, indirect speech is a broader term that includes reported speech as well as other ways of expressing what someone else has said, such as paraphrasing or summarizing.

Examples of direct speech to reported

1. Direct speech: "I am hungry," she said. Reported speech: She said she was hungry. 2. Direct speech: "Can you pass the salt, please?" he asked. Reported speech: He asked her to pass the salt. 3. Direct speech: "I will meet you at the cinema," he said. Reported speech: He said he would meet her at the cinema. 4. Direct speech: "I have been working on this project for hours," she said. Reported speech: She said she had been working on the project for hours. 5. Direct speech: "What time does the train leave?" he asked. Reported speech: He asked what time the train left. 6. Direct speech: "I love playing the piano," she said. Reported speech: She said she loved playing the piano. 7. Direct speech: "I am going to the grocery store," he said. Reported speech: He said he was going to the grocery store. 8. Direct speech: "Did you finish your homework?" the teacher asked. Reported speech: The teacher asked if he had finished his homework. 9. Direct speech: "I want to go to the beach," she said. Reported speech: She said she wanted to go to the beach. 10. Direct speech: "Do you need help with that?" he asked. Reported speech: He asked if she needed help with that. 11. Direct speech: "I can't come to the party," he said. Reported speech: He said he couldn't come to the party. 12. Direct speech: "Please don't leave me," she said. Reported speech: She begged him not to leave her. 13. Direct speech: "I have never been to London before," he said. Reported speech: He said he had never been to London before. 14. Direct speech: "Where did you put my phone?" she asked. Reported speech: She asked where she had put her phone. 15. Direct speech: "I'm sorry for being late," he said. Reported speech: He apologized for being late. 16. Direct speech: "I need some help with this math problem," she said. Reported speech: She said she needed some help with the math problem. 17. Direct speech: "I am going to study abroad next year," he said. Reported speech: He said he was going to study abroad the following year. 18. Direct speech: "Can you give me a ride to the airport?" she asked. Reported speech: She asked him to give her a ride to the airport. 19. Direct speech: "I don't know how to fix this," he said. Reported speech: He said he didn't know how to fix it. 20. Direct speech: "I hate it when it rains," she said. Reported speech: She said she hated it when it rained.

What is Direct and Indirect Speech?

Direct and indirect speech are two different ways of reporting spoken or written language. Let's delve into the details and provide some examples. Click here to read more

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An SLP’s 8 Favorite TIME SAVING TIPS for Writing Evaluation Reports

10/17/2022 by Jenna 2 Comments

Dear busy speech therapists: Do you want to SAVE TIME when writing evaluation reports?

Evaluations and paperwork take up the majority of a speech therapist’s precious time. With that said, reports need to be professional and completed correctly. Did you know that this does NOT mean that you have to give up an entire weekend of your time to write an evaluation? It’s time to have a plan to make this a speedier and easier process. I spent 7 years on the evaluation team for my district doing 80-100 evals each year. This is in addition to my regular caseload therefore I had to find the most efficient ways to complete my assessments.

Here are 8 of my favorite TIME SAVING tips for writing an evaluation report:

#1-use an app to calculate chronological age.

First and foremost, an app that calculates chronological age is a MUST. Home-Speech-Home has a great one! There is also one from Pearson that works well. Bookmark these on your computer right away.

#2-Parent Intake Questionnaire

Next, always have parents and guardians complete an intake questionnaire . Here is the most important part of this though: have them complete this digitally in a google document. This makes it easy to copy and paste their answer into the report. Sometimes parents have a lot to say about their child and this is a HUGE time saver. Simply create a google doc questionnaire and make a new copy to easily email to parents and guardians each time.

#3-Do intake interview first so you narrow down what to actually test

Always do the intake interview FIRST. This way you are not testing in any areas that a student has strengths in.

#4-Test Description Banks

There are many different types of evaluations that SLPs use. When writing the evaluation report, it is best to give a brief description of the test that is used. Have these description banks ready in a word document, able to insert or copy/ paste.

#5-Use Academic Impact Statements/Classroom Accommodations Banks

If you can come up with a “bank” of academic impact statements and classroom accommodations, you will be surprised how much time this will save you.

Here are some examples of academic impact statements:

XXX demonstrates speech sound difficulties significantly below that of same-aged peers. Students in kindergarten, who are six years old, are expected to use the /K/, /G/, /F/, and /V/ sounds accurately. XXX’s speech sound errors interfere with the ability to isolate and pronounce the initial and final sounds (phonemes) in three-phoneme (CVC) words. This impacts XXX’s fluency in conversational speech.

XXX demonstrates difficulty using complete sentences of adequate length, and with accurate use of pronouns and grammatical forms when compared to same-age peers. Students in kindergarten are expected to use four or more words in a sentence and use pronouns and grammatical forms correctly (regular plural –s, regular past tense –ed, and uncontractible copula). XXX’s weaknesses in oral expression cause difficulty using frequently occurring nouns and verbs, and producing and expanding complete sentences in shared language activities.

I’ve shared tons of these here on my website. You can find more examples of paperwork shortcuts and tips like this here ! Just modify to fit your needs and make your own bank.

#6-Use the find/replace tool in Word

Another tip is to use fill-in-the-blank statements throughout your report. For example, use ABCNAME, XYZDATE and HIS/HER throughout the report and then simply use the find/replace tool in Word to complete the statement with the child’s name, date and gender quickly.

#7-Jot down IEP goals during the evaluation

While you are evaluating a student, everything is fresh in your memory. One thing that helps to save time later is to jot down any IEP goals that you might think of for the student during the evaluation process. This helps to easily write the IEP when it is time.

#8-Put in all the statements you will need later

Any statements that you might need later when writing the IEP can easily be copied and pasted into the Evaluation Report. I like to do this by writing student interests into the report as well as the educational impact statement. (I might use a tad different wording but this way I easily have this information for writing the IEP at a later date).

Ready to write speedy evaluation reports?

After every evaluation you give, try to score the assessment immediately. That is the only time that this information will be fresh in your mind, as you may forget things later. Simply build this into part of your testing session time. This way, when you go to write the report later, you aren’t also spending time scoring it.

My final time saving tip for writing evaluations would be to set an amount of time that you want to spend actually writing the report. For me, 45 minutes is usually the sweet spot. Then, set the timer and really focus and zone in without distractions. (This means you may need to hide your phone and close your office door!)

Comment below and tell me all of your time saving tips for completing evaluation reports !

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10/21/2022 at 9:46 pm

Thanks for continuing to write your blog posts. I look forward to reading them. I have a evaluation template that I created for reports on my preschoolers. I have all the test descriptions plus sample strengths and areas of concern. That was I just have to delete what I don’t need. Then I add some details from the eval to make it more personalized. Today for the first time ever I did an eval, scored it, and wrote the first draft of the report. It was great. I used your evaluation form which are awesome! I want to try the parent input form being sent out before via email! I think it is fantastic idea. Do you have any recommendations on what you use to assess social language in preschoolers?

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Writing about Articulation in a Report

In writing reports, it is very important for the speech and language pathologist to be consistent and accurate in writing the phonemes that the student is having difficulty with.  These should be written using professional writing with any sounds or sound combinations that a family might not understand defined. Writing about articulation in reports can be simple if you follow these strategies.

Sounds should be put in slashes /s/ not bolded or capitalized.

Refer to the blog on treatment techniques:  Rakovic: Articulation Therapy resources

How to write about an articulation standardized test

If you have done a standardized test for evaluation at the beginning or the end of treatment you must give a description of the test. It is also easier to read a table of sounds than it is to read them embedded into a paragraph.

Here are some examples of write-ups of articulation tests, note these are examples and may have more information than you need for the progress report but it will give you an idea of the organization and how to describe a test.

The below links to Pearson’s example of their report write-up for Goldman-Fristoe and the KLPA

Pearson’s Goldman Fristoe and the KLPA

This is an example that has a write-up of some early communicators. I uploaded the pdf as sometimes the links expire.

EXAMPLEPreschool Speech-Language Assessment (1)-1ey8utp

This is a great resource that has over 90 descriptions of common speech and language tests.

90 speech therapy test descriptions

How to write about the Goldman Fristoe Articulation Test

Here is another way to write the Goldman Fristoe so that you are remaining clinical but also giving the family information.

Articulation : The Goldman Fristoe Test of Articulation-2 (GFTA-2) is designed to provide a systematic means of assessing an individual’s articulation in single words. Descriptive information about the individual’s articulation skills is obtained through three subtests: Sound-in-words, Sound-in-syllables, and Stimulability. Student’s errors are listed below with error sound followed by target sound:

/n/ for /ing/(final position) Example: ‘rin’ for ‘ring’

/s/ for /sh/ (all positions) Example: ‘fising’ for ‘fishing’

/ts/ for /ch/ (final, medial) Example: ‘watses’ for ‘watches’ * inconsistent

/w/ for /r/ (all positions) Example: ‘wabbit’ for ‘rabbit’

/dz/ for /j/ (final position) Example: ‘orandz’ for ‘orange’

/f/ for /th/ voiceless (all positions) Example: ‘fum’ for ‘thumb’

/d/ for /th/ voiced (all positions) Example: ‘dis’ for ‘this’

/b/ for /v/ (initial) Example: ‘bacuum’ for ‘vacuum’

Here is another way:

During the evaluation, the following sounds were marked in error and are considered delayed based on CHILD’s age at testing:

Initial: f, g, v, ch, sp, st, sk, sw, sn, gl, fl, gr, sm, sl, th Medial: f, g, v, sh, s, j, z, er, t Final: k, g, z, th The following phonological processes were marked as present during the evaluation and are considered delayed based on CHILD’s age at testing:

Initial Consonant Deletion: Occurs when the intial consonant in a word is left off. Final Consonant Deletion: Occurs when the final consonant in a word is left off. Weak Syllable Deletion: Occurs when the weak syllable of a word is left off. Cluster Reduction—s: Occurs when an /s/ consonant cluster is reduced to a single consonant. Cluster Reduction: Occurs when a consonant cluster is reduced to a single consonant. It is recommended that CHILD receive instruction and practice to correct production of the following speech sounds and to decrease the phonological processes found in her speech:

f, g, v, ch, sp, st, sk, sw, sn, gl, fl, gr, sm, sl, th, sh, s, j, z, er, k

How to write about the Entire World of R Advanced Screening

Here is some great information about the Entire World of R Advanced Screening for those that are using that.

Entire World of R resources

This is similar but in a larger format.

http://www.scsha.com/assets/docs/Convention2014/Handouts/ristuccia%20session%202%20and%207.pdf

Here is another example of how to put it into a table so that the information might not be overwhelming.

Some great forms for articulation

Here is a presentation that has some of these listed Articulation best practices

Here is the American Speech-Language and Hearing Association in their practice protocol lists them.

American Speech Language and Hearing Association: articulation

Here is another reference that comes from another university as a template for their county’s reports.

county-wide-template-21 (2)

R articulation form for Entire World of R

Entire World of R chart of results

How to write about IPA in a word document

In writing IPA in word there is a very easy way to do this. Here is a youtube video on it.

Great tool for writing the phonetic alphabet

Click above for a great tool to write the phonetic alphabet.

There are some that are having difficulty in writing articulation results. Think about what helps you as a therapist. You want to be able to see what sounds are in error, is that sound in error in all positions, which sounds should be expected at that child’s age.  You want to know if there are any omissions. You want to know what may be impacting the student’s speech the most. Having these in a table makes it easier to read this information as opposed to having it in a paragraph.  Here is one example of an easy table. It has the sound, the way the student says it and what is the expected age for the sound.

Example of a chart for articulation write-up

This is an example provided by Courtney.  You can see that this makes it easier for the parent to understand what you are hearing. You would do this for each position that the student was not able to produce the sound.

Initial Position

How to write about the Arizona Test of Articulation 4

The Arizona Test of Articulation 4  can be scored online.  Be careful when you are scoring it as the number of sounds is different from the test item ( one item may have several sounds that they are looking for). This is listed on the test form.  WPS publishing website

I have made a chart for this. Click on the title to download a word document.  I have also copied the table here.

Arizona Table for Articulation Test-ws3dco

Total possible score:

Total error:

Word Articulation Total:

Sentence Articulation Total:

Related blogs:

• What Does Articulation Therapy Look Like In the Schools
• Articulation: Making Drill Work Fun
• The Clinicial Assessment of Articulation and Phonology
• Auditory Bombardment in Articulation Therapy

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14 thoughts on “Writing about Articulation in a Report”

The link to the Entire World of R assessment write up is broken. Does anyone know where I can find a new or alternative link?

Thanks for telling me that the link is broken. I will remove that from the blog. I wrote that blog to help my graduate students write up their reports. Feel free to use the charts that I made for them to keep the data looking clean. I hope this is helpful. I checked the link and the website it came from it looks as if all their blogs are down.

Thank you for the examples and the YouTube video about inserting IPA symbols!

Read…thanks for all the helpful guides!

Read thanks

Read, thanks 🙂

Wow this was great, thanks!

This is very helpful, thank you!

Read, thanks!

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Necessary Bilingual SLP Blurbs for Report Writing

by Liliana Diaz November 09, 2020 13 Comments

Let's face it, report writing can get a little repetitive, especially when utilizing the same assessments over and over again. A strategy that has been super helpful for me, and that has saved me lots of time, is to save all of my report writing blurbs. Over the years, I have collected and saved blurbs that I have written which I can easily copy and paste into a report and edit/revise as needed. These blurbs include bilingual assessment templates, language sample templates and blurbs that explain difference versus disorder. I am sharing with you some useful templates that bilingual SLPs often request from me. Please note that these templates are written in MY OWN words, with the exception of the "Proceed with caution blurbs for the PLS-5 and CELF-4 (these blurbs were obtained from the leadersproject.org website and the link has been provided below). Therefore, you should edit the blurb in your own words in order to fit your writing style and to accurately represent your student's needs. Simply copy and paste the blurbs below. 

Bilingual English-Spanish Assessment (BESA)  

ITALK Survey

BESA Phonology Subtest

The Bilingual English-Spanish Assessment (BESA) was administered to assess the student’s phonological skills. The assessment includes two measures (English & Spanish) in order to gather an understanding of the student’s articulation skills of each language. The student is required to spontaneously label the picture presented.

BESA Language

The Bilingual English-Spanish Assessment (BESA) is a comprehensive speech and language assessment developed for Spanish-English bilingual children ages 4 through 6 years. The BESA consists of a pragmatic language activity and three subtests (Phonology, Morphosyntax, & Semantics) in two languages. The Pragmatic activity allows for the identification of children who may encounter difficulties in situations that require the child to be an active participant. The Phonology Subtest is a single-word phonological assessment which includes two measures (English & Spanish) and assesses the student’s articulation skills of each language. The Morphosyntax subtest assesses cloze and sentence repetition tasks to target grammatical morphemes and sentence structures that were predicted to be difficult for children with language impairment in English or Spanish. The Semantics subtest targets six tasks: analogies, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences which allows the clinician to gain an understanding of the student’s lexical system. The BESA was normed on Latino children in the United States who were exposed to Spanish, English or both languages.   Bilingual speakers are assessed using separate language administration and scoring procedures. The normal range is 1.5 standard deviations (SD) below or above the mean. A standard score within the normal range (85-115) places a child within normal limits (WNL) for the child's age. 

Articulation Difference versus Disorder

Blurb when Assessing  Articulation

It should be noted that most phonological processes are shared across Spanish and English with the exception of tap/trill deviation which is only seen in Spanish languages and vocalization which can only be seen in English. Differences among phonological processes only occur at the ages in which they are suppressed. In addition, all phonemes are shared among the Spanish and English language with the exception of the following English phonemes: v, h, sh, j, ð, z, r, voiceless th, ng, z. It should be noted that any articulation errors on ________ may be attributed to the influence of the child’s first language and is considered a difference not a disorder. A true articulation disorder occurs when misarticulations on specific phonemes are shared across languages. The student presented with the following articulation errors which are considered true errors : ___________________

Preschool Language Scales- Fifth Edition English & Spanish 

The Preschool Language Scales-Fifth Edition (PLS-5) is developed for children from birth through 7 years 11 months of age and is composed of two standardized scales (Auditory Comprehension and Expressive Communication). The Auditory Comprehension (AC) scale is used to evaluate the scope of a child's comprehension of language ranging from precursors for language, vocabulary, concepts, morphology, syntax, complex sentences, comparisons, inferences, and emerging literacy. The Expressive Communication (EC) scale is used to determine how well a child communicates with others including vocal development, social communication, object labels, descriptive labels, quantities, prepositions, grammatical markers, syntax, emerging literacy and integrative language skills. The normal range is 1.5 standard deviations (SD) below or above the mean. A standard score within the normal range (85-115) places a child within normal limits (WNL) for the child's age. 

Proceed Scores with Caution | PLS-5

Source : Test Review: PLS-5 Spanish Leadersproject.org 

It should be noted that despite the PLS-5's attempt to design a comprehensive language battery, results obtained from administration are not valid due to lack of information as to how tasks and items were deemed appropriate, and an insufficient reference standard. It is also important to note that although the discriminant accuracy was considered “fair,” the PLS-5 Spanish does not discriminate typically developing children from children with a language disorder. Instead, it discriminates children who scored below an arbitrary cutoff score on the PLS-4 Spanish. According to the Manual de Administración y Puntación, “For an overall evaluation of a child’s language ability, the results of the PLS-5 should be supplemented with a COMPLETE family and academic history, primary caregiver interview, analysis of spontaneous language sample, classroom behavioral observations, observations of peer interactions, evaluations of pragmatic and interpersonal communication abilities, and the results of other linguistic and metalinguistic abilities tests” (p. 7).   Due to cultural and linguistic biases (e.g. exposure to books, cultural labeling practices, communication with strangers, responses to known questions, etc.), and assumptions about past knowledge and experiences, this test should only be used to probe for information and not to identify a disorder or disability. Therefore, SCORES should not be calculated and used as the SOLE determinant of classification or referral for special education services.

Clinical Evaluation of Language Fundamentals Spanish Fourth Edition

CELF-4 Spanish

The Clinical Evaluation of Language Fundamentals Spanish Fourth Edition (CELF-4) was administered to assess the student's receptive and expressive language skills in Spanish.The test consists of 9 subtests which include: Conceptos y Siguiendo Direcciones, Estructura de Palabras, Recordando Oraciones, Formulacion de Oraciones, Classes de Palabras, Estructura de Oraciones, Vocabulario Expresivo, Repeticion de numeros and Secuencias Familiares.

In the Conceptos y Siguiendo Direcciones subtest, the objective is to evaluate the student's ability to interpret spoken directions of increasing length and complexity which contain concepts that require logical operations such as remembering the names, characteristics, and order of the mentioned objects and to identify from among several pictured choices that were mentioned.

In the Estructura de Palabras subtest, the objective is to evaluate the student's ability to apply word structure rules or morphology to mark inflections, derivations, and comparison and to select and use appropriate pronouns to refer to people, objects and possessive relationships.

In the Recordando Oraciones subtest, the objective is to evaluate the student's ability to listen to spoken sentences of increasing length and ccomplexity and repeat the sentences without changing word meanings, inflections, derivations, comparisons or sentence structure.

In the Formulacion de Oraciones subtest, the objective is to evaluate the student's ability to formulate complete, semantically and grammatically correct spoken sentences of increasing length and complexity using given words and contextual constraints imposed by illustrations.

In the Clases de Palabras subtest, the objective is to evaluatte he student's ability to understand relationships between words that are related by semantic class features and to express those relationships.

In the Vocabulario Expresivo subtest, the objective is to evaluate the student's ability to name illustrations of people, objects, and actions.

In the Entendiendo Parrafos subtest, the objective is to evaluate the student's ability to sustain attention and focus while listening to spoken paragraphs of increasing length and complexity and to understand oral narrative and text and be able to answer/think critically about the questions and the content of the information given.

Proceed Scores with Caution | CELF-4

Source : Test Review: CELF-4 Leadersproject.org 

The CELF-4 Spanish was designed to assess the presence of a language disorder or delay in Spanish speaking students aged 5;0-21;11. Despite the CELF-4 Spanish’s attempt to design a comprehensive language battery, results obtained from administration are not valid due to lack of information as to how tasks and items were deemed appropriate, and an insufficient reference standard. The insufficient reference standard in turn affects the diagnostic accuracy of the CELF-4 Spanish, including the sensitivity, specificity, and likelihood ratios, rendering these measures invalid. Therefore, even if the CELF-4 Spanish were a valid, reliable and unbiased assessment, it lacks sufficient discriminant accuracy in order to determine the presence or absence of a language disorder.

Items from the CELF-4 Spanish rely heavily on vocabulary dependent and labeling tasks. As a result, this test will likely identify socioeconomic status and second language acquisition issues, not a disorder or disability, in children learning English as a second language and those from homes of lower socioeconomic status. According to the Examiner’s Manual, test administrators should be aware of a number of factors that may affect the performance of a student from diverse cultural and linguistic backgrounds. Some clinicians may choose to use items from the CELF-4 Spanish as probes to determine receptive and expressive language skills. In this case, modifications to the standard test administration may be used. According to the Examiner’s Manual, “for an overall evaluation of a student’s language ability, the results of the CELF-4 Spanish should be supplemented with a complete family and academic history, parent interview, results of other and informal measures, an analysis of a spontaneous language sample, the results of other linguistic and metalinguistic abilities tests, classroom behavioral observations, observations with peers, and evaluations of pragmatic and interpersonal communication abilities” (p. 18).

Due to cultural and linguistic biases (for example, exposure to books, repetition of unfamiliar syntactic structures, cultural labeling practices, communication with strangers, responses to known questions, etc.) and assumptions about past knowledge and experiences, this test should only be used to probe for information and not to identify a disorder or disability. Therefore, scores should not be calculated and used as the determinant of classification or referral to special education services.

Language History: Usage & Exposure

The student's exposure and usage of _____ and ____ was measured by determining who the child lives with, their relationship to the child, the languages spoken and how much time is spent with the child in a typical day. On a typical day, ________ is exposed to (hears) _______ 0% of the time and is exposed to ______ 0% of the time through interactions with his/her immediate family members and teachers in school. In a typical day, the student communicates (speaks) in ______ 0% of the time and in ______ 0% of the time.

BICS versus CALP 

Students acquiring a second language must acquire Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). BICS relates to context embedded social language, which is acquired within 2 years. CALP is the context reduced language of academics, which is acquired in about 7 years, but can take up to 10 years to acquire. CALP requires students to use active cognitive strategies to perform a task. A BICS/CALP gap can lead educators to believe a student has a language disorder or learning disability, especially as the educational environment becomes less contextualized in older grades. The academic language used in CALP is also less available in the home, in which social language is more commonly used. ________ has not yet achieved CALP but has the foundational language skills in ______ to successfully develop CALP within the expected time range. 

Language Sample with SALT Narrative Scoring Scheme

The wordless picture book “Frog, Where are you?” by Mercer Mayer was used to elicit a language sample in English and Spanish. Each language sample was analyzed using the Narrative Scoring Scheme (NSS) which is an assessment tool that provides an index of the student’s ability to produce a structurally sound and coherent narrative.   NSS consists of a scale from 1­5 for each area including introduction, character development, mental states, referencing, conflict resolution, cohesion, and conclusion. An average was taken to determine the student’s level where 0­-1 is minimal, 2­-3 is emerging, and 4­-5 is proficient.

 Nonword Repetition Task

A Nonword Repetition Task (NWRT) was administered in order to assess the student’s phonological working memory, speech perception, phonological assembly, and short-term memory. NWRTs provide an understanding of the student’s phonological awareness, word learning skills, and overall language acquisition. It is a useful tool that is less culturally and linguistically biased when compared to standardized language assessments and helps identify students with a developmental language disorder. During the NWRT, the clinician asked the student to repeat a series of nonwords of differing syllable length and complexity of sound combinations, thereby assessing linguistic abilities that have not been taught or learned previously. The number of correct consonants was analyzed, and the student obtained __________ which indicates that ___________.

SLAM Picture Cards

The School-Age Language Assessment Measure (SLAM) are a set of language elicitation cards and questions which were utilized in order to obtain a language sample and assess the client's expressive/receptive language skills which includes the student's ability to make inferences, formulate a narrative, problem solve, formulate complex sentences/ cohesive ideas, demonstrate perspective taking and understand theory of mind. The SLAM picture cards were designed as a tool to be used in assessing language for preschool and elementary school aged children. These cards elicit an evidence-based language sample that can be analyzed using the "Guidelines for Analysis." The student was presented with the ________________ picture cards. The student obtained a score of  ____ on the guidelines for analysis which indicates that the student _________.

Play-based Language Sample

A play-based language observation checklist was utilized to assess the student's play skills, nonverbal communication, attention skills, expressive/receptive vocabulary, language comprehension, and expressive language in both languages. By assessing a student's play-skills, we are able to gain insight about the student's communication skills in a non-bias and culturally appropriate manner.  In the area of play, the student is observed during play with a variety of objects presented in the assessment room. A child's ability to play will allow insight to the child's pre-academic and developmental skills.

In the area of receptive language,

Based on developmental norms, __________ (insert the norms for the client's age/ remember that developmental norms as the same across all languages). (i.e., a 3-year-old should be able to attend to name being called from another room understand simple wh- questions, and understands most simple questions pertaining to her activities and environment.) When compared to developmental norms for the student's age, the student demonstrates strength/difficulty _____. In the area of expressive language,

Based on developmental norms,  __________ (insert the norms for the client's age/ remember that developmental norms as the same across all languages). (i.e., a typical 3-year old should have approximately 1000 words in his/her expressive vocabulary and communicate in 3-4 word utterances. A 3 year old should also begin to utilize plurals, utilize present progressive forms, present tense auxiliaries and utilize possessive forms. In addition, 3-year olds should be able to answer more complex questions logically, such as “who,” “why,” “where,”and “how.")  When compared to developmental norms for the student's age, the student demonstrates strength/difficulty _____.

Referring for a Bilingual Evaluation

Based on the English assessment results, observations and parent intake information gathered during the parent interview, the student is a (i.e., simulatenous bilingual, balanced bilingual, Spanish-dominant speaker, etc.) In English, the student demonstrated _______. However, the student is being referred for a bilingual speech/language evaluation in order to properly assess both languages and rule out a language difference versus disorder. Student strengths and areas of need will be determined once a bilingual speech language pathologist reviews the case. Eligibility for services will also be determined once the bilingual assessment is completed.  

AAC - DAGG-3

The Dynamic AAC Goals Grid-3 (DAGG-3) is a tool to help professionals collaborate with the support team (e.g., educators, family, related services, etc.) as they design a solid intervention plan for individuals using both low- and high-tech augmentative and alternative communication (AAC).  The DAGG-3 identifies an individual’s current communication abilities and helps guide professionals in choosing appropriate goals. The DAGG-3 allows for evaluators to assess a client's ability levels – from emergent learners to more independent communicators. It also allows for the evaluator to assess the client's communication competencies in the following areas: Linguistic, Social, Operational and Strategic.

The Dynamic AAC Goals Grid-3 (DAGG-3) was utilized to assess the student's current skills in AAC in both languages, and to assist all communication partners in developing a comprehensive, long-reaching plan for enhancing the student's communicative independence. The Ability Level Continuum checklist on the DAGG-3 was utilized provide insight to the student's current and potential target skills and strengths. Based on information from the checklist, the student is a _____ (i.e., emergent-transitional communicator) in the area of ___ (linguistic competency, social competency, operational competency, etc.)

Please share in the comments any other blurbs that you frequently use or think would be useful to have. I would love to read them and incorporate them in my report writing as well! :)

Liliana Diaz

13 responses.

Gloria Nicolette

May 25, 2023

These blurbs are a lifesaver! Anything for the CELF P2 Spanish?

November 25, 2022

Thank you for your wonderful information and resources. I would love your insight as to determining whether a special education evaluation (academic and/or speech/language) is appropriate when the student has had limited English exposure.

Thank you, Barb

April 28, 2022

Do you have any references for scoring criterion for the NWRTs?

Hello! These are very helpful. For the Nonword Repetition Task, what criteria do you go by regarding Percent of Phonemes Correct (PPC) in order to indicate whether result may indicate a language impairment?

Thank you for your help!

Do you have any blurbs for the SLAM – Leader’s Project if you use this measure for your evaluations?

Eileen Sandler

You have done a beautiful job of laying out the importance of not over qualifying students by thorough assessment to determine language disorder vs. language difference. I really love your blurb on BICS vs. CALP! Muchas Gracias!

Sharon Adela Hendrickson-Pfeil

February 06, 2022

November 21, 2021

Really thankful for these blurbs!

Daisy Cuevas

August 30, 2021

Hi Lilliana, I have been using an extensive parent interview, classroom teacher interview, scores from CELF-4, and the Receptive and Expressive One-Word Picture Vocabulary Spanish-Bilingual Edition to determine eligibility for speech and language services in monolingual and bilingual Spanish speaking children. Would you have a problem with my assessment techniques based on what you wrote above? In my state, NJ, a student must perform below the 10th percentile on two language measures, one of which is a comprehensive test of receptive and expressive language to qualify for language services with a speech therapist. Therefore, I had been using the CELF-4. I would love to hear your opinion on what I am currently doing with this population. By the way, the CELF-4 is so long that I only use the Core Language Score to determine eligibility.

By the way, I love your blurbs. Thank you, Daisy Cuevas

Patricia Razo

This is amazing!

I love this! It would be great to see it expanded (e.g. blurb about the CELF P2 Spanish).

Melissa Burk DeLange

Fantastic resource! Thank you for putting this together!

Maria Isabel Hernandez

November 16, 2020

Awesome, grasias

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About Bilingual Speechie

Who are we?

Bilingual Speechie LLC. is a small business dedicated to providing inclusive and engaging speech therapy resources and activities for bilingual children, parents, SLPs and educators.

Bilingual Speechie LLC promotes bilingualism and multilingualism by dispelling common myths, providing education on bilingual language development, and promoting heritage language maintenance amongst bilingual families.

About the Owner:

Liliana Diaz-Vazquez is a certified licensed bilingual speech language pathologist (SLP), currently practicing in Chicago, Illinois. She obtained her bachelor’s degree in communication disorders (2012) and her master’s degree in speech language pathology at Saint Xavier University (2014). She is a certified member of the American Speech-Language and Hearing Association (ASHA) since 2014, a member of the Illinois Speech and Hearing Association (ISHA) since 2014 and maintains licensure in the state of Illinois. 

Liliana is a first-generation Mexican-American Latina, a small business owner, a full-time school-based SLP, & a bilingual parent, who takes pride in her roots, culture, & heritage language. She loves being able to share her experience as a Latina SLP, and a bilingual mom, as well as her culture & heritage language with the educator, SLP, and parent community.

Liliana Diaz-Vazquez has extensive experience working with the bilingual English and Spanish speaking population & multilingual population. She specializes in augmentative/alternative communication (AAC), bilingual language development and language delays/disorders in bilingual/multilingual children. She has also worked in the early intervention setting for several years where she gained vast experience working with interpreters and bilingual/multilingual families. 

Liliana began creating digital bilingual resources and activities in 2014 out of need while working full-time in the school setting as a SLP. Liliana worked with many Spanish-speaking families and quickly realized that there were limited Spanish and bilingual speech therapy resources available for her students and their families. In addition, Liliana quickly became aware that there was a need for education about bilingualism and typical bilingual language development as many of the families she worked with had encountered misinformation about bilingualism. Liliana began developing resources and eventually started Bilingual Speechie LLC with the mission to provide education to SLPs and families about bilingualism, as well as provide inclusive and diverse materials for speech therapy in order to help bilingual families and SLPs gain access to appropriate bilingual materials for children with communication disorders.

Today Liliana currently works full-time in the Chicago public school setting as a lead bilingual SLP where she consults and collaborates with SLPs daily to help them understand how to assess and provide culturally and linguistically appropriate services for bilingual and/or multilingual students. She also runs her small business, Bilingual Speechie LLC, and is on a mission to expand and grow her business so that all SLPs, educators, and families can have access to inclusive, diverse, and bilingual resources in a variety of languages for speech therapy.

Professional Development:

Liliana has vast experience as a speaker/presenter and has presented at several conferences over the years. You can view all previous conferences and topics that Liliana has presented on here . Liliana is available to present on topics such as best practices when working with multilingual populations, bilingual speech/language assessment and treatment, goal writing with multilingual populations and much more. If you are interested in booking Liliana for a conference or event please don't hesitate to send an email at [email protected]