Report Writing

Key Resources for Project Managers
Report Writing
Guide 6
Guide 6
Report Writing
Reference
About this Guide

The Report Writing Guide is intended to serve as a reference for you, the new project
manager, and to give you basics of an essential skill for managing projects at CARE. The
larger Guide is divided into two parts: a reference and a self-study.
The reference is organized in chapters so you can access the information you need
quickly. The self-study section contains two parts, a check for understanding and an
application to the job.
Copyright 2009 by Cooperative for Assistance and Relief Everywhere, Inc. (CARE). All rights reserved.
Table of Contents
Introduction ........................................................................................................... 1
Preparation for Writing ........................................................................................... 3
The Purpose of the Report................................................................................................ 3
The Reporting Process ..................................................................................................... 4
The Roles of the Writer and the Editor ............................................................................... 4
Planning the Report ........................................................................................................ 5
Collecting Information for the Report ................................................................................ 6
The Content............................................................................................................ 9
Using a Report Model ...................................................................................................... 9
Demonstrating Impact................................................................................................... 10
Sections of the Report................................................................................................... 11
Effective Report Writing Practices .......................................................................... 16

Consistency ................................................................................................................. 16
Adequate Details .......................................................................................................... 17
Clear Language............................................................................................................. 18
CARE Language............................................................................................................. 20
Review and Practice .............................................................................................. 21

Reviewing Your Report................................................................................................... 21
Troubleshooting Your Report .......................................................................................... 21
Report Sample ...................................................................................................... 23

Language and Style ............................................................................................... 35
Report Style Guide ........................................................................................................ 36
Commonly Used Words................................................................................................... 37
Verb Forms .................................................................................................................. 40
Templates ............................................................................................................ 41
Project Tracking List ..................................................................................................... 42
Report Information Checklist .......................................................................................... 43
Report Template ........................................................................................................... 44
Report Writing
Questions Answered
In the Report Writing Guide, you will find answers to
the following questions:
Why is the donor report important?
What questions should the report answer for the
donor?
What is the general reporting process?
How are the roles of the report writer and the editor
different?
How do I plan my report?
What information and materials do I need to have
before I begin writing?
What information goes in each section of
a report?
What are some effective writing practices
that will help improve the language, style
and format of a report?
How can I correct problems before the

report goes to the editor?
Acronyms and
Abbreviations
CARE
Cooperative for Assistance

and Relief Everywhere, Inc.
CSO
Civil Society Organization
OVC
Orphans and Vulnerable

Children
USAID United States Agency for

International Development
Chapter 1
Introduction
As the project manager, you are responsible for demonstrating progress to the donor.
Whether an individual, foundation or government entity, the donor provides the
financial resources that make the project possible. Donors want to see evidence of a
return on their investment, and your job is to provide that evidence in a clear,
specific, detailed and accurate way.
The report is the primary way that you demonstrate this progress. An effective
report is one that shows how project activities are directly leading to the goal of the
project and creating an impact on the lives of participants.
This Guide explains the reporting process, the role the report plays in maintaining
the quality of CAREs work, and the information you need to write an effective report
on your project.
It provides tips and techniques that you can use in every aspect of the process. You
will learn about:
Materials and information you need before you begin
Types of content to include
Effective writing practices
Ways to ensure minimal editing will be needed
The focus of this Guide is the donor report, but the principles can be applied to any
type of report you need to write. Using it will help you make the writing process
faster and ensure the production of high quality reports.
Report Writing Guide
Page 1
As with learning any new skill, the more you practice it, the better you get. In this
case, the more reports you write, the more proficient you will become and the easier
and faster the process will be. For this reason, it is recommended that you take
every opportunity that you can to practice.
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Chapter 2
Preparation for Writing

No matter what they are writing, good writers engage in some type of preparation
before they begin. They know that having all the information ready at the
beginning makes the project go faster and more smoothly. So, the first step in the
writing process is to gather the information you need to write the report. This
initial effort makes the writing process itself much easier and saves time in the long
run.
This chapter explains what you need to have or understand before you begin writing:
Background information you need for any report
Purpose of the report and how it fits into the overall reporting process
Different roles of the writer and editor
Basic criteria for any report
Specific materials you need to gather
The Purpose of the Report

CAREs Mission is to serve individuals and families in the poorest communities in the
world, and we can do that only with ongoing support from our donors, whether
those donors are individuals, foundations, or
Remember!
government entities. The report gives the donor a
A quality report helps ensure that
record of the projects progress. Basically, donors
the funding for your project
want to know how their money is being spent and
continues and that there is adequate
what impact the project is having on those who
funding for future projects.
receive their financial support.
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There are many organizations that donors can choose to fund, but they select CARE
because we have a reputation for the highest levels of performance and a
commitment to responsibility and accountability. Each report represents CARE to the
donor and is our opportunity to demonstrate accountability and good stewardship of
financial resources.
The Reporting Process

Each report you write is part of the overall process of documenting your project
activities and achievements that begin with a project proposal. In the proposal, the
donor is given a description of the project what CARE will do, how we will do it,
and what impact the project will have. The donor expects all subsequent reports on
the project to reflect how project activities are leading to the objectives set out in
the initial project proposal.
Donors have chosen to support the project based on the project description, and they
expect the project to proceed as promised. Reports must be delivered according to
the schedule set by the donor. Each report
Remember!
should describe activities and results according
Keep careful, ongoing records of all
to that schedule, so the donor can clearly see
aspects of your project so you can
what progress has been made since the previous
write your report on schedule.
report.
The Roles of the Writer and the Editor

As writer, you are the one who drafts your report. You should make sure it has the
correct content, the right language, and the right format. However, no matter how
good a writer you are, you still need an editor.
The editor is someone who reads your document carefully and makes sure that it is
clear and that it meets the standards for grammar, punctuation, and style. The
editor is your second set of eyes. The editorial job is to make corrections and
changes to your report to ensure that it is delivering your message clearly.
It is important to understand the different roles of the writer and editor, so that, as
the writer, you are clear on your responsibilities in the report writing process.
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These different roles are:

Role of Writer
Role of Editor
Use the given template or format to

organize content
Provide all required information for
each section
Include the results as well as the
activities to show progress toward the
projects objectives
Provide details to support, enhance
and clarify information
Use language that is appropriate for
the audience
Read the completed report carefully
before turning it in and make changes
if necessary
Meet the writing deadline
Read the document carefully

Correct errors of spelling, grammar and
punctuation
Ensure the information is clear and
complete
Ensure language reflects organizations
format and style
Ensure language is appropriate for the
audience
Verify information, facts, data when
necessary
Rewrite words or phrases for clarification
and accuracy
Ask the writer questions when needed
Meet the editing deadline
The editor will usually request clarification or additional details. The amount of time
on this back-and-forth communication can be reduced significantly if you produce a
clear, detailed, and accurate report for the editor to check.
Planning the Report

Making sure you produce a clear and accurate report takes planning. Any time you
begin to write a document no matter what type of document it is you must ask
yourself four key questions:
Purpose Why am I writing this report?
Some documents are meant to persuade, others to entertain, and still others
to inform. Remember that the primary purpose of reports is to inform the
donor about the progress of your project.
Audience Who will be reading this report?
Knowing who the audience is in this case, CAREs donors gives you an
idea of the kind of language to use and how much technical detail to include.
Because donors are professionals who partner with us in our work, you will use
formal language for your reports.
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Unless you are certain that the donor possesses a high level of technical
knowledge about the project, you will want to use fairly non-technical
language. When you do use technical terms, you will need to give a brief
explanation of their meaning, so all readers can understand the information.
Format What does the report need to look like?
Every type of document follows some format. Sometimes the writer can
choose the format for the reports. If the donor does not provide a specific
format, you may use the template included in the appendix.
Deadline When do I have to turn the report in?
It is critical that you know when the report is due and that you turn it in on
time. When CARE receives funding from a donor, we agree to report on the
project at regular intervals. Part of being responsive to our donors is meeting
the reporting deadlines. Make sure you factor in time for editorial review.
Editors need time to edit, proofread, and possibly communicate with you to
clarify unclear information.
Collecting Information for the Report

After you determine the purpose, audience, format, and deadline for the report, you
need to make sure that you have all the information and materials you need to
write.
A sample Report Information Checklist is on page 8. A checklist such as this helps
you make sure you have all the information you need in one place before you begin
writing.
The appendix contains several blank tools that you can use to make copies. They
are:
Report Information Checklist Helps you plan the report and make sure you
have the information you need before you start
Report Template Shows the format you will need to follow to write a basic
donor report
Project Tracking Form Provides a way to track project progress during the
reporting period so you will have the information readily available when it is
time to write the report
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Here are some dos and donts:
DO S
DONTS
Record project information on an

ongoing basis
Dont begin writing without

knowing the document criteria
Know the purpose, audience,

format, and deadline before
writing
Dont wait until it is time to

write the report before recording
information on the project
Use a checklist to ensure you

have the needed information
Dont turn in the report without

reading it carefully
Follow the appropriate style and

format
Dont miss your deadlines
See Appendix C for templates.
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Example of Report Information Checklist
Report Information Checklist

Date report due: March 15
Name of the project: Early Childhood Development (ECD) Centers project
Name of the donor: Panaphil Foundation____ Gift Amount: __$60,000_

Dates of project period report covers: June 2008
to February 2009
Location of project activities: Gulu Distric, Uganda ______
_______
Goal of the project: To ensure that OVC realize their right to protection and care that
fosters healthy physical, cognitive and emotional development.

Project objectives:
1. Improve childcare centers
2. Advocate for the rights of OVCs
3. Address gaps in healthcare, and
4. Raise awareness among communities on the importance of the early childhood
years
for a childs long-term development.

Relationship of this project and its objectives with the overall program and its objectives (if
applicable): This project is part of the larger Survive and Thrive: Early Childhood
Programming for Orphans and Vulnerable Children (OVC) project___________________

Description of total target participants of the project (direct and indirect):
1,000 OVCs and 150 caretakers in Gulu district

Background information (on country/needs/participants):
A particular challenge in Uganda is that the large number of young OVCs lacking adequate
care is overwhelming already-burdened extended family and community care structures.
The need to care for young children exacerbates hardship in households already fractured
by the impact of HIV, either by keeping productive women out of work or elder siblings
out of school. Girls are particularly affected when younger siblings need care, they are
more likely to stay home and end their schooling than are boys. Families and communities
need sustainable solutions for the care of the youngest OVCs, such as safe child care
settings that reduce the burden on female caregivers.
Background documents needed:

; Original project description / proposal to donor
; Previous reports(s) to this donor on this project
; Photos
; Human interest story or stories
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Chapter 3
The Content
After you have all of the materials you need, you are ready to write the content of
the report. This content should provide the donor with information that is:
Clear and easily understood
The donor should be able to understand exactly what is being stated in the
report with little effort.
Detailed and specific
All of the information the donor wants or needs should be in the report. There
should be no questions left in the donors mind after reading the report. The
report should answer all of the basic questions: who, what, when, where, why,
how, and how much or how many. You need to provide details to support your
statements.
Accurate
The data in the report must be accurate in every way, including statistics and
results. You must double check all information to make sure it is correct.
Using a Report Model

Given that hundreds of reports have been written on CARE projects in the past, there
is no reason to reinvent the wheel. There are plenty of models to follow that show
you what a good report looks like, and the easiest thing to do is to follow those
models.
See Appendix A for a report model.
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Demonstrating Impact
During the project implementation process, you will be engaged in ongoing
monitoring, that is, keeping track of project activities and outputs. However, when
you write about those activities, you do not want to provide just the key facts. You
also need to reflect on their meaning.
The section on project activities, in particular, needs to include analysis and
interpretation of those activities based on a strong understanding of the projects
objectives. You need to ask yourself what the data you are presenting means and
how it should be interpreted. To help in this process, you should solicit and include
in the report input from project staff, partners and participants.
Ultimately, the report needs to show how the project is progressing toward the
desired impact. Impact means durable improvements in human well-being and
social justice that result from the intervention. Your project should be making
incremental steps toward those improvements, and the report needs to show that
progress by demonstrating the effects, effectiveness, and sustainability of its
activities.
Effects
Effects are the changes in knowledge, attitude, or practices that have occurred as a
result of CAREs interventions. Effects are also known as results or outcomes.
Example
A project that aims to reduce mother-child HIV transmission broadcasts public service
announcements about a womens clinic that offers HIV testing. An example of the
effects of that activity would be an increase in the number of women who come to the
clinic for testing and who indicate that they heard about the clinic on the radio or
were referred by someone else who heard the announcement.
Effectiveness
Effectiveness is the extent to which an activity leads to reaching project objectives
efficiently and in a sustainable fashion.
Example
A project to increase girls leadership skills supports three local schools in establishing
school governments. To illustrate the effectiveness of this activity, the report could
include information on a number of results, including:
The number of girls who now hold positions in school governments and the
specific skills they are gaining through those positions
Page 10
Examples of policies or activities implemented by those female leaders to create

positive change in their schools (an indirect, secondary outcome)
Other leadership roles girls have taken on as a result of the skills and experience
gained through participating in school government
Sustainability
Sustainability is the continuation of benefits or effects generated by a project after
its termination.
Example
Project staff working on an early childhood development project are distributing
materials and training teachers. The report can discuss how the teachers will be able
to use the materials and information to train each new teacher that comes to work at
the school in the future.
By addressing these three elements, you will be able to successfully explain the
implications of the activities you are describing in your report and the extent to
which those activities are leading to meeting project goals.
Sections of the Report

Although reports may have different formats, all of them will have some similar
sections. Below are the most common sections that are found in CARE reports and
tips for the type of content to provide in each one.
Introduction
Provide a brief summary of the project, including project timeline, overall goal
and specific objectives.

Useful Phrases
If there have been any major changes
in the project, address those here.
The overall goal of the project is
to
Changes could be in funding,
With generous support from the X
objectives, target populations, or
Foundation, CARE is
project conditions.
Specifically, the project aims to
If you are implementing the project
with partners, identify them here and
provide a brief summary of their experience and why CARE chose them.
Page 11
Project Activities and Objectives

Describe progress toward agreed-upon goals, objectives, and indicators. The
timeframe may be for a part of the project or the life of the project.
Make sure that all of the activities you describe clearly relate to and support an
objective.
Include participant numbers (direct/indirect; male/female) for all activities.
Be as specific as possible when describing
Useful Phrases
activities and results, for example:
No:
General statements such as we

improved the capacity of farmers
Yes:
Based on the results of the

baseline survey, CARE
During the reporting period,
CARE
To ensure that, CARE
Specific activities such as we trained

150 farmers from 10 communities in
conservation agriculture practices
Show progress against the project timeline or work plan.
Successes and Key Results

Describe the key results achieved during this reporting period.
Whenever possible, provide quantitative data. Results should focus not just on
activities that were completed, but should also include the impact on the
participants and the difference these activities made in their lives.
Activity-Focused:
400 women were trained in business management.
Impact-Focused:
50 percent of participating women increased their

incomes by 25 percent.
Challenges and Lessons Learned

Provide a list of three to five
challenges during this reporting

period.
Describe lessons learned or what
CARE did to address the challenges.
Page 12
Useful Phrases
To address these issues, CARE
As a result of these activities, CARE
These adjustments reflect CAREs aim to
meet the specific needs of the
individual participants
Next Steps
Provide a list of five to ten priority activities for the next reporting period. Please be
specific and indicate the month that the
Useful Phrases
action will be completed when possible.
In the next six months, CARE will
For example, 400 students will receive
school supplies (July) or Water systems
In <a specific month>, CARE will
will be installed at two schools (August).
Human Interest Story

Include one or two human interest stories from the project and include photos
to show donors how their gift is affecting lives.

Focus on community members whose lives have been positively affected by the
project.
Describe the challenge they faced before the project, how the project helped
them, and the change that has occurred in their lives as a result of the project.
Photos
Good photos help to put a face to the project. They enhance
the report because they appeal to the readers emotions,
maximize the impact of the report, and add a layer of detail.
Include three to five photos of project activities.
Make sure to identify people in the photos.
Akosua speaks
Expenditure Report
Provide a breakdown of expenditures to date according to the following
standard categories.
Useful Phrase
Use the template on the next page if the
The table below shows how the X
donor has not provided a specific format.
Foundations gift of $x has been used
Include a sentence to introduce the
to support the activities described
table.
above.
Include a clear and detailed explanation
if a low spend down is reflected in the expenditure report.
Page 13
Items in the Expenditure Report
Item
Amount
Personnel
Professional Services
Materials, Services, and Consumables
Equipment
Travel and Transportation
Rent and Utilities
Sub-Grants to Partners
Financing/Depreciation/Miscellaneous
CARE Technical and Administrative support (9% of gift total)
Total
$
$
$
$
$
$
$
$
$
$
Conclusion
Include a few sentences reiterating
expected results and the importance

of this project to CAREs mission.
Fill out and attach the work plan to
demonstrate progress to date.
Useful Phrase
With generous support from, CARE is
On behalf of CARE thanks and looks
forward to reporting on continued project
progress in another six months.
CARE thanks the X Foundation for support
of this important work.
Work Plan
Include your work plan in the report. See the sample in the appendix.
Relate the activities directly to their objective.
Make sure timeframes are reasonable.
See Appendix C for sample of a work plan.
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Here are some dos and donts.
DO S
DONTS
Include activities and

achievements that occurred
during the reporting period
Dont write about activities

without explaining their results
and impact
Show the impact on the lives of

project participants
Dont use vague words that

leave the reader with questions
Be as specific as possible
Dont forget the relevant

information that shows
successes and challenges of the
project to date
Include photos and stories that

enhance the narrative
Page 15
Chapter 4
Effective Report Writing Practices

Project managers bring strong organizational and management skills, technical
knowledge, and a commitment to their CARE project. Writing skills, however, may or
may not be in their skill set. Fortunately, project managers do not have to be
professional writers in order to create an effective report. They can become skilled
writers if they employ some basic writing practices.
As you learned in the last chapter, good writing begins with good content. In this
chapter, you will learn ways to make that content more clear and effective. You can
polish your report by ensuring:
Consistency
Adequate details
Clear language
CARE language
Consistency
Consistency is very important. The facts and illustrations, as well as the format and
writing style, need to be consistent other throughout the report. Your format and
writing style also need to be consistent. The information you include must be
consistent both within the report and with details that have been provided in other
reports or the proposal.
Page 16
Donors see errors in data immediately. Notice the problem in the following two
sections:
One section states, CARE conducted a total of 16 workshops in the two
villages
Another section states, CARE conducted 12 workshops in Xela and 5
workshops in Chichicastenango
The problem is that the numbers do not add up. This is an error that must be
identified and corrected.
When a report has a contradictory or vague explanation for low spend down or other
financial problems, the donor questions whether CARE is spending their money
wisely and in a timely way. This is a significant concern for donors because they
require their gift to be spent as planned throughout the course of the project period.
There will be some repetition in the document, such as highlights in the
Introduction section repeated in the Project Activities and Results section.
However, it is best to avoid repeating information because it becomes confusing for
the reader and often results in errors in data.
Adequate Details
Details are important to include in the report to give the donor a more vivid image
and complete understanding of project activities and achievements. Using details
keeps the report from being vague and incomplete, and ensures that all of the
donors questions are answered. Essentially, details will answer the questions Who?
What? When? Where? How? How many or how much? and Why?
Here are some examples:
No Details: CARE improved the capacity of farmers.
Details:
CARE trained 150 farmers from 10 communities in conservation agriculture

practices.
The second example is better, because it answers the questions: How many farmers?
Where are the farmers from? On what were they trained?
No Details: CARE purchased desks for the schools.
Details:
CARE purchased 45 desks for each of the five schools to improve the
learning environment for the children.
The second example is better, because it answers the questions: How many desks did
CARE buy? How many schools received the desks? Why did CARE purchase the
desks for the school?
Page 17
Clear Language
Clear language means that you choose the appropriate words to express your ideas
and use sentence structure that is easy to follow. Here are some ways that you can
make the language in your report clear.
Do Not Use Jargon

Your report should not include a lot of jargon that will be unfamiliar to the reader.
Jargon is specialized, often technical, language used by an organization or in a
specific field of work. It is best to avoid these terms because, most likely, the reader
(and the editor!) will not be as familiar with them as you are. If you do use jargon,
define the terms. For example, read the sentence below:
CARE adapted the pumps to overcome hydrostatic contravolution in the high water table
that characterizes South Fredonias plains.
Do you know what hydrostatic contravolution is? You might, but your reader
probably does not. To make this easier for the reader to understand, you should
include a definition, as in:
CARE adapted the pumps to overcome hydrostatic contravolution that is, the tendency
of water to seek its own level in the high water table of South Fredonias plains.
Explain the Acronyms

An acronym is a word formed using the first letter of each word in a phrase, for
example, USAID (for United States Agency for International Development) or OVC
(for Orphans and Vulnerable Children). Acronyms are useful, but when too many are
used, readers find it confusing. There is even a term for this: alphabet soup.
When we work within an organization, we tend to develop a short-hand way of
speaking, and acronyms become part of our vocabulary. However, when writing for
someone outside the organization, such as donor, reports should have as few
acronyms as possible. When you use an acronym that is unfamiliar to your reader
(such as for a local organization), make sure to write out the whole organization
name the first time you use it.
Use Basic Sentence Structure

To ensure that your statements are simple and clear, remember to use basic English
sentence structure and simple verbs in your writing. Be sure that every sentence has
a subject and a verb.
Page 18
The simplest structure is:

Subject + Verb + (Object) + (Additional Information)
Here are some examples:
CARE identified three communities for project implementation.
(subject) (verb)
(object)
The project partnered with the University of Nicaragua.

(subject)
(verb)
(object)
CARE staff carried out a baseline survey in the three target communities.
(subject)
(verb)
(object)
(additional information)
See Appendix B for a review of how to form

simple past tense, which is the tense most
often used in reports.
Use Active Verbs

In English, a verb can be presented in the active voice or the passive voice.
When a voice is active, the person or entity that is performing the action is placed
before the verb. This puts the emphasis on who performed the action and it makes
the sentence shorter and easier to read. Look at these examples to see where the
actor is placed.
Passive
Active
The latrines were built by CARE.
CARE built the latrines.
The workshop was facilitated by

project staff.
Project staff facilitated the

workshop.
A total of 35 field visits were carried

out by CARE staff during this six
month period.
CARE staff carried out a total of 35

field visits during this six month
period.
You should use the active form of verbs in the report as much as possible to give a
sense of action and to emphasize CAREs active role in achieving project goals and
objectives.
Page 19
Use Plain Language

Donors do not have time to read long, complicated sentences, and are not impressed
with fancy language. It is important to use plain, simple language in your writing.
Here is an example of the difference between plain and not plain language:
Not Plain:
In order to provide trainers for the different activities, CARE

utilized trainers from the youth NGO sector and national training
organizations in the six targeted regions with specialized skills.
CARE has worked with the trainers and partnered groups to
develop resource materials to be used by the participating groups
and other interested youth NGOs on topics related to the training
program.
Plain:
CARE hired specialized trainers from the youth NGO sector and
from national training organizations. CARE, its partners and
these trainers developed educational materials for use in future
training programs.
CARE Language
All CARE reports have many words in common. Some of these are used alone, and
others are often combined with other words to make phrases. The appendix contains
a list of verbs, nouns, and adjectives that are commonly used in CARE reports.
Following many of the words, in parentheses, are other words that are often used
with it.
Familiarize yourself with each word or phrase, and look up any unfamiliar words in a
dictionary and note their definitions. Review the list often so that these words
become part of your working vocabulary.
CARE also has some preferred terminology. For instance, the people who benefit
from the CARE project are now called participants, not beneficiaries. Project
staff is typically referred to as CARE, CARE staff, or project staff. Preferred
terminology can change, so it is best to talk with your supervisor about any terms
that you should or should not use.
See Appendix B for words that are
frequently used in CARE reports.
Page 20
Chapter 5
Review and Practice

Before turning in your report, you should print it out and read it carefully. Printing
it out allows you to make sure the formatting is correct. It also makes it easier for
you to see any errors in the document. This chapter gives you some tips for your
review.
Reviewing Your Report

Try to look at the report with fresh eyes, that is, as if you are the donor and have
never seen the report before. Some key questions to ask yourself are:
Is all the information included here?
Is all the information clear and accurate?
Did I show the impact of the project?
Does the document reflect the tone, language, format and style of a CARE
donor report?
If you answer yes to all these questions, it is most likely that you have created an
effective report that will provide the donor with a comprehensive account of the
project and its progress.
Troubleshooting Your Report

Over time, report editors have identified a number of issues that most commonly
result in follow-up questions. You can do a lot to troubleshoot these issues before
you send the final version of your report to the editor. A troubleshooting guide is
on the next page.
Page 21
Troubleshooting Your Report

Problem
Solution
Project activities do not match those in the

proposal or previous reports. It is not clear how
the activities match the project objectives.
Mirror the original description of the proposed project

and previous reports and show progress directly
related to the projects objectives.
The reporting period is unclear. It is vague

whether activities and results are for the
reporting period or since project inception.
Check your notes to ensure that activities and results

included are those that occurred only during the
reporting period (the dates on the first page).
The use of a specific donors funds is unclear,

especially for private funding that complements
institutional grants.
Reflect the overall activities in the report and explain

the specific use of donors funds.
Information in the report is contradictory.
Reread the data carefully to make sure they are

accurate. Check your notes if you have questions.
Information is repeated unnecessarily.
Check the information in the report to ensure there is

no repetition that could confuse the reader.
The report includes activities, but does not

explain their impact on the target population.
Add specific measures to show impact. For instance,

if the report has a statement like, We trained 50
women, add an explanation such as because we
trained 50 women, they have been able to increase
their incomes by 40 percent and are investing this
income in tools and seeds to expand their farms.
The report lacks specific information on next

steps and future plans.
Make sure you have a Next Steps section that

includes information on activities that will be
implemented in the following months.
The report lacks specifics to support statements.
Add details such as numbers, timeframes, and

examples. For instance, Since September 2008,
parent-teacher associations have met once a month.
In December, the association led a fundraiser in
which parents sold fruit from home gardens to raise
money for new school books. They raised $25, and
with these funds they purchased ten new math
textbooks for the school.
The report is difficult to comprehend. The

reader has to re-read it several times to
understand the meaning.
Make your sentences less complicated. Check

questionable words in your dictionary. Use previous
reports as models of language to use in your writing.
There is no explanation for budget issues and

changes.
If there is a significantly slow (or fast) rate of spend

down without explanation, go back to the financial
report and include an explanation of the unusual rate
and how CARE will address it.
Page 22
Appendix A
Report Sample
The following is an example of one type of donor report. The report you write may
have a different format, but the key elements will be similar. This sample is just a
basic model that you can use to get an idea of what goes into a report and how the
content fits into the format.
To use this model effectively, do the following:
Read the content carefully to see what type of information is given
Look at the format to see how the content is presented
Review the correct grammar and spelling
Familiarize yourself with the style and tone of the report
Page 23
Sample Report to a Private Donor

Photo is engaging and
shows project participants.
Heading gives donor
name and type of
report: final, progress
or interim.
A Progress Report for Cargill
Caption tells what the

picture is about. It
acknowledges donor
and tells what the
project is doing.
Introduction gives a
brief background on
the country and a
recap of the project,
including timeline,
overall goal,
objectives, and
partners. It also
includes key
achievements of the
project during the
reporting period. If
major changes have
occurred, they are also
addressed here.
Through the Cargill-supported Rural Education Project, CARE

has encouraged greater student participation in schools and
communities. In this picture, students perform a skit during a
school assembly. These types of activities make school more
attractive to children, while building their self-confidence.
Project Name:
Rural Education Project, Phase II
Project Location:
Ashanti region, Ghana
Reporting Period:
September 2008 February 2009
Gift Amount:
$445,000
CARE Contact:
Sara Kriksciun
The contact name can

usually be found on the
original proposal or on
previous project reports.
Introduction
For many children in Ghana, the realities of extreme poverty manifest themselves harshly in
their young lives. Often, their parents pull them out of school at young ages to work, a
phenomenon that only perpetuates the cycle of poverty; when these youth grow older, they are
excluded from better paying jobs due to their lack of education. And the cycle continues.
Page 24

Map highlights the project
area and sets the context.
Overall, approximately 65 percent of children in Ghana attend primary school, and

only 37 percent advance on to secondary school. 1
In partnership with Cargill, CARE is improving access to quality education, preventing
child labor and promoting economic development in cocoa-growing areas of Ghanas
central Ashanti region (see map) through our Rural Education
Project. Now in its second phase, the project brings together
local organizations, officials, parents and farmers groups to
reduce child labor, raise school enrollment and retention rates,
increase cocoa production and improve local government
support for community development and social services. Phase
II, which was launched in March 2008, marked the expansion of
the project to 40 new communities, bringing the total to 70. In
each community, the project requires strong local participation,
as residents play a leading role in identifying problems and
developing sustainable solutions.
This report for Cargill describes the projects key activities and results from September 2008
through February 2009.
This section describes progress against
goals and objectives, giving indicators.
Project Activities
The goal of the Rural Education Project is to collaborate with civil society to reduce child
labor, improve social services and boost cocoa production by jointly analyzing community
problems and designing and implementing lasting solutions. In line with this goal, the project
has four key objectives, which are to:
Outlining the objectives

clarifies the specific
goals of the project.
1. Engage district stakeholders and community members in constructive

discussions on child labor and education-related issues;
2. Work with civil society organizations (CSOs) to reduce underage labor and boost
school retention rates;
3. Increase the capacity of school management committees and CSOs to demand
efficient services from appropriate and responsible local government authorities; and
4. Work with farmer groups and government extension workers to improve cocoa
production.
This report describes key achievements during this reporting period according to their
respective objective.
United Nations Development Program 2007/2008 Human Development Report.
Page 25

Describing the results of activities
clarifies project achievements.
Objective 1: Engage district stakeholders and community members in constructive

discussions on child labor and education-related issues.
As noted in the last progress report to Cargill, CARE staff worked alongside 80 trained
district- and community-based representatives (including agriculture and education officials)
to help the 40 new communities identify challenges and create action plans. These plans
outlined community goals, activities that must take place in order to achieve those goals,
resources needed, timeframe, roles and responsibilities and indicators of success. After
completing community action plans, representatives participated in a day-long education and
agricultural forum where they presented their plans to officials. This event, which was
attended by Cargill staff, provided a great opportunity for communities to publicly share their
objectives and secure support from the local government.
Objective 2: Work with civil society organizations (CSOs) to reduce underage labor and
boost school retention rates.
A. Community theater: Nearly 35,000 students and parents have gained knowledge about
the hazards of child labor and the benefits of education through theater performances
in the 70 communities. Community theater is an excellent vehicle for raising
awareness as it draws large crowds and does not require literacy skills to understand.
Informing parents about these issues is critical, for they largely determine whether or
not their children attend school. Once parents recognize the social and economic
benefits of education, they are much more likely to send their children to class.
B. Teacher training: The quality of education offered has a decisive impact on student
attendance and advancement rates. If teaching quality is poor, students are far less
likely to comprehend lessons, achieve literacy and numeracy skills and want to attend
school. Therefore, one way that CARE is preventing drop outs is by training teachers
to create more comprehensible, appropriate and interactive lessons that encourage
student participation and self-confidence. During this reporting period, the project
trained 420 teachers in child-friendly teaching approaches, while also educating them
about child labor risks.
C. Youth clubs: The project has helped students at the 70 participating schools to form
youth clubs that engage in extracurricular activities and offer support networks to
students. These clubs also help to monitor absenteeism; if a fellow club member
misses school, students will visit them to determine the cause of their absence.
D. Role model excursion: As noted in our last progress report, CARE organized
excursions for 500 children to meet role models, including doctors, nurses, judges and
police officers, in the district capitals. As many students do not have regular exposure
to professionals nor the opportunity to travel far from their communities, this was a
unique and enjoyable experience for them. Knowing that these professional
opportunities are possible is an excellent source of motivation to continue in school.
Page 26

Bold sub-section headings help to present the
organization in a clear and organized way.
E. Exercise books: The project provided an additional 8,000 exercise books to the 40
new schools during this reporting period, bringing the total distributed thus far to
40,000. These materials improve the quality of the learning environment and support
student achievement.
Objective 3: Increase the capacity of school management committees and CSOs to
demand efficient services from appropriate and responsible local government
authorities.
A. School management committee training: The project trained 1,120 members of
school management committees groups of parents that work together to support a
particular school. The training focused on committee organization, management and
members responsibilities, including their role in communicating school needs and
challenges to district officials. CARE staff visited the committees on a monthly basis
during this period to monitor their progress. As a result of this training, committees
are taking a more active role in the schools, which includes contributing money to pay
for needed supplies and equipment. Additionally, parents are working with district
assemblies to increase government support for schools, which has resulted in the
construction of new classrooms and facilities at a number of schools, as described in
greater detail in the successes section below.
B. School performance improvement plans: As a result of the community planning and
analysis exercise carried out at the initiation of Phase II, each of the 40 new schools
have performance and improvement plans that outline existing challenges and future
objectives. School management committees and teachers are now using these plans to
prioritize activities and measure progress.
Objective 4: Work with farmer groups and government extension workers to improve
cocoa production.
A. Farmer groups: The project has helped to establish 70 farmer groups, with
approximately 7,000 members (20 percent women), which are well-organized and
recognized by district and community stakeholders. The groups have issued
membership cards and collect monthly dues, the payment of which is recorded on
individuals cards. Membership affords farmers access to training, credit, shared
equipment, communal land and labor (members help weed each others fields).
B. Extension worker training: Extension workers (agricultural experts) have been
trained on modern cocoa production practices, adult teaching methods, record keeping,
facilitation skills and group management. As a result of this training, extension agents
are providing better quality training and are visiting farmer groups more frequently
and consistently.
C. Community-based animators training: The project trained 140 community-based
animators in leadership and group management during this period. The animators,
Page 27
each of whom works with about 50 farmers, are responsible for organizing farmer
groups to meet with extension workers to learn about modern cocoa practices. They
also keep records of group activities and meet with CARE staff on a monthly basis to
provide updates and address challenges.
D. Farmer group leaders training: 700 executive members of farmer groups received
training in proposal writing skills, action plan development, proper recordkeeping and
group dynamics. The training also educated leaders about the dangers of child labor.
E. Extension visits: During this period, 14,000 cocoa farmers received support from
extension workers to implement more efficient cocoa production practices.
This section helps emphasize achievements
and show learning from project challenges.
Successes and Challenges

Successes
The Rural Education Project has achieved a number of important successes during this
reporting period, including:
Farmers have adopted improved practices: An increasing number of farmers have

adopted the new cultivation techniques taught by extension workers, including
spraying, pruning cocoa trees, cutting mistletoe and weeding.
Increased enrollment and attendance rates in both districts: The 2007/2008 academic
year brought an increase in enrollment and attendance rates at the 70 participating
schools in the Anafo Ano South and North districts. This has come about as a result
of community outreach and school-based improvements, including the introduction of
new materials and more interactive teaching practices. The table below shows the
growth in enrollment rates across the districts over the past year.
Simple tables
clarify
information.
Academic
Year
2007/2008
Beginning of
year
enrollment
30,581
District
Ahafo Ano
South
Ahafo Ano
2007/2008
18,841
North
Overall total for 2007/2008 academic year
Current
enrollment
31,881
Enrollment
difference
1,300
19,441
600
1,900 students
Increased parental support for schools: Parents, through their membership in school
management committees, have increased their participation in schools. In each of the
40 new communities, school management committees have pooled money to provide
vulnerable students with supplies, including uniforms, footwear, exercise books and
lunch. Parents in all 40 communities have also extended their support to teachers by
providing teacher meals. In four schools in Ahafo Ano North (Boagyaa II,
Page 28
Sikafrebogya, Keniago and Dwaaho Konkori), the school management committees

have supported the construction of new classrooms. Furthermore, parents have
contributed to the establishment of school farms at four schools and toilet facilities at
five schools in Ahafo Ano North.
Increased district support for schools: District-level officials have demonstrated strong
support for the project during this period. This is partly a result of the work of school
management committees, which have been trained to voice their needs in front of local
government. Both district assemblies have contributed to the construction of new
classrooms. In the Ahafo Ano South district, new classrooms were built in three
communities (Nkyesedanho, Attakrom and Bonsokrom) in 2008. Likewise, in Ahafo
Ano North, the district funded the construction of new classrooms at three additional
schools (Kyekyerewere, Suponso and Konkori) in 2008. In addition, a district
assembly has constructed a teachers bungalow for one of the participating schools to
ease teacher accommodation problems. The assembly has also launched a school
lunch program in the Kokoteasua and Nyameadom communities (in Ahafo Ano South)
to support enrollment and attendance rates.
Increased cocoa output: During this period, 14,000 cocoa farmers have directly
benefited from the project. The average production rate has increased from 30 (65kilogram) bags each to 50 (65-kilogram) bags per farmer. As demonstrated in the
table below, cocoa production in Ahafo Ano North increased from 63,000 bags in the
2007 cocoa season to 86,000 bags in 2008. In Ahafo Ano South, production increased
from 186,472 bags in 2007 to 201,542 bags in 2008.
District
Ahafo Ano
South
Ahafo Ano
North
Cocoa Season 2007
Production
Difference
186,472 65-kg bags
201,542 65-kg bags 14,970 65-kg bags
63,000 65-kg bags
23,000 65-kg bags
Net production increase
Cocoa Season
2008
23,000 65-kg bags

37,970 bags
(2,468,050 kgs)
Well-organized farmer groups: The 70 farmer groups organized by the project are
functioning efficiently and offer important benefits to the approximately 7,000
members, of whom 1,400 are women. As noted above, each group has issued
membership cards and collects monthly fees, which are deposited into group bank
accounts. As of January 2009, the 70 farmer groups had collected a total of $6,092
(USD). In addition, farmers have established group nurseries and farms and regularly
work together to weed individual members farms. Ten of the groups have used their
collective savings to purchase 10 additional cocoa spraying machines to add to those
donated by the project. Furthermore, farmers have put their proposal writing training
into practice and have established a relationship with the agricultural supply company
Page 29
Wienco, 2 which has provided loans of tools and supplies to farmers. In addition, all of
the 70 groups have established group action plans and are implementing activities to
reduce child labor, increase cocoa production and provide educational opportunities
for children.
Improved student communication skills: As a result of training workshops and

meetings with role models, students communication skills and self-confidence have
improved. They are now able to discuss issues with their peers, parents and teachers,
as demonstrated during community drama performances, quiz competitions and
debates.
Challenges
Some of the most significant challenges CARE faced during this reporting period include:
Lack of credit facilities: Farmers have continued to struggle to access credit to

purchase farm inputs, like spray machines and fertilizer. Without a better alternative,
they must borrow at very high interest rates. The formation of farmer group savings
accounts is helping to reduce this problem, as members can borrow from this pool
interest free. In addition, the linkage to Wienco has enabled farmers to access inputs
on a loan-based system.
Poor recordkeeping: Because most cocoa farmers are illiterate/innumerate and do not
track their sales, it has been difficult for CARE to monitor the sale of cocoa among
participants. To address this, 700 farmer group leaders were trained during this
reporting period in recordkeeping, among other skills.
Cargill Involvement
When appropriate, a specific section

describing donors involvement can enhance
the report.
During this period, CARE staff held several meetings with Cargill Ghana staff to review
project progress and visit participating communities, as demonstrated in the table on the next
page.
www.wienco.com/cocoa.htm.
Page 30
Number of
Cargill reps
in attendance
10/27/08
Two
Meeting
date
11/04/08
Ten
Number of
Meeting agenda
CARE staff
items/activities
in attendance
Three
Visit of Cargill Ghana
staff to see and assess
project activities
Four
Invitation to Cargill
factory commissioning
Results of
meeting
Team pleased with
field activities and
provided positive
feedback to CARE
staff
50 farmers
participated in the
event as well,
which
strengthened the
relationship
between Cargill
and farmers
In addition to the above meetings, two Cargill employees volunteered their time to the project
to support a community drama production on child labor in late September, 2008.
Next Steps
This section gives the donor an idea of

what to expect in the next report.
CAREs priorities over the next six months include (but are not limited to):
1. Hosting an agricultural forum for the 70 farmer groups;
2. Helping the 70 farmer groups to obtain fair trade certification;
3. Building the capacity of school management committees to advocate for government
funding and services;
4. Working with CSOs to improve the quality of education in 70 schools;
5. Conducting a Phase I evaluation;
6. Raising awareness among community members about child labor;
7. Training farmer groups in improved practices; and
8. Increasing the involvement of district officials in project interventions.
Page 31
Human Interest Stories
This section provides stories that focus on

community members whose lives have
been positively affected by the project.
Abigail Osei
Abigail Osei is a 12-year-old student at the Adadekrom primary
school, where she is in the third grade. Before this year, she
had been out of school for two years because her parents, who
are poor cocoa farmers, could not pay for books or a uniform
and did not support her in attending school. One day, Abigails
father came home and told Abigail that she was going to attend
school the next day. At first, Abigail was confused why was
her father all of a sudden encouraging her to go to school?
Then, her father explained that he had just come from a
meeting, organized by CARE, where he had learned about the
benefits of education and the harm caused by child labor. Now,
Abigail attends school every day, and her parents even
contribute to her school materials. Recently, Abigail got to
participate in the trip to meet role models an excursion that
would not have been possible without Cargills support. Abigail
Abigail speaks during a
said, I loved getting to sit on a bus and travel to the district
school assembly.
capital to meet doctors, nurses, police officers and even a
woman lawyer. Now I know that one day I can become a doctor too!
Akosua Bempah
Akosua Bempah is a 52-year-old cocoa farmer
who lives in the community of Kunsu Cam. She
has six children and has spent her entire life
working as a cocoa farmer. After joining a farmer
group and receiving training and access to modern
equipment, she increased her yield in January
2009. Akosua said, I am older, but I do not worry
about keeping my farm going. Now that I am a
member of a farmer group, it is the responsibility
of the group to ensure that all members receive
assistance on their farms at the right time. I now
keep records of my expenditures and income. My
income has doubled, and I am using this money
to support my children.
Akosua speaks during a community meeting.
Photo shows participant, and caption gives the persons

name and explains what is happening in photo.
Page 32
Project Photos
Photos give donors a richer vision of how CARE

is using their support in making a difference in
peoples lives
Page 33

Include a sentence or two to
introduce the expenditure report.
Expenditure Report
Cargills contribution of $445,000 to the Rural Education Project in Ghana has a current fund
balance of $150,646. The table below provides a breakdown of expenses to date.
Item
Personnel (CARE staff salaries and benefits)
Professional Services (consultants)
Materials, Services and Consumables (project supplies, training
materials, etc)
Equipment (computer and communication equipment)
Travel and Transportation (all travel costs, including vehicles)
Rent and Utilities (local office communication and rent costs)
Financing/Depreciation/Miscellaneous
CARE HQ Technical and Administrative support (9% of total)
Total
Fund Balance
Amount
$78,931
$372
$145,403
$1,641
$20,983
$6,471
$553
$40,000
$294,354
$150,646
Conclusion
With Cargills continued support, CARE is partnering with 70 cocoa-growing communities in
Ghanas central Ashanti region to achieve sustainable improvements in the quality of
education and increased cocoa production. Thus far, the project has been very successful in
mobilizing parents, teachers, district officials and farmers to work together to make positive
changes on the areas schools and farms, while reducing child labor. CARE thanks Cargill for
their investment in this program, and we look forward to reporting on further
accomplishments.
This section briefly restates the use of the
funds and thanks the donor for the gift.
April 2009
Month and year of report.
Page 34
Appendix B
Language and Style

This appendix contains guidance on language and style for your reports.
Specifically, it contains:
Report Style Guide
Commonly Used Words
Review of Simple Past Tense Verb Forms
Page 35
Report Style Guide

The following gives you the basic style rules to follow when writing.
Length:
Approximately 5-8 pages
Margins: 1 inch all sides

Justification: Left
Font: Times New Roman
Page Numbers: Start on page 2; bottom right
Font Size:
Title w/Donor Name: 14 point/bold
Main Text: 11 pt
Footnote # in Body of Text: 10 pt
Footnotes: 10 pt
Date on final page: Italics (for example: December 2008)
Photos: black border size .75 pt
Photo Captions: 10 pt, italics, centered
Numbers: Spell out numbers 1-9; Use numerals for 10 and above.
Exceptions: Always spell out numbers used with age. For example: He is six years old.
Always use numerals with millions.
For example: 2 million people
Percentages: Spell out the word percent and use numerals for the numbers.
For example:. 5 percent
Abbreviations:
Spell out and include abbreviation in parenthesis in first reference,
For example: CARE is working with the University of El Salvador (UES) on a project
Punctuation:
Do not use a comma after last word or phrase in a series.
For example: CARE staff purchased desks, pencils, chairs and tables for the school.
Use semicolons for bulleted lists, with and in second to last point and a period at the
end. For example:
Specifically, the projects goals are to:
Ensure that girls under the age of 18 in the project areas are aware of their rights;
Build capacity of local community-based organizations to effectively advocate for
girls rights; and
Increase motivation and ability of decision-makers in key government agencies to
proactively address girls rights.
Page 36
Commonly Used Words

The following tables list words that are commonly used at CARE. The word is in
boldface and other words that are often used with it to make a phrase are in
parentheses.
Adjectives
Accountable
Baseline (study)
Chronic
Collective (decisions)
Community-based (approach)
Comprehensive (approach, plan)
Critical (needs, issues, work)
Dedicated
Efficient
Far-reaching
Fundamental (issue, problem)
Global (force, environment, advocacy)
Household (income)
Humanitarian (aid, assistance, relief)
Income-generating (activity)
Indigenous (culture, group, community)
Innovative (solution, approach)

Key (actors, partners)
Lasting (solutions)
Limited (access, resources)
Local (community, government)
Long-term (solution)
Marginalized (community, group)
Prevalent (issues)
Proven (solution, approach)
Replicable (solutions, models)
Strategic (alliances, approach)
Sustainable (solution, program)
Target (community, participants)
Transparent
Vulnerable (group, children)
Page 37
Verbs
Access (health care, education)
Adapt (a plan)
Adopt (new practices)
Address (barriers, inequality, poverty)
Advance (goals, objectives)
Advocate (for rights, for change)
Aim (to any verb)
Allocate (funds, resources)
Benefit (communities, women and girls)
Build (capacity, partnerships, infrastructure)
Call for (change)
Challenge (existing laws)
Claim (rights)
Collaborate (with partners)
Combat (poverty, disease)
Commit (to participating, to implementing)
Construct (clean water systems, fences)
Create (opportunities, partnerships)
Dedicate (funds, resources)
Demonstrate (progress, effectiveness)
Determine (interest, effectiveness)
Foster (relationships)
Develop (skills, capacity, common goals)
Deliver (outcomes)
Direct (resources)
Distribute (information, materials)
Document (achievements, abuses)
Empower (women, families, communities)
Enable (women to, families to)
Encourage (improved behaviors, change)
Engage (participants, partners)
Enhance (quality, benefits)
Ensure (outcomes, participation, results)
Establish (partnerships, objectives, goals)
Expand (opportunities, activities)
Facilitate (workshops, meetings)
Focus on (results, women)
Form (partnerships, groups)
Formulate (goals, objectives, plans)
Page 38
Fund (activities, a project)

Generate (income, enthusiasm)
Guide (the process, participants)
Impact (communities, women)
Implement (an activity, a project)
Incorporate (elements, partners)
Increase (results, income, access to)
Influence (government, decision-makers)
Inspire (women, people)
Integrate (resources, activities, plans)
Intensify (activities, efforts)
Invest (in communities, in women)
Leverage (resources)
Measure (impact)
Mobilize (people, resources)
Outline (objectives, goals, plans)
Overcome (poverty)
Partner (with other NGOs, with leaders)
Prevent (the spread of disease)
Promote (rights, the power of women)
Protect (childrens rights, communities)
Provide (resources, technical assistance)
Purchase (materials, supplies)
Raise (awareness)
Reach (rural communities)
Recognize (issues, problems, achievements)
Reduce (violence, incidence of disease, risks)
Replicate (the project)
Respond (to needs, to issues)
Secure (resources, commitments)
Seize (opportunities)
Shape (policies, ideas)
Shift (focus, resources)
Strengthen (communities, the capacity of)
Support (communities, women and girls)
Tackle (issues, problems)
Target (women, children, communities)
Utilize (funds, resources, skills)
Nouns
Ability (to generate income, to help)
Access (to health care, to resources)
Achievement
Activity
Actor (key_, local_)
Advocacy
Agenda
Agent (of change, or change agent)
Aid
Approach
Assistance
Barriers
Best practices
Campaign
Capabilities
Capacity
Capacity building
Catalyst (for change)
Collaboration
Commitment
Community (global_, local_)
Competence
Crisis
Cycle (of poverty, of violence)
Development
Dignity
Direction
Disparity (between rich and poor)
Documentation
Economic shocks
Economies
Empowerment (of women, of communities)
Environment
Equality
Equity (gender_)
Expansion (of the program)
Expertise (organizational_)
Faith leaders
Focus (on women)
Gender (equity, issues)
Goal
Governance (good_)
Household
Impact (project_, on communities)
Implementation (of activities, project_)

Income
Income generation
Infrastructure
Initiative
Integration (of resources)
Intensity
Intervention
Investment
Issues
Knowledge (generation, sharing, increased_)
Management (resource_, organization_)
Measurement (impact_,)
Mission
Model
Movement
Opportunity (increased_)
Outreach
Pathway (to self-sufficiency, to success)
Package (of services)
Participant (direct_, indirect_)
Power (imbalance)
Prevalence
Principles
Priorities (operational_)
Provision (of resources, of materials)
Purchase (materials, supplies)
Quality (improved_)
Rates (mortality_, morbidity_, of violence)
Resources
Response
Rights
Rights-based (approach)
Risk (factor)
Scale
Security (food_, livelihood_, national_)
Skills
Social (networks, justice, marketing)
Solution
Stability
Stakeholders
Strategy
Support
Threat
Page 39
Verb Forms
When reporting on activities and achievements that occurred in the past (specifically
in reporting project activities and results), use the simple past tense. In English, the
simple past tense of regular verbs are formed by adding ed to the end of the base
form. For example:
Base Form
Implement
Reach
Support
Simple Past
Implemented
Reached
Supported
If a verb already ends in e, you simply add d. For example:

Base Form
Advocate
Replicate
Create
Simple Past
Advocated
Replicated
Created
Some verbs have spelling changes in the simple past tense. For example:
Base Form
Commit/ Benefit
Equip
Intensify
Simple Past
Committed/Benefitted (double t)
Equipped (double p)
Intensified (-y changes to i)
For irregular verbs, you must memorize the simple past tense form. Below is a list of
common irregular verbs in the simple past.
Base Form
Be
Become
Begin
Breed
Bring
Build
Buy
Choose
Come
Page 40
Simple Past
Was, Were
Became
Began
Bred
Brought
Built
Bought
Chose
Came
Base Form
Cost
Cut
Dig
Draw
Drive
Fly
Go
Get
Hit
Simple Past
Cost
Cut
Dug
Drew
Drove
Flew
Went
Got
Hit
Base Form
Lead
Put
Ride
Run
Say
See
Spend
Spread
Understand
Simple Past
Led
Put
Rode
Ran
Said
Saw
Spent
Spread
Understood
Appendix C
Templates
This chapter contains templates that you can use to manage the report writing
process and to write the report, if you do not have an existing template. It contains:
Project Tracking List
Report Template, with Project Work Plan Template
Page 41
Project Tracking List

Date
Jan 5
Page 42
Activity
Facilitated capacitybuilding workshop on
organic composting
Result
21 women are using
organic compost in
home gardens
Participants
21 families
(106 people)
Impact/Outcome
Families have improved
food intake and
increased income from
sale of organic produce

Date report due:
Name of the project:
Name of the donor:
Project period for report:
Gift Amount:
From
To
Location of project activities:

Goal of the project:
Project objectives:
Relationship of this project and its objectives to the overall program and its objectives:
Description of total target participants of the project (direct and indirect):
Background information (on country, needs, participants):
Background documents, photos, stories:
Background documents needed:

Original project description / proposal to donor
Previous reports(s) to this donor on this project
Photos
Human interest story or stories
Page 43
Report Template
A Report for Donor Name

Photo
Caption
Project Name:
Project Location:
Project Duration:
Amount Requested:
CARE Contact:
Introduction
Project Activities and Results
Successes and Challenges
Next Steps
Human Interest Story
Photos
Expenditure Report
Conclusion
Page 44
Annex
Project Work Plan
Mo/Qtr
Mo/Qtr
Mo/Qtr
Mo/Qtr
Mo/Qtr
Mo/Qtr
Mo/Qtr
Mo/Qtr
Goal:
Project Start-Up Activities
Hire and train staff
Select partners
Conduct a baseline survey
Objective 1
Activity 1.1
Activity 1.2
Activity 1.3
Objective 2
Activity 2.1
Activity 2.2
Activity 2.3
Objective 2
Activity 2.1
Activity 2.2
Activity 2.3
Page 45
Guide 6
Report Writing
Self-Study
For the Project Manager
Learning Objectives
After you read the Report Writing Guide resource material and complete the selfstudy section, you should be able to:
Explain the purpose of the donor report
Explain the roles of the writer and editor
Identify the basic criteria for the report
Identify information that is needed to write the report
Identify the characteristics of a language and style that should be used in CARE
donor reports
Copyright 2009 by Cooperative for Assistance and Relief Everywhere, Inc. (CARE). All rights reserved.
How to Use the Self-Study

This self-study accompanies the reference section of the Report Writing Guide,
which is part of your Key Resources for Project Managers. After you have read
the Guide, you can use this tool to check your understanding of the content and
to apply your learning to situations you may face as a project manager for CARE.
Your supervisor or assigned colleague will work with you as you review what you
learned in the Report Writing Guide. The self-study is more valuable when this
person provides examples that apply to the area in which you will be working. In
this way, the self-study can be customized to fit your particular needs.
Several people may be working with you during your orientation and may be
using the Key Resources for Project Managers to help train you. Some of these
people are:
Your HR Representative
Your HR Representative is your first point of contact in Human Resources.

You should have a scheduled meeting with your representative during your
first week at CARE. Be sure to contact your representative at any time with
questions or concerns related to your career with CARE.
Your Manager or Supervisor
Your manager or supervisor is responsible for providing you support. He or

she will meet with you on your first day and review your job description
along with upcoming training activities.
Your Colleague
If applicable to your location, you may be assigned a mentor, who is an

experienced person in your area and who will work closely with you
throughout your orientation period. It is your mentors role to meet with
you regularly, to answer your questions and to give you guidance in various
areas of your new work environment.
Of course, you are ultimately responsible for your own learning. By becoming
familiar with the contents of this Guide, by fully participating in orientation
activities, and by asking questions of other staff, you will quickly become
accustomed to your new role.
Check Your Understanding

Your Notes
Chapter 2
Writing the report is an essential part of the project managers job.

In Chapter 2, you learned about the importance of preparation. If
you plan your report well, the writing will be easier. Answer the
following questions to review the content of the chapter. Refer to
the Guide, as needed.
1. What is the purpose of the donor report?
2. List three main responsibilities of the writer and the editor.

Writer
Editor
3. What are the four key questions you should answer as you plan
your report?
1.
2.
3.
4.
Report Writing Guide Self-Study
Page 1
Your Notes
Chapter 3
With the right information identified, you are ready to write the
content of the report. Chapter 3 gives you guidelines for writing
content that will be clear, detailed, and accurate. Answer the
following questions to review the content of the chapter. Refer to
the Guide, as needed.
1. What is the difference between the facts about project activity
and the impact of project activity?
2. How do you demonstrate project impact in your report?
3. List the sections of a typical report and briefly explain the

purpose of each section. You may want to look at the sample
report, as well as The Sections of the Report in Chapter 3.
Page 2
Your Notes
Chapter 4
Chapter 5
To write effective reports, you need to employ some basic writing

practices and make sure you review the report before submitting
it. Chapters 4 and 5 give useful tips that can be put into action
immediately. Answer the following questions to review the
content of these chapters. Refer to the Guide, as needed.
1. Why is consistency important in a report?
2. What questions should you answer to ensure that you have

adequate detail in your report?
3. List ways you can make the language in your report clearer.
4. What are four questions you should ask yourself as you review
the report you have written?
1.
2.
3.
4.
Page 3
Apply Your Learning

Your Notes
Ask your supervisor or colleague for the copy of a report that has
been written and edited for a project in your area, or use a report
that you have written. Answer the following questions.
1. What are the sections in the report? How do they compare
with the sections in the sample report at the back of the
Report Writing Guide?
2. How does the report describe the impact that was made by the
project? Write a one- or two-sentence summary of that impact
below.
3. Does the report include photos? If so, how do they add to the
effectiveness of the narrative?
Page 4
Your Notes
4. Evaluate the report for its effectiveness and answer the
following questions. Be prepared to discuss your answers.
Is it easily understandable?
Is it consistent?
Is there adequate detail?
Is the language clear?
5. Think about your own writing. For each item, check the boxes
below that indicate what you consider your strengths and areas
for improvement. Discuss these with your supervisor or
colleague.
Strength
Area
Improvement
Area
Planning your report
Understanding your audience
Collecting the right content
Demonstrating impact
Adding adequate details
Using basic sentence structure
Using non-technical language
Explaining acronyms for the reader
Using active verbs
Using proper grammar
Using proper punctuation
Reviewing and editing your report
Other report-writing areas you would like to work on:
Page 5

Report Writing

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Key Resources for Project Managers

Key Resources for Project Managers

About this Guide

Key Resources for Project Managers

Effective Report Writing Practices .......................................................................... 16

Review and Practice .............................................................................................. 21

Report Sample ...................................................................................................... 23

Key Resources for Project Managers

How can I correct problems before the

Cooperative for Assistance

Civil Society Organization

Orphans and Vulnerable

USAID United States Agency for

Key Resources for Project Managers

Report Writing Guide

Key Resources for Project Managers

Report Writing Guide

Key Resources for Project Managers

Preparation for Writing

The Purpose of the Report

Report Writing Guide

Key Resources for Project Managers

The Reporting Process

The Roles of the Writer and the Editor

Report Writing Guide

Key Resources for Project Managers

These different roles are:

Use the given template or format to

Read the document carefully

Planning the Report

Report Writing Guide

Key Resources for Project Managers

Collecting Information for the Report

Report Writing Guide

Key Resources for Project Managers

Here are some dos and donts:

Record project information on an

Dont begin writing without

Know the purpose, audience,

Dont wait until it is time to

Use a checklist to ensure you

Dont turn in the report without

Follow the appropriate style and

Dont miss your deadlines

See Appendix C for templates.

Report Writing Guide

Key Resources for Project Managers

Example of Report Information Checklist

Report Information Checklist

Name of the donor: Panaphil Foundation____ Gift Amount: __$60,000_

Location of project activities: Gulu Distric, Uganda ______

fosters healthy physical, cognitive and emotional development.

for a childs long-term development.

Programming for Orphans and Vulnerable Children (OVC) project___________________

1,000 OVCs and 150 caretakers in Gulu district

Background documents needed:

Report Writing Guide

Key Resources for Project Managers

Using a Report Model

Report Writing Guide

Key Resources for Project Managers

Report Writing Guide

Key Resources for Project Managers

Examples of policies or activities implemented by those female leaders to create

Name of the donor: Panaphil Foundation__ Gift Amount: $60,000_