Informational Report Outline

Informational Report Outline

Purpose of paper: To inform high school students of writing in Speech Language Pathology (SLP). 

Audience: High school students

Introduction: 

-Get attention of reader by telling brief story of how interviewee got into her field of SLP: Her passion began in high school when she volunteered to help a boy who had a grand mal seizure. She helped with his lost motor skills. Knew she wanted to work with children with disabilities. 

Writing for interviewee is a "Big part of the job" 

-Define Speech-Language Pathologist 

-Thesis Statement: In order to be effective in their field, SLP's must focus on the audience they will address, purpose of the writing, and the structure of the piece. 

Point 1. The three main types and purposes of writing as an SLP:

• Subpoint A: Look at evaluation report from an academic source and dissect it (http://www.tnspdg.com/pdf/Olivia%20Brown%20Master.pdf)

Language Evaluation Report-The first source is an academic language evaluation report. 

-Provides a very detailed, objective, and lengthy report on Olivia Brown’s ability to communicate and whether or not she is language impaired. 

-This report, and many like it, is geared towards diagnosing and informing the insurance companies and authorities in the school district on how to place the child in the correct therapy and school system. 

-The role for this report is to inform and give a complete description of the client’s abilities. 

-Additionally, the report is organized very well, with headings and graphs, in order to give a clear report to move the patient forward in the process.

Quote from interviewee: As an SLP you must be a "very keen observer of human behavior, and be able to communicate that in writing."

 

• Subpoint B: Look at an SLP research paper from an academic source and dissect it (https://techfee.washington.edu/proposals/2014-001/)

Research paperSecond source is an academic research paper. 

-Provides a very objective, well-informed, professional standpoint. 

-The key role for this source is to inform and prompt discussion between professionals on the topic.

-This important category for SLPs is to relay important findings and research that was conducted in a very specific area in their field. 

-Therefore, this research paper discussing “The Effects of Parental Training on Early Intervention in Speech-Language Pathology” is geared towards very specific professional individuals. 

-Paper is very organized with headings and a multitude of citations. 

• Subpoint C: Look at grant proposal from non-academic source and compare and contrast against the above two sources  (http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1070&context=gs_rp)

Proposal/grantThis source may be considered a non-academic grant request.

Written by an SLP with a bias, trying to persuade individuals into providing the grant funds. However, it is another very important category for writing in speech pathology. 

-Role: to persuade the organization into getting funds for ipads and charging/syncing cart for the speech/language therapy. 

-It is also organized in a specific manner with headings and detail, but not as much SLP jargon like the evaluation reports.

Quote interviewee: "Writing a grant is like following a formula”

Comparing and Contrasting the 3 sources: 

-All three sources are written professionally and to a specific audience. 

-They all use evidence to build a case.   

-However, the grant is the only source that is not written as objectively, because the SLP is trying to persuade the organization. 

Point 2. Writing for a varying audience:

• Subpoint A: Client/Client's family

Introduce another academic therapy report:

(https://agnieszkagorska.myefolio.com/Uploads/Child-Final%20Therapy%20Report.pdf)

-This report is directed towards the client and client's family. It's written very methodically, clear, and without extremely technical language in order that the non SLP members can understand it. 

-The writing always remains objective. 

-For example, the information following the heading: "III. INTERVENTION GOALS AND PROGRESS" gives the audience a very clear idea of what they should expect from the SLP's therapy. 

• Subpoint B: Insurance Companies, School's, etc...

Again discuss the language evaluation report:

(http://www.tnspdg.com/pdf/Olivia%20Brown%20Master.pdf)

-Report is thorough in order to give the companies or schools a good understanding of the patient.

-For example, the report begins with "History and Behavioral Observations" 

-It also gives tests scores and accurate graphs

-The writing always remains objective 

Quote interviewee: "Building a case"

• Subpoint C: Organizations for grants 

Discuss grant proposal from non-academic source again (http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1070&context=gs_rp)

-Persuasive, but still professional

-Not as much SLP jargon in order to get the point across clearly 

-Very specific structure for applying to each organization 

• Subpoint D: Fellow colleagues 

Writing non academic for fellow colleagues in blogs: 

(http://www.speechlanguage-resources.com/speech-sounds-s.html)

-Some blogs like above remain professional and very technical, discussing issues and therapy on the same level as their audiences. 

-Other blogs can be more subjective, but still very informative. Like this non-academic source:

(http://blog.asha.org/)

Point 3. Creating an effective case through structure and Style of writing:

• Subpoint A: Structure

Compare all of the academic sources. 

-All of the sources were written methodically with multiple headings, clear summaries, and data analysis. 

-Many started with a history of the patient as well. 

-Even the non-academic source for the grant request was written with a clear purpose and organized structure. 

• Subpoint B: Style

-All academic sources were written objectively.

Styles varied between them:

--Research paper more detailed, lengthy, and contained more SLP jargon

--Language evaluation was briefer, yet detailed in summarizing observations and findings for the companies and schools.

--Report for the client's family was briefer and clearer, using less confusing wording so they could understand. 

(I will use examples from the links for each style) 

Conclusion: 

-Restate thesis. 

-Summarize the main points. 

-Writing is very important for the field of Speech-Language Pathology. Understanding the variation between purpose, audience, and writing styles and structure is key for the success of an SLP and their clients. 

-Interviewee emphasized that practicing and learning foundational writing skills is key to being a good writer in the field. Undergrad classes, like Rhetoric, that provide practice with correct grammar usage, practice in perspective, and organization should not be taken lightly.
SLPs gain a lot by experiential learning.
-End with quote from interviewee.