Technical Writing Final Project: How to Complete the Formal Report or Proposal Assignment
A section-by-section breakdown of the 7–12 page final project — how to decide between a report and a proposal, what every piece of front and back matter requires, how the four 25-point rubric categories are actually scored, how to meet the two-graphic minimum with labeled and cited figures, and the document design and style errors that most commonly reduce grades before the grader reaches your content.
You have the rubric open. Four criteria, 25 points each, 100 points total. The submission requirements list formal front and back matter, two cited graphics, single-spacing, 7–12 pages, and a choice between a report structure and a proposal structure. The problem is that each of those requirements has hidden complexity: front matter is not just a title page, graphics are not just any image dropped into a document, and document design is not just choosing a readable font. This guide works through every requirement of this final project in sequence — what it actually means, what the grader is looking for, and what specific execution errors most frequently reduce scores.
This guide does not write the project for you. It explains the purpose of each structural component, the distinction between a report and a proposal and how to choose correctly, what each rubric criterion is actually measuring at the Distinguished level, and the specific formatting and style decisions that signal professional competence versus a first draft submitted as a final. Whether your topic is workplace policy, environmental analysis, a campus improvement proposal, or a technical process evaluation, this framework applies.
What This Guide Covers
Report vs. Proposal: Choosing the Right Format
The first decision you make determines the entire structural logic of your document. A report analyzes something that has already happened or currently exists — it presents findings, interprets data, and draws conclusions. A proposal argues for something that should happen — it identifies a problem, presents a solution, and outlines an implementation plan. Choosing the wrong format for your topic is a rubric-level error under Format and Presentation that cannot be fixed with good writing.
When to Write a Report
Choose a report when your topic involves investigating, analyzing, or evaluating something that exists or has occurred. Report topics work well as:
- An analysis of current conditions at a workplace, campus, or community
- An evaluation of an existing technology, process, or policy
- A feasibility study comparing multiple existing options
- An incident or accident analysis
- A research synthesis of current evidence on a technical topic
Structure: Introduction → Methods → Results → Discussion (with Conclusions and Recommendations as subsections of Discussion or as a separate closing section)
When to Write a Proposal
Choose a proposal when your topic involves arguing for a change, improvement, or new initiative that requires decision-maker approval. Proposal topics work well as:
- A recommendation to upgrade equipment, software, or facilities
- A plan to address a documented safety, efficiency, or quality problem
- A request for funding, staffing, or resources
- A new program or policy recommendation for an organization
- A campus or community improvement initiative
Structure: Problem → Solution → Implementation Plan (with costs, timeline, personnel, and evaluation criteria as subsections of Implementation)
Choosing a proposal format and then writing a Methods and Results section — or choosing a report format and then writing a Solution and Implementation section — creates a structural inconsistency the grader will flag immediately under Format and Presentation. Once you commit to a format, every section heading, every front matter element (the abstract vs. executive summary distinction matters here), and the rhetorical stance of your body sections must be consistent with that format throughout. Mixed-format documents are a common error when students change their approach partway through drafting.
Ask yourself: is the primary deliverable of this document a finding or a recommendation? If the document’s main value is in what it discovers or analyzes — “here is what we found about X” — it is a report. If the document’s main value is in what it argues should be done — “here is what you should approve or implement” — it is a proposal. If you find yourself hedging (“it’s kind of both”), you need to make a cleaner choice: either your document describes the problem and analyzes evidence, or it argues for a solution. Both can reference evidence, but the rhetorical purpose differs. A feasibility report, for example, analyzes options; a project proposal argues for one. Know which one yours is.
Front Matter: What Every Piece Requires
Front matter is everything that comes before the body of the document. The submission requirements specify “appropriate front matter” — which means not every element below is required for every document, but the grader is evaluating whether you included what is appropriate for a formal professional document of this type. Omitting the table of contents, submitting a title page without all required information, or confusing an abstract with an executive summary are Format and Presentation errors that cost points before the grader reads a word of your argument.
Body Structure: What Goes in Each Section
The body sections are where your argument lives, but they only earn full credit when each section fulfills its specific rhetorical purpose — not just when they contain relevant information. Understanding what each section is for prevents the most common structural error: filling sections with content that belongs in a different section, or writing sections that blend multiple rhetorical purposes into one undifferentiated block.
For Reports: Introduction — Methods — Results — Discussion
Introduction
Establishes context, defines the problem or question the report addresses, explains why it matters to the intended audience, and states the scope of the investigation. The introduction answers: what is this report about, why does it exist, who needs it, and what does it cover (and not cover)? Background information on key terms belongs here — but only enough to orient the reader, not a full literature review. The introduction does not present findings or recommendations.
Methods
Describes how you gathered the information in the report — research methods, data sources, criteria for evaluating options, or analytical framework. For a course-level report, methods might include library research, interviews, site observation, survey data, or analysis of existing documents. The methods section must be specific enough that a reader could assess whether your evidence base is credible and appropriate. Vague methods sections (“research was conducted”) do not satisfy this requirement.
Results
Presents the findings — what your research or analysis produced — without interpreting them. This is where your data, evidence, comparisons, or observations appear. Graphics are most effectively placed in the Results section when they illustrate findings directly. Do not explain what the results mean here; present what they are. The distinction between Results (what was found) and Discussion (what it means) is a formal convention in report writing that signals professional competence.
Discussion
Interprets the results, explains their significance, connects findings to the purpose established in the introduction, acknowledges limitations, and draws conclusions. If the report includes recommendations, they appear here or in a separate Recommendations subsection. The Discussion is where your analytical judgment appears — not just what the data shows, but what it means for the problem or question the report addressed. This section must close the loop on everything the introduction promised to address.
For Proposals: Problem — Solution — Implementation Plan
Problem Statement
Establishes that a problem exists, documents its scope and impact with specific evidence, and makes clear why action is needed now. A weak problem statement asserts that a problem exists; a strong one quantifies it — cost, frequency, safety risk, efficiency loss, or quality impact. The problem section must be specific enough to justify the specific solution you propose. If the problem section is vague, the solution appears arbitrary; if it is overdeveloped, it crowds out the solution and implementation sections that carry the proposal’s action value.
Proposed Solution
Presents the solution with enough specificity that the reader can evaluate whether it would actually solve the documented problem. This is not a list of benefits — it is a description of what you are proposing, how it works, and why it addresses the specific cause of the problem rather than just its symptoms. If you considered alternative solutions and rejected them, briefly explain why here. This section answers: what exactly are you proposing, and why this rather than something else?
Implementation Plan
The most detailed section of the proposal — and the one most often underdeveloped. It must address: timeline (phases and milestones), personnel (who does what), resources and costs (budget estimate, even if rough), and evaluation criteria (how will you know the solution worked?). Implementation sections that say “the project will be completed in a timely manner” or “appropriate staff will be assigned” fail the specificity requirement. The plan must be concrete enough that a decision-maker could actually approve and execute it.
Back Matter: References, Glossary, and Appendices
Back matter follows the body and provides supporting or supplementary material. The submission requirements specify “references, glossary or appendices if necessary” — the conditional “if necessary” applies to the glossary and appendices, not to references. A document that cites any sources must include a references section. A document that does not cite sources should be reconsidered, since the Content and Organization rubric criterion specifically requires “reliable research” to back up positions and arguments.
References
All sources cited in the document listed in the citation style specified by your instructor (APA, MLA, Chicago, or IEEE for technical fields). Every in-text citation must have a corresponding reference entry, and every reference entry must correspond to an in-text citation. A references list that includes sources not cited in the text is a bibliography — technically different from a references list. Confirm which your instructor expects.
Glossary
Include a glossary when your document uses technical terms that a portion of your target audience may not know. Define each term precisely — not conversationally. A glossary is appropriate when you have five or more technical terms that require definition. If your document uses only one or two specialized terms, define them in the text at first use rather than creating a separate glossary. Terms in the glossary should be listed alphabetically.
Appendices
Include appendices for supporting material that is too detailed for the body but that a reader might need for verification or deeper analysis — raw survey data, full interview transcripts, detailed cost breakdowns, technical specifications, or sample forms. Each appendix is labeled separately (Appendix A, Appendix B) and referenced in the body text at the relevant point (“see Appendix A for the full survey instrument”). Do not put essential argument content in appendices.
The Graphics Requirement: What “Labeled and Cited” Means
The project requires at least two graphics, both “appropriately labeled and cited.” This is not a decoration requirement — it is a technical communication requirement. Graphics in professional documents serve a specific informational function, are integrated into the text at the point where they are discussed, carry a formal figure number and caption, and cite the source if the graphic was not created by the author. Dropping a stock photo into the document and adding a caption does not satisfy this requirement.
What Counts as an Appropriate Graphic
A graphic earns its place in a technical document when it communicates something more efficiently or clearly than prose alone. For this project, appropriate graphics include: data charts or graphs illustrating findings in the Results section, comparison tables showing options evaluated in the proposal’s Solution section, process flow diagrams illustrating how a system or procedure works, maps or site plans relevant to the topic, photographs with clear documentary relevance to a finding or problem, and organizational charts illustrating team or reporting structures. A decorative photo of a relevant location is a weaker choice than a chart showing the data that justifies your argument.
Figure 1. Annual patient fall rates per 1,000 patient days at Memorial Hospital, 2019–2023. Adapted from Memorial Hospital Quality Improvement Report, 2023, p. 14. Copyright 2023 by Memorial Hospital. Reprinted with permission.
In-text reference: As shown in Figure 1, patient fall rates increased by 23% between 2020 and 2022 before the implementation of the fall prevention protocol.
The figure label (Figure 1.) appears below the graphic in most technical writing conventions. The caption describes specifically what the figure shows — not just “fall rates” but what the data covers, what time period, and at which location. The source attribution follows the caption. The body text must reference the figure by number at the point in the text where the reader needs to look at it.
Creating Original vs. Adapting Existing Graphics
If you create the graphic yourself from data you collected or data from a cited source, the caption reads: “Figure X. [Description]. Data from [Source].” If you reproduce a graphic from a published source, you need the source citation and, for formally published material, a permission statement — or you describe it as “Adapted from” if you have modified the original. If your data is your own and your graphic is original, no source citation is needed, but the caption must still clearly describe what the graphic shows. Do not crop graphics from websites and insert them without attribution — this is both a citation error and an academic integrity issue.
Rubric Category 1: Format and Presentation (25 Points)
This criterion evaluates whether your document is structured as a formal professional report or proposal — including all relevant front and back matter, correctly formatted. The rubric language says “including relevant front/back matter also correctly formatted.” Both parts of that phrase matter: you must include the appropriate elements, and each element must itself be formatted correctly.
Format and Presentation Checklist Before Submitting
- Title page: Includes document title, author(s), course, instructor, institution, and date — all correctly positioned without a page number printed on the page.
- Table of Contents: Lists all headings and subheadings with exact wording matching the document, dot leaders to page numbers, roman numerals for front matter pages, arabic numerals starting at 1 for the body.
- List of Figures: Includes all figures (minimum two) with figure number, caption text, and page number.
- Abstract or Executive Summary: Correct type for your document format (abstract for reports, executive summary for proposals), correct length and content scope.
- Body sections: Headings match the correct format (IMRD for reports, Problem/Solution/Implementation for proposals) — not a mix of both.
- References: Present, consistently formatted in the required citation style, with every in-text citation matched to a reference entry.
- Submitted as PDF: The submission requirements specify PDF format. Submitting a Word document or Google Doc is a compliance error regardless of content quality.
- Page length: 7–12 pages including all front and back matter. Under 7 pages signals underdevelopment; over 12 pages signals failure to scope the document appropriately.
- Single-spaced: Body text is single-spaced. This is explicitly stated in the submission requirements. Double-spaced submissions do not meet the formatting standard.
Rubric Category 2: Content and Organization (25 Points)
This criterion has three components: background information orients the reader, the position or argument is backed by reliable research, and the amount of information is right-sized for audience action and decision-making. All three must be present. A document with excellent research but a disorganized argument, or a well-organized document with inadequate sourcing, will not score at the top of this criterion.
Background Information and Key Terms
The rubric specifically states that “background information explains key terms and orients the reader.” This is the introduction’s job, and it must be calibrated to the document’s audience. If your target audience is a city council, you need to explain technical concepts they may not know. If your audience is a team of engineers, you do not need to explain basic engineering principles. The level of background provided must match the audience’s knowledge gap — too little leaves readers unable to follow the argument; too much is condescending and wastes the reader’s time.
Position or Argument Backed by Reliable Research
“Reliable research” in a technical writing context means peer-reviewed journal articles, government reports, professional organization publications, industry standards documents, and institutional data — not Wikipedia, general-audience news articles, or unsourced websites. Every claim that is not common knowledge or directly observed must be attributed to a source. The number of sources appropriate for a 7–12 page project is typically six to twelve, depending on topic scope. A document that cites only two or three sources for a complex topic is under-researched; a document that cites twenty sources but summarizes them superficially is over-cited and under-analyzed.
Right-Sized Information for Audience Action
The rubric phrase “necessary and sufficient to allow audience action and decision-making — not too much, not too little” is about scope control. Every paragraph should either advance the argument, provide necessary evidence, or orient the reader — not all three simultaneously and not none of the above. Cut paragraphs that repeat information already established. Cut sections that address questions the audience does not need to act on the main recommendation. Add depth where the argument is asserted without evidence. The 7–12 page range enforces scope discipline — if your draft is 15 pages, you have not controlled scope; if it is 5 pages, you have not developed your argument.
Rubric Category 3: Style (25 Points)
The Style criterion covers four specific elements: active voice, appropriate tone and diction, parallel structure in lists and series, and correct grammar and mechanics. Each element is independently evaluated. A document with excellent active voice but significant parallel structure errors will still lose points in this category.
| Style Element | What It Requires | Common Error |
|---|---|---|
| Active Voice | The subject of the sentence performs the action. “The team completed the installation” not “The installation was completed by the team.” The rubric says “primarily” — passive voice is permitted when the actor is unknown, unimportant, or deliberately omitted for rhetorical reasons, but active voice should dominate throughout. | Entire methods and results sections written in passive voice because it “sounds more formal.” Passive voice is not more formal — it is less direct. Technical writing values clarity and directness. |
| Tone and Diction | Professional without being pompous, audience-appropriate without being casual. Diction should be precise — the right word for the specific meaning, not a synonym chosen for variety. Technical terms are used correctly and defined at first use for non-expert audiences. | Inflated diction (“utilize” instead of “use,” “facilitate” instead of “help,” “in order to” instead of “to”) that lengthens sentences without adding precision. Also: casual language (“a lot of,” “you need to,” “basically”) that undermines professional register. |
| Parallel Structure | Items in lists, headings at the same level, and items in series must use the same grammatical form. Bullet lists where some items begin with verbs and others begin with nouns fail this criterion. Section headings at the same level must all be noun phrases, verb phrases, or questions — not a mix. | Bullet lists like: “Reduce energy costs / Improving air quality / The budget is controlled” — three different grammatical forms in one list. Correct: “Reduce energy costs / Improve air quality / Control the budget” — all imperative verb phrases. |
| Grammar and Mechanics | Correct spelling, punctuation, subject-verb agreement, pronoun reference, and sentence structure throughout. A document at this level is expected to be error-free — not “mostly correct.” The rubric does not grade on a curve for grammar errors. | Spell-checking without proofing — a spell checker does not catch “their/there/they’re,” “it’s/its,” missing words, or wrong homophones. Read the document aloud or have someone else proof it for errors that automated checking misses. |
Rubric Category 4: Document Design (25 Points)
Document design is the most visible criterion because every reader sees it before reading a word. The rubric lists five specific elements: hierarchical heading structure, highlighting devices, typography, graphics (labeled and placed correctly), and layout with effective white space use. Each element is evaluated independently, and a document that neglects any one of them cannot score at the top of this criterion regardless of how strong the others are.
The assignment references Chapter 13 of the course text on document design. Review that chapter before finalizing your document — the grader will apply its principles specifically, not a generic standard of “looks professional.”
Heading Hierarchy
Headings create the visual structure of the document and signal the relative importance of each section to the reader. A first-level heading (Introduction, Methods, Results, Discussion — or Problem, Solution, Implementation) is visually distinct from a second-level heading (subsections within each major section), which is distinct from a third-level heading if used. Consistency is mandatory: every first-level heading must look the same; every second-level heading must look the same and must be visually subordinate to the first level. A common error is using the same formatting for all heading levels — this eliminates the hierarchical signal the document is supposed to provide.
Highlighting Devices
Highlighting devices include bold text for key terms or critical information, italics for titles or emphasis, bullet and numbered lists for discrete items, call-out boxes or sidebars for important notes, and tables for comparative data. These should be used purposefully — not decoratively. Bold every important word in a paragraph and it highlights nothing. Use bold only for genuinely critical information that a skimming reader must not miss. Lists should be used when content is genuinely enumerable; narrative that has been bulleted to look organized is a common design error.
Typography
Typography choices affect both legibility and professionalism. The most widely accepted convention for professional reports is a serif font (Times New Roman, Georgia, Garamond) for body text at 11 or 12 points, with a sans-serif font (Arial, Calibri, Helvetica) for headings. Font size for body text should be 11–12 points; headings scale up from there. Avoid decorative, script, or display fonts in professional documents. Do not use more than two font families in one document. Line spacing should be consistent — the submission requires single-spacing, which means body paragraphs are single-spaced with a space between paragraphs (or a consistent indent, not both).
Graphics Placement and White Space
Graphics must appear near the point in the text where they are discussed — not grouped at the end, not floating randomly between unrelated sections. A figure discussed in the Results section appears in the Results section, ideally on the same page or the immediately following page as the paragraph that references it. Margins should be at least one inch on all sides. Adequate white space between sections, between the figure and surrounding text, and within complex graphics prevents the document from appearing visually dense and difficult to navigate. A document with consistent one-inch margins, space between paragraphs, and figures that breathe within the layout will score higher on document design than one where text and figures compete for the same space.
Where Most Projects Lose Points
Missing or Incomplete Front Matter
Submitting a document with a title page and a body but no table of contents, no list of figures, and no executive summary or abstract. Each missing front matter element is a Format and Presentation deduction — and this is the most common single source of avoidable point loss on this assignment.
Instead
Before writing the body, build the front matter shell: title page, blank TOC, blank list of figures, blank executive summary or abstract. Fill these in as you complete each section. Update the TOC and list of figures last, after all page numbers are finalized. Never submit without completing this step.
Graphics Without Captions, Figure Numbers, or Source Attribution
Inserting a chart, table, or image into the document without a “Figure X.” label, a descriptive caption explaining what it shows, and a citation if the source is external. A graphic without these elements does not satisfy the “appropriately labeled and cited” requirement — it may not count toward the two-graphic minimum at all.
Instead
Format every graphic with a figure number, a caption that describes specifically what it shows (not just a title), and a source attribution immediately below the caption. Reference the figure by number in the body text at the point where the reader needs to look at it: “As shown in Figure 2…” or “(see Figure 2).”
Body Sections That Blend Rhetorical Purposes
Writing a Results section that includes interpretation, or a Methods section that presents findings, or a Problem section that argues for the solution before the Solution section appears. Each section has a defined rhetorical purpose that the reader expects based on the section heading.
Instead
Test each paragraph by asking: what is the rhetorical purpose of this paragraph — is it establishing context, describing a method, presenting a finding, interpreting a finding, or arguing for action? If the answer does not match the section it appears in, move it to the correct section or revise it to fulfill the correct purpose.
Passive Voice Throughout the Methods and Results Sections
“Data was collected,” “interviews were conducted,” “results were analyzed” — entire sections written in passive voice because it appears more objective or formal. The rubric explicitly identifies active voice as a style criterion. Passive voice is not more objective; it is less clear about who did what.
Instead
Revise to active voice: “We collected data from,” “The team conducted interviews with,” “This report analyzes.” Where the actor is genuinely unknown or unimportant, passive voice is acceptable — but it should be the exception rather than the default in every sentence.
Inconsistent Heading Levels That Eliminate Hierarchy
All headings formatted the same way regardless of level — same font size, same weight, same position. A document where Introduction, Background, and The History of the Problem all look the same provides no visual hierarchy signal and loses points on Document Design for heading structure.
Instead
Establish a clear three-level heading hierarchy before writing: Level 1 (major sections — larger, bold, possibly centered or all caps); Level 2 (subsections — bold, left-aligned, slightly smaller or same size as body); Level 3 (sub-subsections — bold italic or just italic, same size as body). Apply this consistently throughout without deviation.
Non-Parallel Bullet Lists
Lists where items use different grammatical forms: “Reducing operational costs / An improvement to air quality / The facility was upgraded.” Three different grammatical structures in one list — a noun phrase, a noun phrase, and a passive clause — signal that the writer did not apply parallel structure conventions.
Instead
Before finalizing any bulleted or numbered list, verify that every item begins with the same grammatical form. For action-oriented proposals: all imperative verbs (“Reduce costs / Improve air quality / Upgrade the facility”). For descriptive reports: all noun phrases or all complete sentences. Pick one form and apply it to every item in the list.
Submitted as Word Document Instead of PDF
The submission requirements explicitly state “submitted electronically here on Canvas in PDF format.” Submitting a .docx file is a compliance failure regardless of how well the document is written. Fonts may render differently, formatting may shift, and page breaks may change between Word and another reader’s display.
Instead
Export to PDF as the last step before submission, then open the PDF and verify that all formatting held — page numbers are correct, figures appear where expected, fonts rendered, and the TOC page numbers still match the body. Do this at least 24 hours before the deadline in case corrections are needed.
Frequently Asked Questions
Putting It Together: How All Four Rubric Criteria Connect
The four rubric criteria are not independent — they reinforce each other in a well-executed document. Format and Presentation creates the frame that signals to the reader that this is a professional document worth reading. Content and Organization fills that frame with a coherent, evidence-backed argument. Style ensures the argument is communicated with clarity, precision, and correct mechanics. Document Design makes the argument accessible — the reader can navigate the document, find what they need, and understand the visual hierarchy of the information without effort.
A document that scores 25/25 on Content but 15/25 on Format earns 40 out of 50 on those two criteria. Since each criterion is worth 25 points, neglecting format is not a minor issue that strong content can compensate for — it is a quarter of the total grade. Students who focus exclusively on writing the argument and treat formatting as a final-hour task consistently underperform relative to their content quality. Build the format first, fill it with content, revise for style, and polish the design. That sequence produces a document where all four rubric criteria are developed in parallel rather than sequentially.
For direct support with this project — whether you need help structuring a report or proposal, identifying appropriate research sources, developing specific sections, ensuring your document design meets the Chapter 13 criteria, or reviewing the full draft for rubric alignment — our technical and professional writing team works specifically with formal report and proposal assignments at the undergraduate and graduate level.
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