Guidance on Report Writing 2011 DRAFT 2 - Paul Taylor - Atkins Format

7/23/2019 Guidance on Report Writing 2011 DRAFT 2 - Paul Taylor - Atkins Format

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Guidance on Writing, Checking andReviewing Reports

Ground EngineeringNovember 2011


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Guidance on Writing, Checking and Reviewing Reports

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Table of contents

1.

Introduction 3

2. Links between report writing, checking and reviewing 4

3. Report writ ing 5

Introduction 5

Story telling 5

Keep it simple 5

Style and syntax 6

Informed writ ing 6

Standard paragraphs 7

Report structure 7

Executive Summary or Summary 7

Conclusions 7

Appendices, Figures and Tables 7

Pagination 8

4. Report checking 9

5. Report reviewing 10

Annex 1 - Some common mistakes in English writing 11


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Preface

Guidance documents, by definition, are not prescriptive, and should notbe seen as a substitute for experience and professional judgement. Theaims of this document are:

(i) to encourage good structuring of reports for easy reading by theclient and other relevant readers;

(ii) to ensure that authors, checkers and reviewers appreciate theirrespective roles in report preparation and production; and

(iii) to indicate some pitfalls to be avoided.

This guidance was first produced in 2002 by Garth Raybould and DavidBarry for use in the Environment departments. This edition has beenrevised and updated and includes references to the GE LocalProcedures. Suggestions for further improvements will always bewelcomed.

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1. Introduction

1.1 By and large, our companys product is in the form of reports. Their format will often betailored to clients needs but, whatever the format, their quality relies not just on technical

and commercial judgement but also very heavily on the effective use of the Englishlanguage. Effective writing is measured not simply by good spelling and grammar but, asimportantly, by good structure and clarity. Achieving all the essential objectives of a goodreport takes practice and is greatly aided by following good examples. However, thestarting point in any report preparation is a clear understanding by all team members of theimportance of such quality factors. We should not assume that as long as the science,engineering and technology are right then the report is acceptable.

1.2 Getting reports right is important for legal and commercial reasons. We might understandthe technical aspects of a project perfectly but if we express facts or opinions in a way thatis misunderstood we can make ourselves open to criticism or even litigation.

1.3 Outlined below are some key considerations that should help in the preparation andproduction of our reports. As most people will appreciate, projects can lose more money,proportionately, at the reporting stage than in all the previous stages. Ironically, by thereporting stage the opportunities for making time and cost savings will probably have longgone. Thus, since one of the early definitions of Quality Assurance (QA) was getting it rightfirst time, we should keep in focus at all times during a project the manner in which thatproject will eventually be reported. Getting the quality right first time is obviously an ideal,but we should not be daunted by the target. Even this simple guide went through severaldrafts.


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2. Links between report writing, checkingand reviewing

2.1 In simple terms:

(a) the author writes the report; in theory, the report is then complete what followsis fine-tuning;

(b) the checker checks that (i) the writer has included all the necessary data; (ii) thedata are correctly transposed from original sources; (iii) calculations are correct; and(iv) the interpretations and recommendations are properly derived from the data;

(c) the reviewer further checks the completeness of the report, ensuring that it hangstogether and that it meets the clients requirements.

2.2 There are frequently several authors and checkers for different sections of a report. Ideallythere should be only one reviewer, but this depends on the range of technical issuescovered by the report. The reviewer will normally be a person of appropriate seniority aswell as technical competence. Specific requirements for reviewing are discussed in Section5 below.

2.3 These stages of report preparation should be quite seamless and without hassle.Teamwork is the key and so the link between the author, the checker and the reviewershould be overtly clear from the outset. Ideally, the reviewer needs to be involved in theplanning of the project. This is because it is too late at the completion of a project for areviewer to say that the objectives have not been met or that they should have beenaddressed in a different manner.


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3. Report writing

Introduction

3.1 The authors (or originators) of the report can have both the most difficult and the easiest oftasks: difficult because they must create a story, but easy because they can dictate thestyle of that story. Both of these aspects carry heavy responsibilities because they cansubsequently place very heavy demands on the checker and reviewer. Simply, the easiestreports to check and review are good reports that are ready for checking and reviewing.This means that the authors need to be conscientious in aiming to prepare a report that isright first time. Too many authors seem to adopt a sloppy approach on theassumption that their mistakes will be corrected by the checker and/or reviewer.Reports that are prepared well in the first instance present fewer distractions to the checkerand reviewer and so better enable them to enhance the quality from good to excellent.

3.2 The authorship of a report should be fully reflected in the Document History box of thereports QA page. For reports that have more than one author, it is acceptable for thechecker or checkers to be the same as the originators provided it is each others work theyhave checked and not their own. However, it is preferable for the reviewer to be someonewho has been more distant from the day-to-day execution of the project, even thoughinvolved from the start.

Story telling

3.3 Writing a report should be seen as telling a potentially complex story in a simple and clearmanner. The author should always keep in mind the reports known or potentialreaderships and functions; for instance, not all science-dominated aspects will be read by

scientists. The following are some key considerations in structuring and writing reports.

Keep it simple

3.4 Some writers seem to think they need to introduce plenty of jargon and complexity into areport, possibly to make the report seem more technical or themselves more clever orimportant. On the contrary, reports should be as simple as possible. Technical terms areinevitable but should only be used where necessary; otherwise, everyday language isbetter.

3.5 Keep sentences short, without numerous clauses and subclauses. If a sentence is morethan about three lines long it almost certainly needs splitting into shorter sentences for

clarity. Using bullet points is of course an effective way of setting out multiple points in aneasy-to-read form.

3.6 Simplicity does not mean using colloquialisms or writing in the way that you would speak.Too much simplification can be seen as patronising the standard letters your bank sendsyou are probably good examples of this bad practice.

3.7 A good way of keeping things simple and clear is to use the active rather than the passivevoice, e.g. We consider that rather than It is considered that. This is particularlyimportant when information derived from our investigations is being discussed inconjunction with that from other sources. Very often in such cases it is impossible to tellfrom the passive voice exactly whose finding or opinion is being put forward.


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Style and syntax

3.8 Style is a personal attribute and there can be no fixed rules other than the ideal of keepingthings simple. On the other hand syntax, or grammatical sentence construction, is basedon rules that should be adhered to so that any sentence should have exactly the same

meaning to writer and reader. In other words it avoids ambiguity. Creative writing courseshave created (if nothing else) the impression that anything goes as far as written English isconcerned, but when the construction of a building, and the legal liabilities attached to it,depend on the construction of sentences then syntax is crucial.

3.9 This document cannot be a manual for English grammar in general. It is not necessary toknow the technical term for every part of speech in order to use English properly but if youdo not feel completely confident in your use of written English you are well advised toconsider signing up for a booster course. Information that seemed pointless when youwere at school might appear worth paying attention to now!

3.10 In Annex 1to this note are examples of some frequently misused words and expressions.

Reviewers are familiar with the repeated instances of these errors, even when they havebeen pointed out previously. (More examples would be welcome for future editions.)

3.11 For further guidance on plain English and good writing style see the following:

Plain words: a guide to the use of English, by Sir Ernest Gowers

Guardian Style, the style guide of the Guardian and the Observer, available fromguardianbooks.co.uk

The Economist Style Guide, hardback March 2010, paperback April 2012, available fromAmazon

How to write plain English, the Plain English campaign, www.plainenglish.co.uk/files/howto.pdf

Informed writing

3.12 Before site data are evaluated they are all assumed to carry equal weight but afterevaluation some data will emerge as less relevant than others. This means that in reportsthat are purely factual there should be no bias in data discussion because the future role ofthe data might not be fully known to the writer. On the other hand, authors of interpretativereports write from an informed position, that is, they know the results of their investigationswhen they start to write. They should avoid the thriller approach whereby the directionbeing taken by the report is obscured and the punchlines for the client are kept hidden till

the very end. There is no point, for example, in presenting lengthy discussion of data whichthe writer knows are irrelevant to the subsequent conclusions and recommendations.(Nevertheless, all data should be included in relevant appendices.)

3.13 Reports do not need to follow a strict chronological sequence, that is, they need not reflectthe order in which the data were collected or the opinions formed. For example, in a reportthat covers both desk-top and site phases of a ground investigation, it is quite reasonable(and often important to a good understanding) to describe the data from both stagestogether, rather than to present provisional conclusions from one before proceeding to theother. However, where the desk-study fundamentally affects the rationale for the site workit will be necessary to describe why this is so.


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Standard paragraphs

3.14 Standard paragraphs are often proposed for certain aspects of a report. There areadvantages in this approach for some policy-type or generic statements, or for summarydescriptions of a standard methodology. (Detailed descriptions are usually best placed in

an appendix.) However, it is always imperative to ensure that any such paragraphs arefully applicable to the context in question and not used lazily or simply to fill space.Standard paragraphs from previous reports have been known to survive through to thereview stage still carrying the name of a different site this was true when this guidancewas first written in 2002 and is still true in 2011.

Report structure

3.15 Some standard headings in reports are commonly misunderstood. Their misuse canbreed because we all like to imitate what appears to be correct. (It is said that to copyeffectively you should know more than the original author, otherwise you will copy theirmistakes as well.)

Execut ive Summary or Summary

3.16 An Executive Summary is not the same as a Summary. The former should primarilysummarise the actions that need to be taken in the light of the findings andrecommendations. Think of it as the information that an executive (i.e. a person whoexecutes actions or causes them to be executed) needs to know. Thus, the ExecutiveSummary should set out the essential reasons for the report and the key findings,conclusions and recommendations. In contrast, a Summary should, strictly, summariseeach part of the report in due proportion.

Conclusions3.17 Conclusions should not be confused with Summary(as is quite common); neither can new

points be introduced into the logic at this late stage. The Conclusions represent ourjudgements on the study findings as relevant to the clients interests (and, by definition, thereports objectives). Whilst in some long reports it might be necessary to remind the readerbriefly of the findings that lead to the conclusions, it is not generally appropriate inConclusionsto present a series of summarised key factors before arriving at the conclusionitself.

3.18 It is of course quite normal for the summary, conclusions and recommendations to becombined in a single, final chapter of the report, but they should still be clearly distinguished

from each other.

Appendices, Figures and Tables

3.19 Key diagrams and tables should appear in the main body of the report and not just in anappendix. However, an appendix could well be suitable, for example, for enlarged versionsof figures, long sequences of figures or tables, a series of historical maps, or for lessimportant discussions on some issues. The general rule about the use of appendices isthat they should contain material that is not essential to the understanding of the main text.Thus, secondary and raw data can be reasonably placed in an appendix provided that therole of those data has been acknowledged in the text (where they can also be summarisedas necessary).

3.20 A practical issue with the formation of appendices is the inclusion of copy from othersources which cannot be put into the Atkins style, such as laboratory test data. It can inany case be quite inappropriate to alter the style of the appendix material. This does not


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pose a problem as long as the fly sheet to such an appendix defines the contents, e.g.ABC laboratory analyses (15 pages; 4-18 incl.). This detail is crucial because (i) it makesclear how many pages were intended to be included, and (ii) it is quite usual to omit theinitial pages from a laboratory report (since they form part of the labs report to Atkins).Because of omissions in such detailed indexing, clients have often asked if there are somepages missing from their copy of the report.

Pagination

3.21 There are various ways of numbering the pages of reports and of using headers andfooters for identifying successive report drafts and editions. The test of a properlypaginated and indexed report is that if the loose pages of a hard copy were dropped on thefloor it could be reassembled correctly and confidently with no pages missing.


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4. Report checking

4.1 Like reviewing (see Section 5), checking should not be seen as some stand-off and totallyindependent activity. The checker should, ideally, be involved in the project so that he/she

is familiar with what the report should contain and therefore able to judge its technicalcompleteness. This is essential to an effective checking exercise, which requires asystematic mind-set and a keen sense of the types of errors and inconsistencies that reallymatter. Checking should not routinely be seen as a once-over exercise for spotting glaringerrors, and is certainly not synonymous with proof-reading.

4.2 Nevertheless, it is also part of the checkers role to ensure that the details of the report areright. Our reports tend to contain a lot of numerical information, calculations (which shouldbe checked separately from the report itself, following procedures from the GroundEngineering Handbook) and formulae. The checker should ensure that numerical data areinternally consistent (that is, that the respective numbers are the same in the text, tablesand appendices, where relevant), and that they conform to the raw data. This does not

take away the author s responsib ility to get it right first time.

4.3 It is not usually possible to check a report by simply going through it in page numbersequence. The nature of most reports is such that referring forwards (to appendices) andbackwards (to previous statements) is both inevitable and essential. Further, in regard tothe latter aspect, checking a report in a number of bites can be fraught with risk because itis less easy to remember what was said (or, indeed, was not said) elsewhere in the report.Thus, the process should be very lateral and proactive, and calls for a keen sense of theimportance of detail and consistency.

4.4 Checking styles, like writing styles, can vary from person to person. Be comfortable withwhatever method you use. The check copy of every report should show clearly byappropriate markings (e.g. by ticked columns of figures on hard copies or highlightedfigures on electronic formats) that the checker has carried out this essential work.

4.5 Checking that has been less than adequate causes a major distraction to the subsequentreviewer and can thus result in aspects not getting their proper review attention. Allreviewers will agree that the greatest risk in the task can be in not registering what isomitted from the report, because of the distractions of numerous editorial and othererrors.


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5. Report reviewing

5.1 The overall purpose of reviewing is to ensure that the report fulfils the clients objectives.

Although for legal reasons we do not use the phrase in contracts, reviewing assesses thefitness for purpose of the report. Accordingly, the first thing to be checked is the agreedbrief, together with any specific Terms of Reference, which cannot always be assumed tohave been set out accurately in the report.

5.2 A review should not be seen simply as an end-of-project process. There is afundamental trust placed in the author by the reviewer, and provided the reviewer has beensuitably involved in the project from the start, many potentially difficult aspects of reviewcan be eliminated.

5.3 GE Local Procedures require that the reviewer should normally be Grade 14 or above andexperienced in the main subject area of the project. For the sake of objectivity and risk

control the reviewer should be independent of the day-to-day project team. TheProcedures note that whilst checking deals with numerical [and factual] accuracy the reviewconsiders broader issues including whether the results are consistent with typicalanticipated values, whether there are particular sensitivities to uncertain parameters andthe adequacy of the calculation to address the key design issues.

5.4 When a reviewer signs off a document he/she has declared himself/herself to be thevirtual author. Though this still does not relieve the originator of the duty to get the reportright, it highlights the obvious need for a reviewer to be technically competent in therelevant areas of the report. As indicated earlier, this means that two reviewers might beneeded in some cases, though it is preferable for one person to have an overview role.

5.5 Whilst giving the client what he wants, the reviewer should also keep in mind the matter ofthe companys legal and commercial liabilities. A balance has to be struck: we do not wantto give unduly optimistic interpretations that could land us in trouble if things go wrong, buton the other hand we do not want to be so unduly cautious that our advice to the client ismeaningless.

5.6 As a company we have a reputation for getting this balance right (i.e. we are suitablypragmatic), and this relies on reviewers having a clear recognition of where our liabilitiesbegin and end, and of the way words can be interpreted. For this reason, reviewers needto be senior members of staff.

5.7 Key questions in determining the rigour needed in a review are:

Could the clients interests be jeopardised if he misunderstands the report?

Could a misunderstanding lead to Atkins being accused of negligence? (This is not tobe confused with being wrong, i.e. you can be wrong without being negligent.)

Is there a high cost consequence in missing an error?

5.8 If the answer to any of these questions is yes, it indicates a need for particularly thoroughreview exercise.

5.9 Reviewing is not concerned with writing style, except where the style leads to confusion or

portrays an unprofessional image. Although reviewers should not impose their particularstyle, authors also need to recognise that an unusual style can make reviewing difficult (andtime-consuming). Reviewing should, by definition, be objective but the manner of


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presenting comments and suggesting amendments should be professional and respect thesensitivities and experience of the particular authors.

5.10 One of the hardest parts of reviewing is noticing what is not included in a report, and whatshould be there.


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ANNEX 1

SOME COMMON MISTAKES IN ENGLISH WRITING

Individual words

Most people have some blind spots when it comes to remembering which of two similar wordsshould be used. A good tip is to focus on remembering just one of the meanings(and the otherthen follows). For instance, you can remember that in discrete one e is separatefrom the other(as opposed to discreet, about which we will say nothing!).

Also, if confused about whether it is an s or a c in some words, then remember that advise(verb) and advice (noun) do not usually cause difficulty for anybody (although in the decade sincethis was first written the spread of American English in the UK has muddied the waters somewhat).Therefore, develop a series of your own tricks, ensuring that you start from the right place so that

you avoid some basic errors.

Here are some examples of commonly confused or misused words.

Affect/effect: The pollution affectsthe river (verb), but The effectof the pollution is (noun).

Appraise/apprise: Appraisemeans assess; apprise means inform. We appraisedata in order toapprisea client of his liabilities. (The former is frequently used wrongly in place of the latter.)

Average/mean: not the same in most cases.

Averse/adverse: Averse means unwilling; adverse means hostile or unfavourable. (The

contractor was averseto completing the drilling that day because of adverseweather conditions.)

Between: goes with the word and. Thus:

Incorrect: The thickness ranges between 6-7 m [or 6 m to 7 m].

Corrected: The thickness ranges between6 m and 7 m.(or: The thickness ranges from6 m to 7 m.)

Climate/meteorological variables: The UK has just one climate, but has many meteorologicalvariables.

Compliment/Complement: compliment means praise and complimentaryor complimenting means

giving praise (complimentary also means given free), whereas complementmeans the completeset and complementaryor complementing means making complete.


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Depth/thickness: ensure that these are not confused. For example, A stratum of peat, 2m thick,was encountered at 3m depth. However, if you say The depth of the clay was 3m, do you meanit was 3m thick or 3m down, or what?

Different from/to: always different from.

Eitheror: one (or both) of these words is often put in the wrong place in the sentence. Thesentence should make grammatical sense if these words and all the words in between are omitted.Similar considerations apply to not onlybut also. Thus:

Incorrect: We will either use trial pits or boreholes.

Corrected: We will use either trial pits or boreholes.

Incorrect: This not only requires judgement but also skill.

Corrected: This requires not only judgement but also skill.

However: one of the most misused words, usually as a conjunction: if you find yourself using it inthe middle of a sentence you should probably be using but instead. Thus:

Incorrect: This is the preferred method, however an alternative may be suggested.

Corrected: This is the preferred method but an alternative may be suggested.

Imply/infer: imply means suggest; infermeans conclude. (These data imply that or We inferfrom these data that)

Licence/license: Licence is a noun; license is a verb. (They will need to apply for a licence. TheAgency will need to licensethe operation.)

Ordnance/ordinance: Ordnance originally meant mounted guns but is now used to refer toexplosives generally, and is also related to terms that started life as military entities such asOrdnance Datum and Ordnance Survey. An ordinance is a rule or regulation and the word isunlikely to need to be used in our reports.

Principal/principle: principal is an adjective (the principal reason) whereas principle is a noun(the principleunder which we are operating).

Shall/will: in general English usage shall is an imperative form (other than when used with a first-person pronoun), and therefore denotes an instruction rather than an intent. Thus, The contractorshall hand-dig to 1m depth is a mandatory instruction, while The client will provide

accommodation is said for information only, or it expresses an intention. The word musthas afairly unambiguous meaning and can be used for clarity where necessary.

Should: care is needed as this can convey an expectation (it shouldbe alright on the night)when an instruction was actually intended (it shouldbe removed before excavation proceeds). Ifan instruction, it is better to use shallor must, depending on the type of document. Thus be carefulabout saying There shouldbe no problem its ambiguous to say the least!

Such: the words as such do not mean therefore. Generally speaking, the word such in thisphrase refers back to the last noun you used andforward to the next noun you use. For example,He was an Environment Agency officer and as such [i.e. as an Environment Agency officer] hehad the power to take a sample. It is incorrect to use the phrase just to indicate a causative

connection, as in It was a lovely day and as such we decided to go to the beach, because lovelyday and we are not the same thing.


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North, south, east, west: not capitalised unless starting a sentence. Also, be specific about themeaning of the words. The north of England is generally understood but the north of the siteneeds to be defined. To the north of the site refers to an area outside the site. If referring tosomething at the northern end of the site, make clear whether this is inside or outside the site.

Joined-up words and the converse

Some words are unnecessarily joined together. Note for instance that the following have differentmeanings:

maybe may be

sometime some time

anyway any way

into in to

soakaway soak away

everyday every day

Pairs of words are often unnecessarily hyphenated; whether this is correct depends on the context.It is proper usage to hyphenate two words to make an adjective (an in-line valve, a go-ahead

company, the go-live date, an off-site effect), but not when they are being used with their individualmeaning (this is in line with our policy; we need to go ahead as soon as possible; we go live inJanuary; it migrates off site).

On the other hand, prefixes and suffixes that are not proper English words should always behyphenated, eg pre-construction, post-construction, sub-standard. It is becoming standardpractice to use post as a stand-alone word meaning after, although this is poor English.

Singular/plural mismatch

Failure to appreciate parts of speech or the basic structure of a sentence often leads to confusedor ambiguous writing. One of the most common errors is to mismatch singular nouns with pluralverbs and vice versa. For instance, in the sentence The number of turbine locations in each areaof the site are summarised in the table below, the subject is number (singular) but it has beengiven a plural verb, are. The verb should be is. Similarly, in the sentence This combination ofboreholes, CPTs and vibrocores are appropriate for the present stage of investigation, the subjectis combination and the verb should be is.

The words neither, none and each are always singular. Thus, all the following sentences areincorrect:

Neither of these two options are suitable for this investigation.

None of the proposed solutions are appropriate to the ground conditions.

Each of the six boreholes were sunk to 6m depth.

In each case, the are should be is.


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Tautology

There are common tautological constructions, i.e. phrases or constructions that say the same thingtwice. Frequent examples are:

Incorrect: It is possiblethat such and such a thing couldhappen.

Corrected: It is possible that such and such a thing will happen.(or Such and such a thing could happen.)

Incorrect: In additionwe alsoexcavated trial pits.

Corrected: In addition we excavated trial pits.(or We also excavated trial pits.)

Punctuation

Bad punctuation can totally change the meaning of a sentence; for example, The boy said theteacher was a fool is more than subtly changed by the addition of a couple of commas, namely,

The boy,said the teacher,was a fool. (Admittedly this example only works in reported speech.)Its not always as extreme as that but sloppy punctuation can cause ambiguity and confusion.

Apostrophes

Regarding that last sentence, its is very commonly used wrongly. The rule is that you use theapostrophe only if you can change the word to it is. In its possessive form its there is noapostrophe. (Its about time we got its use right.) This of course makes it an exception to thegeneral rule of possessives, which are indicated by apostrophes (Gerrards brilliant goal; Rooneyschildish behaviour), but there we are.

In fact, apostrophes seem to be for many people the most difficult aspect of punctuation. In simple

terms, with the exception of its, an apostrophe is always used to indicate possession or affiliation(Johns book, Janets school). It is never used to make a plural, even when the base word ends ina vowel; hence pizzas is correct, pizzas incorrect.

The possessive form of plural nouns causes particular confusion. Generally, the apostrophecomes after the s, as in The players morale was low. This shows that it was the morale of all theplayers that was low, not just that of one player. When the plural form of a noun does not end inan s, then the apostrophe comes before the possessive s, as in gentlemens club, WomensInstitute, childrens playground. In other words the apostrophe always comes immediately after theplural:

The morale of the players= the players morale

The playground of the children = the childrens playground

Further confusion is caused by singular nouns that end with an s. The rule is the same as for anyother singular noun, e.g. Jamess book (which is how you would actually say it), not James book(which means a book belonging to several people called Jame).

This is of particular importance when we are referring to Atkins. There is tendency to refer inreports and proposals, for example, to Atkins recommendationsor Atkins terms and conditions.Strictly, these mean the recommendations or terms of several parties called Atkin. There isadmittedly an awkwardness aboutAtkinss, which is the correct form, and probably the best way ofavoiding both the error and the awkwardness is simply to say our. In many cases there will be no

harm in leaving the apostrophe off and treating the name as an adjective, as in the Atkinsapproach.

Colons and semi-colons


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A colon (:) means that something immediately relevant, such as a list or an explanation, is about tofollow. Sometimes a semi-colon (;) is incorrectly used to serve this function.

Think of a semi-colon as more of a semi-full-stop: it can be used to separate what are essentiallytwo sentences (each with a finite verb) but which are so closely related as to merit combining inone sentence. For example: Ive finished that chapel I was painting; the Pope is quite satisfied.

General

Since the first edition of this guidance, Lynne Trusss book Eats, Shoots and Leaves: the ZeroTolerance Approach to Punctuationhas been published and is well worth a read.


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Atkins Ltd except where stated otherwise.

The Atkins logo Carbon Critical Design and the strapline

Contact -

Garth RaybouldAtkins LimitedWoodcote GroveAshley RoadEpsomSurrey

KT18 5BW

[email protected]

Documents

Guidance on Report Writing 2011 DRAFT 2 - Paul Taylor - Atkins Format