what is assignment writing

Schools & departments

Academic writing

Advice and resources to support you with effective academic writing.

Approaches to writing

Assignment writing is a process which involves planning, drafting and reviewing what you are going to say. You will find you need to review your initial plan and edit it as you go along. You should expect to have to redraft some sections of writing.

You should also check any guidance given to you as part of your course, as conventions vary between subject areas.

One of the hardest things can be to get started writing an assignment. Sometimes this is a question of taking the time to reflect on what you are being asked to do in the assignment brief.

Getting started with an assignment

The handout Getting started suggests a way in which you can break down your task, think about aspects of it and commit some of your initial ideas to paper. It also suggests ways you can start to adapt this method to suit you. Alternatively you may prefer to use a prompt list to start to analyse your title.

Getting started (pdf) Getting started (Word rtf)

Essay title prompts (pdf) Essay title prompts (Word rtf)

You will want to respond to the assignments you have been set as well as you can. This means paying attention to key words in the question or assignment brief. These are sometimes known as command or directive words because they tell you what to do. The document Directive words provides definitions of some of the commonly used words.

Directive words (pdf) Directive words (Word rtf) Directive words – British Sign Language translation (Media Hopper video)

Getting your ideas in order

In any written assignment you will be expected to organise and structure information which is synthesised from a range of sources. You will need to make notes from your readings to help you consolidate and connect your research to your question. The Reading at university page has strategies to help you develop effective skills for making notes from reading.

Reading at university

Making notes means you end up with lots of bits of writing which you need to link together for your reader. Sometimes it can be hard to know what to select and how to identify relationships between ideas and concepts.

There are suggestions in the Getting your ideas in order handout of practical ways in which you might reorganise your material in response to the task set. Playing around with the order can help you arrive at a line of reasoning that will convince the reader. Aim to experiment and find out what works for you.

Getting your ideas in order (pdf) Getting your ideas in order (Word rtf)

Essay parts and paragraphs

If you have been asked to write an academic essay, and you haven't done this before, you may be unsure of what is expected. The Parts of an essay handout gives a brief introductory overview of the component parts of an essay.

Parts of an essay (pdf) Parts of an essay (Word rtf)

Paragraphs are the building blocks of an essay and are a way of organising your thinking and making your meaning clear in your writing for your reader. The handout Developing writing in paragraphs encourages you to think about the way you shape your paragraphs and when to move on to a new one.

Developing writing in paragraphs (pdf) Developing writing in paragraphs (Word rtf)

Build an argument as you go

Identifying and writing about good evidence is not enough. You need to build an argument. An argument is:

Using reasons to support a point of view, so that known or unknown audiences may be persuaded to agree. Cottrell, S. (2011)Critical thinking skills: developing effective analysis and argument. 2nd edn. Basingstoke: Palgrave Macmillan, p52.

You can develop your argument as you read and write by creating a working hypothesis or basic answer in response to the assignment brief.

Building an argument as you go (pdf) Building an argument as you go (Word rtf)

As you move through your studies lecturers will expect more from your written work. They will expect the accurate attribution of ideas from others (including academic and other authors, and the ideas of those who teach you). There is general advice and resources for referencing and citations (and avoiding plagiarism) on the Referencing and citations page.

Referencing and citations

Your marker(s) will expect written pieces to be logically structured with fluid expression of thought, and with deeper and more critical engagement with the subjects and ideas you are reading and learning about.

Aim to become familiar with the level of writing required by reading good quality examples. At an advanced level you are aiming to write to the style you read in academic journals.

As your written tasks become longer and more complex it can be helpful to reflect on your own writing process.

Reflect on your writing process (pdf) Reflect on your writing process (Word rtf)

Different types of academic writing

Academic writing is much more than just an essay. You might be asked to write a lab or business report, a policy brief, a blog post, a journal article or a reflection piece for example. These tend to be subject and task specific so you need to check the assignment brief and any criteria for details of their purpose, formatting, structure, things to include etc.

Reflective academic writing

In some subjects, assessment may be based on critical reflection. This can be a challenge as it is a very particular style and form of writing which you may not have come across before. As well as check your assignment brief for specifics, the University’s Employability Consultancy have created a Reflection Toolkit of resources, models and questions to help you develop your reflective writing skills.

The Reflection Toolkit

School-level support

Take advantage of any writing development sessions organised through or learning materials offered by your School, Deanery or course. These will help you develop the specific writing skills you need for your discipline or subject area.

Writing your own title

If you have to write your own title in response to the brief you have been set, you need to think about how to frame this. The Formulating your own title handout suggests some aspects to consider.

Formulating your own title (pdf) Formulating your own title (Word rtf)

Differences from non-academic writing

If you are studying during a career break, or part-time while still working, you need to be aware that academic writing is a very different skill from other forms of writing you may have done in the workplace. Academic writing tends to be more formal, requiring succinct prose rather than bullet points, and it is more about the argument than simply conveying, or describing, information. Writing for assessment requires you to think carefully about your assignment and criteria, your argument and content, use of your subject specific conventions (e.g. language, style etc.), and your audience.

Your written work needs to be grounded in and backed up by appropriate and informed opinion and sources, rather than solely by personal opinion and experience. Academic written work will also make fewer absolute statements. Language is often more tentative or cautious.

Academic Phrasebank is a collection of general phrases taken from academic sources created by John Morley at the University of Manchester. The phrases are sorted into writing and assignment themes such as being critical and writing conclusions.

This article was published on 2024-02-26

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Common Writing Assignments

Welcome to the Purdue OWL

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Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.

Understanding Writing Assignments

This resource describes some steps you can take to better understand the requirements of your writing assignments. This resource works for either in-class, teacher-led discussion or for personal use.

Argument Papers

This resource outlines the generally accepted structure for introductions, body paragraphs, and conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your purpose and audience.

Research Papers

This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.

Exploratory Papers

This resource will help you with exploratory/inquiry essay assignments.

Annotated Bibliographies

This handout provides information about annotated bibliographies in MLA, APA, and CMS.

Book Report

This resource discusses book reports and how to write them.

Definitions

This handout provides suggestions and examples for writing definitions.

Essays for Exams

While most OWL resources recommend a longer writing process (start early, revise often, conduct thorough research, etc.), sometimes you just have to write quickly in test situations. However, these exam essays can be no less important pieces of writing than research papers because they can influence final grades for courses, and/or they can mean the difference between getting into an academic program (GED, SAT, GRE). To that end, this resource will help you prepare and write essays for exams.

Book Review

This resource discusses book reviews and how to write them.

Academic Proposals

This resource will help undergraduate, graduate, and professional scholars write proposals for academic conferences, articles, and books.

In this section

Subsections.

4 Key Points for Effective Assignment Writing

Methodology

By Christina Desouza

Writing an effective assignment is more of an art than a science. It demands critical thinking, thorough research, organized planning, and polished execution. As a professional academic writer with over four years of experience, I've honed these skills and discovered proven strategies for creating standout assignments.

In this article, I will delve into the four key steps of assignment writing, offering detailed advice and actionable tips to help students master this craft.

1. Start With Research

In-depth research is the cornerstone of any high-quality assignment. It allows you to gain a profound understanding of your topic and equip yourself with relevant data, compelling arguments, and unique insights.

Here's how to do it right:

● Diversify Your Sources

Don't limit yourself to the first page of Google results. Make use of academic databases like JSTOR , Google Scholar , PubMed , or your school's online library. These resources house a plethora of scholarly articles, research papers, and academic books that can provide you with valuable information.

● Verify Information

Remember, not all information is created equal. Cross-check facts and data from multiple reliable sources to ensure accuracy. Look for consensus among experts on contentious issues.

● Stay Organized

Keep track of your resources as you go. Tools like Zotero or Mendeley can help you organize your references and generate citations in various formats. This will save you from scrambling to find sources when you're wrapping up your assignment.

1. Prepare Assignment Structure

Creating a well-planned structure for your assignment is akin to drawing a roadmap. It helps you stay on track and ensures that your ideas flow logically. Here's what to consider:

● Develop an Outline

The basic structure of an assignment includes an introduction, body, and conclusion. The introduction should present the topic and establish the purpose of your assignment. The body should delve into the topic in detail, backed by your research. The conclusion should summarize your findings or arguments without introducing new ideas.

● Use Subheadings

Subheadings make your assignment easier to read and follow. They allow you to break down complex ideas into manageable sections. As a rule of thumb, each paragraph should cover one idea or argument.

● Allocate Word Count

Assignments often come with word limits. Allocate word count for each section of your assignment based on its importance to avoid overwriting or underwriting any part.

1. Start Assignment Writing

Writing your assignment is where your research and planning come to fruition. You now have a robust foundation to build upon, and it's time to craft a compelling narrative.

Here's how to accomplish this:

● Write a Gripping Introduction

Your introduction is the gateway to your assignment. Make it captivating. Start with a hook—a surprising fact, an interesting quote, or a thought-provoking question—to grab your readers' attention. Provide an overview of what your assignment is about and the purpose it serves. A well-crafted introduction sets the tone for the rest of the assignment and motivates your readers to delve deeper into your work.

● Develop a Comprehensive Body

The body of your assignment is where you delve into the details. Develop your arguments, present your data, and discuss your findings. Use clear and concise language. Avoid jargon unless necessary. Each paragraph should cover one idea or argument to maintain readability.

● Craft a Convincing Conclusion

Your conclusion is your final chance to leave an impression on your reader. Summarize your key findings or arguments without introducing new ideas. Reinforce the purpose of your assignment and provide a clear answer to the question or problem you addressed in the introduction. A strong conclusion leaves your readers with a sense of closure and a full understanding of your topic.

● Write Clearly

Use straightforward sentences and avoid jargon. Your goal is to communicate, not to confuse. Tools like Hemingway Editor can help ensure your writing is clear and concise.

● Use Paraphrasingtool.ai

Paraphrasingtool.ai is an AI-powered tool that can enhance your assignment writing. It reformulates your sentences while preserving their meaning. It not only helps you avoid plagiarism but also enhances the readability of your work.

● Cite Your Sources

Citations are a critical part of assignment writing. They acknowledge the work of others you've built upon and demonstrate the depth of your research. Always include in-text citations and a bibliography at the end. This not only maintains academic integrity but also gives your readers resources to delve deeper into the topic if they wish.

1. Review and Proofread The Assignment

Reviewing and proofreading are the final but critical steps in assignment writing. They ensure your assignment is free from errors and that your ideas are coherently presented. Here's how to do it effectively:

● Take a Break

After you finish writing, take a break before you start proofreading. Fresh eyes are more likely to spot mistakes and inconsistencies.

● Read Aloud

Reading your work aloud can help you identify awkward phrasing, run-on sentences, and typos. You're more likely to catch errors when you hear them, as it requires a different type of processing than reading silently.

● Use Proofreading Tools

Digital tools like Grammarly can be your second pair of eyes, helping you spot grammatical errors, typos, and even issues with sentence structure. However, don't rely solely on these tools—make sure to manually review your work as well.

Effective assignment writing is a skill that takes practice to master. It requires meticulous research, organized planning, clear writing, and careful proofreading. The steps and tips outlined in this article are by no means exhaustive, but they provide a solid framework to start from.

Remember, there is always room for improvement. Don't be disheartened by initial challenges. Each assignment is an opportunity to learn, grow, and sharpen your writing skills. So, be persistent, stay curious, and keep refining your craft. With time and practice, you will find yourself writing assignments that are not just excellent, but truly outstanding.

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Designing Effective Writing Assignments

One of the best ways for students to determine what they know, think, and believe about a given subject is to write about it. To support students in their writing, it is important to provide them with a meaningful writing task, one that has an authentic purpose, clear guidelines, and engages students in their learning. In this section, you can read about key principles of assignment design, review examples of effective writing assignments, and use a checklist to guide your own designs. You can also consult with a Writing Across the Curriculum Program team member . We’re happy to think with you about your writing assignment, whether it is in the inkling stage or undergoing a few minor tweaks.

What makes an assignment effective?

A good deal of educational research points to the benefits of writing assignments that exhibit the following features:

Meaningful tasks. A task is given meaning by its relevance to and alignment with the learning aims in the course. What counts as meaningful in one course context might not be meaningful in another. As Eodice, Geller, and Lerner (2016) have shown, meaningful writing assignments do occur across all disciplines and they are typically ones that “offer students opportunities to engage with instructors, peers, and texts and are relevant to past experiences and passions as well as to future aspirations and identities.”

Maximized learning time. As Linda Suskie argues, effectiveness is determined by the “learning payoff,” not by size of the assignment. Will students learn four times as much on an assignment that takes 20 hours outside of class than one that takes 5? Longer research-based assignments and elaborate class activities (mock conferences, debates, poster sessions, etc.) can greatly maximize learning, but there must be an appropriate level of writing and learning time built into the task. Term papers are much more effective when students have time to draft and revise stages of the assignment, rather than turning in one final product at the end.

Logical sequencing. A writing task that includes discrete stages (research, drafting, review, revising, etc.) is more likely to be an effective learning experience than one that only specifies the final product. Furthermore, these stages are more effective when they are scaffolded so simpler tasks precede more complex tasks. For example, a well-sequenced 10-12 page essay assignment might involve discrete segments where students generate a central inquiry question, draft and workshop a thesis statement, produce a first draft of the essay, give and receive feedback on drafts, and submit a revision. Read more about sequencing assignments .

Clear criteria will help students connect an assignment’s relevance to larger scale course outcomes. The literature on assignment design strongly encourages instructors to make the grading criteria explicit to students before the assignment is collected and assessed. A grading scheme or rubric that is handed out along with the assignment can provide students with a clear understanding of the weighted expectations and, thus help them decide what to focus on in the assignment. It becomes a teaching tool, not just an assessment tool.

Forward-thinking activities more than backward-thinking activities. Forward-thinking activities and assignments ask students to apply their learning rather than simply repeat it. The orientation of many writing prompts is often backward, asking students to show they learned X, Y, and Z. As L. Dee Fink (2013) points out, forward-thinking assignments and activities look ahead to what students will be able to do in the future having learned about X, Y, and Z. Such assignments often utilize real-world and scenario-based problems, requiring students to apply their learning to a new situation. For Grant Wiggins (1998) , questions, problems, tests, and assignments that are forward-thinking often:

Require judgment and innovation. Students have to use knowledge and skills to solve unstructured problems, not just plug in a routine.
Ask students to do the subject. Beyond recitation and replication, these tasks require students to carry out explorations, inquiry, and work within specific disciplines.
Replicate workplace and civic contexts. These tasks provide specific constraints, purposes, and audiences that students will face in work and societal contexts.
Involve a repertoire of skills and abilities rather than the isolation of individual skills.

Feel free to use this assignment checklist , which draws on the principles and research described on this page.

African American & African Studies
Agronomy and Plant Genetics
Animal Science
Anthropology
Applied Economics
Art History
Carlson School of Management
Chemical Engineering and Materials Science
Civil, Environmental, and Geo- Engineering
College of Biological Sciences
Communication Studies
Computer Science & Engineering
Construction Management
Curriculum and Instruction
Dental Hygiene
Apparel Design
Graphic Design
Product Design
Retail Merchandising
Earth Sciences
Electrical and Computer Engineering
Environmental Sciences, Policy and Management
Family Social Science
Fisheries, Wildlife, and Conservation Biology
Food Science and Nutrition
Geography, Environment and Society
German, Nordic, Slavic & Dutch
Health Services Management
Horticultural Science
Hubbard School of Journalism and Mass Communication
Industrial and Systems Engineering
Information Technology Infrastructure
Mathematics
Mechanical Engineering
Medical Laboratory Sciences
Mortuary Science
Organizational Leadership, Policy, and Development
Political Science
School of Architecture
School of Kinesiology
School of Public Health
Spanish and Portuguese Studies
Speech-Language-Hearing Sciences
Theatre Arts & Dance
Youth Studies
New Enrollments for Departments and Programs
Legacy Program for Continuing Units
Writing in Your Course Context
Syllabus Matters
Mid-Semester Feedback Strategies
Writing Assignment Checklist
Scaffolding and Sequencing Writing Assignments
Informal, Exploratory Writing Activities
5-Minute Revision Workshops
Reflective Memos
Conducting In-Class Writing Activities: Notes on Procedures
Now what? Responding to Informal Writing
Teaching Writing with Quantitative Data
Commenting on Student Writing
Supporting Multilingual Learners
Teaching with Effective Models of Writing
Peer Response Protocols and Procedures
Using Reflective Writing to Deepen Student Learning
Conferencing with Student Writers
Designing Inclusive Writing Assigments
Addressing a Range of Writing Abilities in Your Courses
Effective Grading Strategies
Designing and Using Rubrics
Running a Grade-Norming Session
Working with Teaching Assistants
Managing the Paper Load
Teaching Writing with Sources
Preventing Plagiarism
Grammar Matters
What is ChatGPT and how does it work?
Incorporating ChatGPT into Classes with Writing Assignments: Policies, Syllabus Statements, and Recommendations
Restricting ChatGPT Use in Classes with Writing Assignments: Policies, Syllabus Statements, and Recommendations
What do we mean by "writing"?
How can I teach writing effectively in an online course?
What are the attributes of a "writing-intensive" course at the University of Minnesota?
How can I talk with students about the use of artificial intelligence tools in their writing?
How can I support inclusive participation on team-based writing projects?
How can I design and assess reflective writing assignments?
How can I use prewritten comments to give timely and thorough feedback on student writing?
How can I use online discussion forums to support and engage students?
How can I use and integrate the university libraries and academic librarians to support writing in my courses?
How can I support students during the writing process?
How can I use writing to help students develop self-regulated learning habits?
Submit your own question
Short Course: Teaching with Writing Online
Five-Day Faculty Seminar
Past Summer Hunker Participants
Resources for Scholarly Writers
Consultation Request
Faculty Writing Groups
Further Writing Resources

How to Write a Perfect Assignment: Step-By-Step Guide

Table of contents

1 How to Structure an Assignment?
2.1 The research part
2.2 Planning your text
2.3 Writing major parts
3 Expert Tips for your Writing Assignment
4 Will I succeed with my assignments?
5 Conclusion

How to Structure an Assignment?

To cope with assignments, you should familiarize yourself with the tips on formatting and presenting assignments or any written paper, which are given below. It is worth paying attention to the content of the paper, making it structured and understandable so that ideas are not lost and thoughts do not refute each other.

If the topic is free or you can choose from the given list — be sure to choose the one you understand best. Especially if that could affect your semester score or scholarship. It is important to select an engaging title that is contextualized within your topic. A topic that should captivate you or at least give you a general sense of what is needed there. It’s easier to dwell upon what interests you, so the process goes faster.

To construct an assignment structure, use outlines. These are pieces of text that relate to your topic. It can be ideas, quotes, all your thoughts, or disparate arguments. Type in everything that you think about. Separate thoughts scattered across the sheets of Word will help in the next step.

Then it is time to form the text. At this stage, you have to form a coherent story from separate pieces, where each new thought reinforces the previous one, and one idea smoothly flows into another.

Main Steps of Assignment Writing

These are steps to take to get a worthy paper. If you complete these step-by-step, your text will be among the most exemplary ones.

The research part

If the topic is unique and no one has written about it yet, look at materials close to this topic to gain thoughts about it. You should feel that you are ready to express your thoughts. Also, while reading, get acquainted with the format of the articles, study the details, collect material for your thoughts, and accumulate different points of view for your article. Be careful at this stage, as the process can help you develop your ideas. If you are already struggling here, pay for assignment to be done , and it will be processed in a split second via special services. These services are especially helpful when the deadline is near as they guarantee fast delivery of high-quality papers on any subject.

If you use Google to search for material for your assignment, you will, of course, find a lot of information very quickly. Still, the databases available on your library’s website will give you the clearest and most reliable facts that satisfy your teacher or professor. Be sure you copy the addresses of all the web pages you will use when composing your paper, so you don’t lose them. You can use them later in your bibliography if you add a bit of description! Select resources and extract quotes from them that you can use while working. At this stage, you may also create a request for late assignment if you realize the paper requires a lot of effort and is time-consuming. This way, you’ll have a backup plan if something goes wrong.

Planning your text

Assemble a layout. It may be appropriate to use the structure of the paper of some outstanding scientists in your field and argue it in one of the parts. As the planning progresses, you can add suggestions that come to mind. If you use citations that require footnotes, and if you use single spacing throughout the paper and double spacing at the end, it will take you a very long time to make sure that all the citations are on the exact pages you specified! Add a reference list or bibliography. If you haven’t already done so, don’t put off writing an essay until the last day. It will be more difficult to do later as you will be stressed out because of time pressure.

Writing major parts

It happens that there is simply no mood or strength to get started and zero thoughts. In that case, postpone this process for 2-3 hours, and, perhaps, soon, you will be able to start with renewed vigor. Writing essays is a great (albeit controversial) way to improve your skills. This experience will not be forgotten. It will certainly come in handy and bring many benefits in the future. Do your best here because asking for an extension is not always possible, so you probably won’t have time to redo it later. And the quality of this part defines the success of the whole paper.

Writing the major part does not mean the matter is finished. To review the text, make sure that the ideas of the introduction and conclusion coincide because such a discrepancy is the first thing that will catch the reader’s eye and can spoil the impression. Add or remove anything from your intro to edit it to fit the entire paper. Also, check your spelling and grammar to ensure there are no typos or draft comments. Check the sources of your quotes so that your it is honest and does not violate any rules. And do not forget the formatting rules.

with the right tips and guidance, it can be easier than it looks. To make the process even more straightforward, students can also use an assignment service to get the job done. This way they can get professional assistance and make sure that their assignments are up to the mark. At PapersOwl, we provide a professional writing service where students can order custom-made assignments that meet their exact requirements.

Expert Tips for your Writing Assignment

Want to write like a pro? Here’s what you should consider:

Save the document! Send the finished document by email to yourself so you have a backup copy in case your computer crashes.
Don’t wait until the last minute to complete a list of citations or a bibliography after the paper is finished. It will be much longer and more difficult, so add to them as you go.
If you find a lot of information on the topic of your search, then arrange it in a separate paragraph.
If possible, choose a topic that you know and are interested in.
Believe in yourself! If you set yourself up well and use your limited time wisely, you will be able to deliver the paper on time.
Do not copy information directly from the Internet without citing them.

Writing assignments is a tedious and time-consuming process. It requires a lot of research and hard work to produce a quality paper. However, if you are feeling overwhelmed or having difficulty understanding the concept, you may want to consider getting accounting homework help online . Professional experts can assist you in understanding how to complete your assignment effectively. PapersOwl.com offers expert help from highly qualified and experienced writers who can provide you with the homework help you need.

Will I succeed with my assignments?

Anyone can learn how to be good at writing: follow simple rules of creating the structure and be creative where it is appropriate. At one moment, you will need some additional study tools, study support, or solid study tips. And you can easily get help in writing assignments or any other work. This is especially useful since the strategy of learning how to write an assignment can take more time than a student has.

Therefore all students are happy that there is an option to order your paper at a professional service to pass all the courses perfectly and sleep still at night. You can also find the sample of the assignment there to check if you are on the same page and if not — focus on your papers more diligently.

So, in the times of studies online, the desire and skill to research and write may be lost. Planning your assignment carefully and presenting arguments step-by-step is necessary to succeed with your homework. When going through your references, note the questions that appear and answer them, building your text. Create a cover page, proofread the whole text, and take care of formatting. Feel free to use these rules for passing your next assignments.

When it comes to writing an assignment, it can be overwhelming and stressful, but Papersowl is here to make it easier for you. With a range of helpful resources available, Papersowl can assist you in creating high-quality written work, regardless of whether you’re starting from scratch or refining an existing draft. From conducting research to creating an outline, and from proofreading to formatting, the team at Papersowl has the expertise to guide you through the entire writing process and ensure that your assignment meets all the necessary requirements.

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Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

Introduction

Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic. It is not uncommon to be unsure about the processes of writing assignments at university.

You may be returning to study after a break
You may have come from an exam based assessment system and never written an assignment before
Maybe you have written assignments but would like to improve your processes and strategies

This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments. It begins with an explanation of how to analyse an assignment task and start putting your ideas together. It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.

Task Analysis and Deconstructing an Assignment

It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.

The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).

Table 19.1 Parts of an Assignment Question

Topic words	These are words and concepts you have to research and write about.
Task words	These will tell you how to approach the assignment and structure the information you find in your research (e.g., discuss, analyse).
Limiting words	These words define the scope of the assignment, e.g., Australian perspectives, relevant codes or standards or a specific timeframe.

Make sure you have a clear understanding of what the task word requires you to address.

Table 19.2 Task words


	Give reasons for or explain something has occurred. This task directs you to consider contributing factors to a certain situation or event. You are expected to make a decision about why these occurred, not just describe the events.	the factors that led to the global financial crisis.
	Consider the different elements of a concept, statement or situation. Show the different components and show how they connect or relate. Your structure and argument should be logical and methodical.	the political, social and economic impacts of climate change.
	Make a judgement on a topic or idea. Consider its reliability, truth and usefulness. In your judgement, consider both the strengths and weaknesses of the opposing arguments to determine your topic’s worth (similar to evaluate).	the efficacy of cogitative behavioural therapy (CBT) for the treatment of depression.
	Divide your topic into categories or sub-topics logically (could possibly be part of a more complex task).	the artists studied this semester according to the artistic periods they best represent. Then choose one artist and evaluate their impact on future artists.
	State your opinion on an issue or idea. You may explain the issue or idea in more detail. Be objective and support your opinion with reliable evidence.	the government’s proposal to legalise safe injecting rooms.
	Show the similarities and differences between two or more ideas, theories, systems, arguments or events. You are expected to provide a balanced response, highlighting similarities and differences.	the efficiency of wind and solar power generation for a construction site.
	Point out only the differences between two or more ideas, theories, systems, arguments or events.	virtue ethics and utilitarianism as models for ethical decision making.
(this is often used with another task word, e.g. critically evaluate, critically analyse, critically discuss)	It does not mean to criticise, instead you are required to give a balanced account, highlighting strengths and weaknesses about the topic. Your overall judgment must be supported by reliable evidence and your interpretation of that evidence.	analyse the impacts of mental health on recidivism within youth justice.
	Provide a precise meaning of a concept. You may need to include the limits or scope of the concept within a given context.	digital disruption as it relates to productivity.
	Provide a thorough description, emphasising the most important points. Use words to show appearance, function, process, events or systems. You are not required to make judgements.	the pathophysiology of Asthma.
	Highlight the differences between two (possibly confusing) items.	between exothermic and endothermic reactions.
	Provide an analysis of a topic. Use evidence to support your argument. Be logical and include different perspectives on the topic (This requires more than a description).	how Brofenbrenner’s ecological system’s theory applies to adolescence.
	Review both positive and negative aspects of a topic. You may need to provide an overall judgement regarding the value or usefulness of the topic. Evidence (referencing) must be included to support your writing.	the impact of inclusive early childhood education programs on subsequent high school completion rates for First Nations students.
	Describe and clarify the situation or topic. Depending on your discipline area and topic, this may include processes, pathways, cause and effect, impact, or outcomes.	the impact of the COVID-19 pandemic on the film industry in Australia.
	Clarify a point or argument with examples and evidence.	how society’s attitudes to disability have changed from a medical model to a wholistic model of disability.
	Give evidence which supports an argument or idea; show why a decision or conclusions were made. Justify may be used with other topic words, such as outline, argue.	Write a report outlining the key issues and implications of a welfare cashless debit card trial and make three recommendations for future improvements. your decision-making process for the recommendations.
	A comprehensive description of the situation or topic which provides a critical analysis of the key issues.	Provide a of Australia's asylum policies since the Pacific Solution in 2001.
	An overview or brief description of a topic. (This is likely to be part of a larger assessment task.)	the process for calculating the correct load for a plane.

The criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.

The task or criteria sheet will also include the:

Word limit (or word count)
Referencing style and research expectations
Formatting requirements

Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.

Preparing your ideas

Brainstorm or concept map: List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.

Finding appropriate information: Learn how to find scholarly information for your assignments which is

See the chapter Working With Information for a more detailed explanation .

What is academic writing?

Academic writing tone and style.

Many of the assessment pieces you prepare will require an academic writing style. This is sometimes called ‘academic tone’ or ‘academic voice’. This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area. Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.

Table 19.3 Comparison of academic and non-academic writing


Is clear, concise and well-structured	Is verbose and may use more words than are needed
Is formal. It writes numbers under twenty in full.	Writes numbers under twenty as numerals and uses symbols such as “&” instead of writing it in full
Is reasoned and supported (logically developed)	Uses humour (puns, sarcasm)
Is authoritative (writes in third person- This essay argues…)	Writes in first person (I think, I found)
Utilises the language of the field/industry/subject	Uses colloquial language e.g., mate

Thesis statements

Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement. A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:

Directly relates to the task . Your thesis statement may even contain some of the key words or synonyms from the task description.
Does more than restate the question.
Is specific and uses precise language.
Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
The subject is the key content area you will be covering.
The contention is the position you are taking in relation to the chosen content.

Your thesis statement helps you to structure your essay. It plays a part in each key section: introduction, body and conclusion.

Planning your assignment structure

When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas. It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.

Writing introductions and conclusions

Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement. These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.

Writing introductions

Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.

Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:

A brief background or overview of your assignment topic
A thesis statement (see section above)
An outline of your essay structure
An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.

The below example demonstrates the four different elements of an introductory paragraph.

1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals. 3) First, the provision of information technology for the educational needs of nurses will be discussed. 4) This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health. 5) Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives. 6) The final section will explore how information technology assists health professionals in the delivery of services in rural areas . 7) It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.

1 Brief background/ overview | 2 Indicates the scope of what will be covered | 3-6 Outline of the main ideas (structure) | 7 The thesis statement

Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing conclusions

You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement. Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.

Conclusion checklist

Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
Have you presented implications or recommendations in your conclusion? (if required by your task).
Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
Remember, do not add any new material or direct quotes in your conclusion.

This below example demonstrates the different elements of a concluding paragraph.

1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained. 2) Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture. 3) In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures. 4) Furthermore, all employees must be provided with clear and detailed guidelines about company expectations. 5) Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however, further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees, should result in a much more understanding and cooperative environment.

1 Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6 Final summary statement that is based on the evidence.

Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing paragraphs

Paragraph writing is a key skill that enables you to incorporate your academic research into your written work. Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing. This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.

Topic Sentence

This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.

Explanation/ Elaboration

The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.

These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.

Concluding sentence (critical thinking)

This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.

Use the checklist below to check your paragraphs are clear and well formed.

Paragraph checklist

Does your paragraph have a clear main idea?
Is everything in the paragraph related to this main idea?
Is the main idea adequately developed and explained?
Do your sentences run together smoothly?
Have you included evidence to support your ideas?
Have you concluded the paragraph by connecting it to your overall topic?

Writing sentences

Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).

Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.

Paraphrasing and Synthesising

Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:

Paraphrasing is regarded more highly at university than direct quoting.
Paraphrasing can also help you better understand the material.
Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.

What is paraphrasing?

Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing (see Table 19.4 ).

Table 19.4 Paraphrasing techniques

1	Make sure you understand what you are reading. Look up keywords to understand their meanings.
2	Record the details of the source so you will be able to cite it correctly in text and in your reference list.
3	Identify words that you can change to synonyms (but do not change the key/topic words).
4	Change the type of word in a sentence (for example change a noun to a verb or vice versa).
5	Eliminate unnecessary words or phrases from the original that you don’t need in your paraphrase.
6	Change the sentence structure (for example change a long sentence to several shorter ones or combine shorter sentences to form a longer sentence).

Example of paraphrasing

Please note that these examples and in text citations are for instructional purposes only.

Original text

Health care professionals assist people often when they are at their most vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills . They must develop patient trust and provide empathy to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).

Poor quality paraphrase example

This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.

Health care sector workers are often responsible for vulnerable patients. To understand patients and deliver good service , they need to be excellent communicators . They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds and with different medical, psychological and social needs (French & Saunders, 2018).

A good quality paraphrase example

This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.

Empathetic communication is a vital skill for health care workers. Professionals in these fields are often responsible for patients with complex medical, psychological and social needs. Empathetic communication assists in building rapport and gaining the necessary trust to assist these vulnerable patients by providing appropriate supportive care (French & Saunders, 2018).

The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.

What is synthesising?

Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.

Follow the steps in this table to improve your synthesis techniques (see Table 19.5 ).

Table 19.5 Synthesising techniques

1	Check your referencing guide to learn how to correctly reference more than one author at a time in your paper.
2	While taking notes for your research, try organising your notes into themes. This way you can keep similar ideas from different authors together.
3	Identify similar language and tone used by authors so that you can group similar ideas together.
4	Synthesis can not only be about grouping ideas together that are similar, but also those that are different. See how you can contrast authors in your writing to also strengthen your argument.

Example of synthesis

There is a relationship between academic procrastination and mental health outcomes. Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.

Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence

This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.

Creating an argument

What does this mean.

Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.

What skills do you need to create an argument?

In order to create a good and effective argument, you need to be able to:

Read critically to find evidence
Plan your argument
Think and write critically throughout your paper to enhance your argument

For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.

A formula for a good argument

A diagram on the formula for a ggood argument which includes deciding what side of argument you are on, research evidence to support your argument, create a plan to create a logically flowing argument and writing your argument

What does an argument look like?

As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing (see Table 19.6 ).

Table 19.6 Argument

Introducing your argument	• This paper will argue/claim that... • ...is an important factor/concept/idea/ to consider because... • … will be argued/outlined in this paper.
Introducing evidence for your argument	• Smith (2014) outlines that.... • This evidence demonstrates that... • According to Smith (2014)… • For example, evidence/research provided by Smith (2014) indicates that...
Giving the reason why your point/evidence is important	• Therefore this indicates... • This evidence clearly demonstrates.... • This is important/significant because... • This data highlights...
Concluding a point	• Overall, it is clear that... • Therefore, … are reasons which should be considered because... • Consequently, this leads to.... • The research presented therefore indicates...

Editing and proofreading (reviewing)

Once you have finished writing your first draft it is recommended that you spend time revising your work. Proofreading and editing are two different stages of the revision process.

Editing considers the overall focus or bigger picture of the assignment
Proofreading considers the finer details

Editing mindmap with the words sources, content,s tructure and style. Proofreading mindmap with the words referencing, word choice, grammar and spelling and punctuation

As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.

Editing checklist

Have I answered the question accurately?
Do I have enough credible, scholarly supporting evidence?
Is my writing tone objective and formal enough or have I used emotive and informal language?
Have I written in the third person not the first person?
Do I have appropriate in-text citations for all my information?
Have I included the full details for all my in-text citations in my reference list?

There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.

Proofreading checklist

Is my spelling and grammar accurate?
Are they complete?
Do they all make sense?
Do they only contain only one idea?
Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
Are my sentences too long and complicated?
Do they contain only one idea per sentence?
Is my writing concise? Take out words that do not add meaning to your sentences.
Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
Have I avoided discriminatory language and colloquial expressions (slang)?
Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).

This chapter has examined the experience of writing assignments. It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.

Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
Creating an argument is a four step process and can be applied to all types of academic writing.
Editing and proofreading are two separate processes.

Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions

Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.

Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.

Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).

Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Writing Center
Writing Program
Designing Essay Assignments

by Gordon Harvey

Students often do their best and hardest thinking, and feel the greatest sense of mastery and growth, in their writing. Courses and assignments should be planned with this in mind. Three principles are paramount:

1. Name what you want and imagine students doing it

However free students are to range and explore in a paper, the general kind of paper you’re inviting has common components, operations, and criteria of success, and you should make these explicit. Having satisfied yourself, as you should, that what you’re asking is doable, with dignity, by writers just learning the material, try to anticipate in your prompt or discussions of the assignment the following queries:

What is the purpose of this? How am I going beyond what we have done, or applying it in a new area, or practicing a key academic skill or kind of work?
To what audience should I imagine myself writing?
What is the main task or tasks, in a nutshell? What does that key word (e.g., analyze, significance of, critique, explore, interesting, support) really mean in this context or this field?
What will be most challenging in this and what qualities will most distinguish a good paper? Where should I put my energy? (Lists of possible questions for students to answer in a paper are often not sufficiently prioritized to be helpful.)
What misconceptions might I have about what I’m to do? (How is this like or unlike other papers I may have written?) Are there too-easy approaches I might take or likely pitfalls? An ambitious goal or standard that I might think I’m expected to meet but am not?
What form will evidence take in my paper (e.g., block quotations? paraphrase? graphs or charts?) How should I cite it? Should I use/cite material from lecture or section?
Are there some broad options for structure, emphasis, or approach that I’ll likely be choosing among?
How should I get started on this? What would be a helpful (or unhelpful) way to take notes, gather data, discover a question or idea? Should I do research?

2. Take time in class to prepare students to succeed at the paper

Resist the impulse to think of class meetings as time for “content” and of writing as work done outside class. Your students won’t have mastered the art of paper writing (if such a mastery is possible) and won’t know the particular disciplinary expectations or moves relevant to the material at hand. Take time in class to show them:

discuss the assignment in class when you give it, so students can see that you take it seriously, so they can ask questions about it, so they can have it in mind during subsequent class discussions;
introduce the analytic vocabulary of your assignment into class discussions, and take opportunities to note relevant moves made in discussion or good paper topics that arise;
have students practice key tasks in class discussions, or in informal writing they do in before or after discussions;
show examples of writing that illustrates components and criteria of the assignment and that inspires (class readings can sometimes serve as illustrations of a writing principle; so can short excerpts of writing—e.g., a sampling of introductions; and so can bad writing—e.g., a list of problematic thesis statements);
the topics of originality and plagiarism (what the temptations might be, how to avoid risks) should at some point be addressed directly.

3. Build in process

Ideas develop over time, in a process of posing and revising and getting feedback and revising some more. Assignments should allow for this process in the following ways:

smaller assignments should prepare for larger ones later;
students should do some thinking and writing before they write a draft and get a response to it (even if only a response to a proposal or thesis statement sent by email, or described in class);
for larger papers, students should write and get response (using the skills vocabulary of the assignment) to a draft—at least an “oral draft” (condensed for delivery to the class);
if possible, meet with students individually about their writing: nothing inspires them more than feeling that you care about their work and development;
let students reflect on their own writing, in brief cover letters attached to drafts and revisions (these may also ask students to perform certain checks on what they have written, before submitting);
have clear and firm policies about late work that nonetheless allow for exception if students talk to you in advance.

A PDF version of the text above. Provides guidance on creating carefully crafted and explicit paper assignments that encourage students to write better papers

Pedagogy Workshops
Responding to Student Writing
Commenting Efficiently
Vocabulary for Discussing Student Writing
Guides to Teaching Writing
HarvardWrites Instructor Toolkit
Additional Resources for Teaching Fellows

Module 4: Writing in College

Writing assignments, learning objectives.

Describe common types and expectations of writing tasks given in a college class

Man writing in a notebook sitting on a couch.

Figure 1 . All college classes require some form of writing. Investing some time in refining your writing skills so that you are a more confident, skilled, and efficient writer will pay dividends in the long run.

What to Do With Writing Assignments

Writing assignments can be as varied as the instructors who assign them. Some assignments are explicit about what exactly you’ll need to do, in what order, and how it will be graded. Others are more open-ended, leaving you to determine the best path toward completing the project. Most fall somewhere in the middle, containing details about some aspects but leaving other assumptions unstated. It’s important to remember that your first resource for getting clarification about an assignment is your instructor—they will be very willing to talk out ideas with you, to be sure you’re prepared at each step to do well with the writing.

Writing in college is usually a response to class materials—an assigned reading, a discussion in class, an experiment in a lab. Generally speaking, these writing tasks can be divided into three broad categories: summary assignments, defined-topic assignments, and undefined-topic assignments.

Link to Learning

Empire State College offers an Assignment Calculator to help you plan ahead for your writing assignment. Just plug in the date you plan to get started and the date it is due, and the calculator will help break it down into manageable chunks.

Summary Assignments

Being asked to summarize a source is a common task in many types of writing. It can also seem like a straightforward task: simply restate, in shorter form, what the source says. A lot of advanced skills are hidden in this seemingly simple assignment, however.

An effective summary does the following:

reflects your accurate understanding of a source’s thesis or purpose
differentiates between major and minor ideas in a source
demonstrates your ability to identify key phrases to quote
shows your ability to effectively paraphrase most of the source’s ideas
captures the tone, style, and distinguishing features of a source
does not reflect your personal opinion about the source

That last point is often the most challenging: we are opinionated creatures, by nature, and it can be very difficult to keep our opinions from creeping into a summary. A summary is meant to be completely neutral.

In college-level writing, assignments that are only summary are rare. That said, many types of writing tasks contain at least some element of summary, from a biology report that explains what happened during a chemical process, to an analysis essay that requires you to explain what several prominent positions about gun control are, as a component of comparing them against one another.

Writing Effective Summaries

Start with a clear identification of the work.

This automatically lets your readers know your intentions and that you’re covering the work of another author.

In the featured article “Five Kinds of Learning,” the author, Holland Oates, justifies his opinion on the hot topic of learning styles — and adds a few himself.

Summarize the Piece as a Whole

Omit nothing important and strive for overall coherence through appropriate transitions. Write using “summarizing language.” Your reader needs to be reminded that this is not your own work. Use phrases like the article claims, the author suggests, etc.

Present the material in a neutral fashion. Your opinions, ideas, and interpretations should be left in your brain — don’t put them into your summary. Be conscious of choosing your words. Only include what was in the original work.
Be concise. This is a summary — it should be much shorter than the original piece. If you’re working on an article, give yourself a target length of 1/4 the original article.

Conclude with a Final Statement

This is not a statement of your own point of view, however; it should reflect the significance of the book or article from the author’s standpoint.

Without rewriting the article, summarize what the author wanted to get across. Be careful not to evaluate in the conclusion or insert any of your own assumptions or opinions.

Understanding the Assignment and Getting Started

Woman sitting on a sofa with a statistics book next to her, reading another book.

Figure 2 . Many writing assignments will have a specific prompt that sends you first to your textbook, and then to outside resources to gather information.

Often, the handout or other written text explaining the assignment—what professors call the assignment prompt —will explain the purpose of the assignment and the required parameters (length, number and type of sources, referencing style, etc.).

Also, don’t forget to check the rubric, if there is one, to understand how your writing will be assessed. After analyzing the prompt and the rubric, you should have a better sense of what kind of writing you are expected to produce.

Sometimes, though—especially when you are new to a field—you will encounter the baffling situation in which you comprehend every single sentence in the prompt but still have absolutely no idea how to approach the assignment! In a situation like that, consider the following tips:

Focus on the verbs . Look for verbs like compare, explain, justify, reflect , or the all-purpose analyze . You’re not just producing a paper as an artifact; you’re conveying, in written communication, some intellectual work you have done. So the question is, what kind of thinking are you supposed to do to deepen your learning?
Put the assignment in context . Many professors think in terms of assignment sequences. For example, a social science professor may ask you to write about a controversial issue three times: first, arguing for one side of the debate; second, arguing for another; and finally, from a more comprehensive and nuanced perspective, incorporating text produced in the first two assignments. A sequence like that is designed to help you think through a complex issue. If the assignment isn’t part of a sequence, think about where it falls in the span of the course (early, midterm, or toward the end), and how it relates to readings and other assignments. For example, if you see that a paper comes at the end of a three-week unit on the role of the Internet in organizational behavior, then your professor likely wants you to synthesize that material.
Try a free-write . A free-write is when you just write, without stopping, for a set period of time. That doesn’t sound very “free”; it actually sounds kind of coerced, right? The “free” part is what you write—it can be whatever comes to mind. Professional writers use free-writing to get started on a challenging (or distasteful) writing task or to overcome writer’s block or a powerful urge to procrastinate. The idea is that if you just make yourself write, you can’t help but produce some kind of useful nugget. Thus, even if the first eight sentences of your free write are all variations on “I don’t understand this” or “I’d really rather be doing something else,” eventually you’ll write something like “I guess the main point of this is…,” and—booyah!—you’re off and running.
Ask for clarification . Even the most carefully crafted assignments may need some verbal clarification, especially if you’re new to a course or field. Professors generally love questions, so don’t be afraid to ask. Try to convey to your instructor that you want to learn and you’re ready to work, and not just looking for advice on how to get an A.

Defined-Topic Assignments

Many writing tasks will ask you to address a particular topic or a narrow set of topic options. Defined-topic writing assignments are used primarily to identify your familiarity with the subject matter. (Discuss the use of dialect in Their Eyes Were Watching God , for example.)

Remember, even when you’re asked to “show how” or “illustrate,” you’re still being asked to make an argument. You must shape and focus your discussion or analysis so that it supports a claim that you discovered and formulated and that all of your discussion and explanation develops and supports.

Undefined-Topic Assignments

Another writing assignment you’ll potentially encounter is one in which the topic may be only broadly identified (“water conservation” in an ecology course, for instance, or “the Dust Bowl” in a U.S. History course), or even completely open (“compose an argumentative research essay on a subject of your choice”).

Pencil sketches of a boo, a magnifying glass, and paper.

Figure 3 . For open-ended assignments, it’s best to pick something that interests you personally.

Where defined-topic essays demonstrate your knowledge of the content , undefined-topic assignments are used to demonstrate your skills— your ability to perform academic research, to synthesize ideas, and to apply the various stages of the writing process.

The first hurdle with this type of task is to find a focus that interests you. Don’t just pick something you feel will be “easy to write about” or that you think you already know a lot about —those almost always turn out to be false assumptions. Instead, you’ll get the most value out of, and find it easier to work on, a topic that intrigues you personally or a topic about which you have a genuine curiosity.

The same getting-started ideas described for defined-topic assignments will help with these kinds of projects, too. You can also try talking with your instructor or a writing tutor (at your college’s writing center) to help brainstorm ideas and make sure you’re on track.

Getting Started in the Writing Process

Writing is not a linear process, so writing your essay, researching, rewriting, and adjusting are all part of the process. Below are some tips to keep in mind as you approach and manage your assignment.

Graphic labeled "The Writing Process." From left to right, it reads: Topic, Prewrite, Evidence, Organize, Draft, Revise, Proofread.

Figure 4 . Writing is a recursive process that begins with examining the topic and prewriting.

Write down topic ideas. If you have been assigned a particular topic or focus, it still might be possible to narrow it down or personalize it to your own interests.

If you have been given an open-ended essay assignment, the topic should be something that allows you to enjoy working with the writing process. Select a topic that you’ll want to think about, read about, and write about for several weeks, without getting bored.

Figure 5 . Just getting started is sometimes the most difficult part of writing. Freewriting and planning to write multiple drafts can help you dive in.

If you’re writing about a subject you’re not an expert on and want to make sure you are presenting the topic or information realistically, look up the information or seek out an expert to ask questions.

Note: Be cautious about information you retrieve online, especially if you are writing a research paper or an article that relies on factual information. A quick Google search may turn up unreliable, misleading sources. Be sure you consider the credibility of the sources you consult (we’ll talk more about that later in the course). And keep in mind that published books and works found in scholarly journals have to undergo a thorough vetting process before they reach publication and are therefore safer to use as sources.
Check out a library. Yes, believe it or not, there is still information to be found in a library that hasn’t made its way to the Web. For an even greater breadth of resources, try a college or university library. Even better, research librarians can often be consulted in person, by phone, or even by email. And they love helping students. Don’t be afraid to reach out with questions!

Write a Rough Draft

It doesn’t matter how many spelling errors or weak adjectives you have in it. Your draft can be very rough! Jot down those random uncategorized thoughts. Write down anything you think of that you want included in your writing and worry about organizing and polishing everything later.

If You’re Having Trouble, Try F reewriting

Set a timer and write continuously until that time is up. Don’t worry about what you write, just keeping moving your pencil on the page or typing something (anything!) into the computer.

Outcome: Writing in College. Provided by : Lumen Learning. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
Writing in College: From Competence to Excellence. Authored by : Amy Guptill. Provided by : SUNY Open Textbooks. Located at : http://textbooks.opensuny.org/writing-in-college-from-competence-to-excellence/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
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NCI LIBRARY

Academic writing skills guide: structuring your assignment.

Key Features of Academic Writing
The Writing Process
Understanding Assignments
Brainstorming Techniques
Planning Your Assignments
Thesis Statements
Writing Drafts
Structuring Your Assignment
How to Deal With Writer's Block
Using Paragraphs
Conclusions
Introductions
Revising & Editing
Proofreading
Grammar & Punctuation
Reporting Verbs
Signposting, Transitions & Linking Words/Phrases
Using Lecturers' Feedback

Organising and structuring your assignment can be as important as the content itself as it helps you present your arguments in a logical way. A good, logical structure to your assignment is key to ensuring your lecturer can follow your argument, making it easier to read and understand. You should take them on a journey to your conclusion, so that they can see how your case builds up through your assignment.

An effective structure not only improves the flow of your writing but also demonstrates that you thought about and planned your work before you started writing. This is important as it is obvious to any lecturer if you have not planned your work before you start. Not only does this demonstrate poor thinking, it makes your work harder to understand, which will inevitably harm your grades.

If you work on the structure before you write your first draft, you will not have to do so much reorganisation and rewriting when it is completed. Time spent organising the structure of the main body of your assignment is valuable as it gives you the chance to link paragraphs together into a logical sequence. It will also make the writing process easier as adopting a structured approach helps you break down each part of the process into manageable chunks.

Planning the structure of an assignment is important and will help you to feel more in control of your writing as it begins to take shape. Good planning is key for a well-structured assignment – you should not launch into writing with no idea of what you are going to write. Think carefully about how to structure your assignment before you start to write.

Having a well-structured plan will help you considerably in producing a cohesive assignment and will also allow you to write your assignment in stages since it will clearly map out the direction you should proceed in. Before you begin writing, check the structure to make sure it matches the assignment requirements and repeat these checks as you draft and redraft your assignments.

Keep referring back to the question and assignment brief and make sure that your structure matches what you have been asked to do and check to see if you have appropriate and sufficient evidence to support all of your points. Plans can be structured/restructured at any time during the writing process.

Once you have decided on your key point(s), draw a line through any points that no longer seem to fit. This will mean you are eliminating some ideas and potentially letting go of one or two points that you wanted to make. However, this process is all about improving the relevance and coherence of your writing. Writing involves making choices, including the tough choice to sideline ideas that, however promising, do not fit into your main discussion.

Eventually, you will have a structure that is detailed enough for you to start writing. You will know which ideas go into each section and, ideally, each paragraph and in what order. You will also know which evidence for those ideas from your notes you will be using for each section and paragraph.

Once you have a map/framework of the proposed structure, this forms the skeleton of your assignment and if you have invested enough time and effort into researching and brainstorming your ideas beforehand, it should make it easier to flesh it out. Ultimately, you are aiming for a final draft where you can sum up each paragraph in a couple of words as each paragraph focuses on one main point or idea.

All written assignments have a required word count which generally does not include the bibliography or cover page – you will be expected to stay within 10% of the advised word count. Use the word count to develop your structure and plan - set approximate word limits for each of your sections so you stay within the overall word count target.

Also, look at the marking criteria for the sections of your assignment and break down your word count for each section accordingly - if there is no indication of different marks, treat each section equally. The breakdown of marks tells you how much time to spend on, and how much to write on, each part of the assignment.

The best time to outline an initial structure is usually after you have done your initial reading and research and decided what you are going to argue. At this stage, you should begin to have an idea of the key points you want to make. Try out different ways of organising your ideas and arguments into different themes ( can help you with this).

Look through your notes. What are the common or recurring themes and ideas? What are the important issues? Establish connections between your points and synthesise ideas from a range of authors and sources; group together similar points and ideas from your sources under different themes. By writing thematically you can structure your writing much more clearly and create space for your own critical analysis and evaluation.

It is the argument, and how you decide to present and back up your argument, that will determine how you structure your assignment. Your argument should be based on the evidence that you have found in your reading and how convincing you think that evidence is. The key evidence and reasoning for your position form the main points that you try and develop in your assignment.

Ideally, at the end of this process, you should know how your assignment will end before you start properly writing it up. Inevitably there will be ideas and information you will have to leave out - you may realise that some material is not credible or relevant enough for the assignment.

The argument in your assignment is basically a series of points so it is worth giving some thought to how you will arrange your ideas so that your sections and paragraphs follow a logical order. No need to be worried by the term logical order, it just means putting your points in a sensible order that takes your reader through your discussion step-by-step – what do they need to know first, and next, and then next? What will be the best order for your ideas? You need to be able to put things in a logical order, so that your reader can follow what you are saying throughout the whole assignment.

Grouping your points together from your assignment planning will help you create a logical order. You can then put these groups into a sequence that the reader can follow to help them make sense of the topic or argument. This normally goes from general to specific but can vary depending on the assignment. When you start writing you should have a clear idea of what you want to say from the planning stage. Use a list of your main points and think about what the reader needs to know and in what order they need to know it.


Each note/slide will develop into one of your paragraphs. If you decide you like the order you have put them in, then take a photo of the post-it notes or save the PowerPoint presentation. If you think it is not right, rearrange them until you get it how you like it. Do not be afraid to experiment with alternative structures, as this process may lead you to refine your argument further.

For any assignment always check with your lecturer if they require a specific structure. If your lecturer has given you specific instructions about how to organise your assignment, make sure you follow them. Academic assignments usually follow an established organisational structure that has, at a minimum, an .

	The introduction is essentially a map for the reader; it sets out the path that your assignment will follow. Outline the main direction the writing will take and give any necessary background information and context.

	The purpose of the main body is to set out your argument. Here, you work through key points and support them with evidence. The main body is made up of paragraphs that develop each of the assignment’s main points. These points should be set out in a logical order, to make it easier for the reader to follow and understand.

	The conclusion draws together the main threads of your argument as you summarise the most important points and then show that you have answered the assignment question/brief. Here, you highlight the key message or argument you want the reader to take away, clearly stating your point of view. You may also identify any gaps or weaknesses in the arguments or ideas presented and recommend further research or investigation where appropriate.

When you have completed your research you should be in a position to prepare an outline plan for the assignment. The outline plan is a more structured and detailed plan than the initial plan you created at the brainstorming stage. It should give you a step-by-step overview of the assignment.

Download a copy or click on the image above.

This template is designed to assist you with the collection and organisation of information into your notes and to plan the structure of your work before you start writing your first draft. The Assignment Planning - Guidelines has four stages:

Use the collecting information sheet to list the sources and information you find for your assignment.

Use the organising your research sheet to help you organise and combine the sources you found in Stage #1 into separate sections that relate to different themes in your assignment.

Take the information gathered in Stage #2 and organise it into the assignment framework chart to finalise your structure.

Go through the Assignment check list to check that you have included everything that is required for each section.

Communications from the Library: Please note all communications from the library, concerning renewal of books, overdue books and reservations will be sent to your NCI student email account.

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Last Updated: Apr 23, 2024 1:31 PM
URL: https://libguides.ncirl.ie/academic_writing_skills

Student staring at laptop screen as they try to write an assignment

5 tips on writing better university assignments

Lecturer in Student Learning and Communication Development, University of Sydney

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Alexandra Garcia does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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University life comes with its share of challenges. One of these is writing longer assignments that require higher information, communication and critical thinking skills than what you might have been used to in high school. Here are five tips to help you get ahead.

1. Use all available sources of information

Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often overlook these.

For example, to understand how your assignment will be graded, you can examine the rubric . This is a chart indicating what you need to do to obtain a high distinction, a credit or a pass, as well as the course objectives – also known as “learning outcomes”.

Other resources include lecture recordings, reading lists, sample assignments and discussion boards. All this information is usually put together in an online platform called a learning management system (LMS). Examples include Blackboard , Moodle , Canvas and iLearn . Research shows students who use their LMS more frequently tend to obtain higher final grades.

If after scrolling through your LMS you still have questions about your assignment, you can check your lecturer’s consultation hours.

2. Take referencing seriously

Plagiarism – using somebody else’s words or ideas without attribution – is a serious offence at university. It is a form of cheating.

Hands on a keyboard using the Ctrl C copy function

In many cases, though, students are unaware they have cheated. They are simply not familiar with referencing styles – such as APA , Harvard , Vancouver , Chicago , etc – or lack the skills to put the information from their sources into their own words.

To avoid making this mistake, you may approach your university’s library, which is likely to offer face-to-face workshops or online resources on referencing. Academic support units may also help with paraphrasing.

You can also use referencing management software, such as EndNote or Mendeley . You can then store your sources, retrieve citations and create reference lists with only a few clicks. For undergraduate students, Zotero has been recommended as it seems to be more user-friendly.

Using this kind of software will certainly save you time searching for and formatting references. However, you still need to become familiar with the citation style in your discipline and revise the formatting accordingly.

3. Plan before you write

If you were to build a house, you wouldn’t start by laying bricks at random. You’d start with a blueprint. Likewise, writing an academic paper requires careful planning: you need to decide the number of sections, their organisation, and the information and sources you will include in each.

Research shows students who prepare detailed outlines produce higher-quality texts. Planning will not only help you get better grades, but will also reduce the time you spend staring blankly at the screen thinking about what to write next.

Young woman sitting at desk with laptop and checking notes for assignment

During the planning stage, using programs like OneNote from Microsoft Office or Outline for Mac can make the task easier as they allow you to organise information in tabs. These bits of information can be easily rearranged for later drafting. Navigating through the tabs is also easier than scrolling through a long Word file.

4. Choose the right words

Which of these sentences is more appropriate for an assignment?

a. “This paper talks about why the planet is getting hotter”, or b. “This paper examines the causes of climate change”.

The written language used at university is more formal and technical than the language you normally use in social media or while chatting with your friends. Academic words tend to be longer and their meaning is also more precise. “Climate change” implies more than just the planet “getting hotter”.

To find the right words, you can use SkELL , which shows you the words that appear more frequently, with your search entry categorised grammatically. For example, if you enter “paper”, it will tell you it is often the subject of verbs such as “present”, “describe”, “examine” and “discuss”.

Another option is the Writefull app, which does a similar job without having to use an online browser.

5. Edit and proofread

If you’re typing the last paragraph of the assignment ten minutes before the deadline, you will be missing a very important step in the writing process: editing and proofreading your text. A 2018 study found a group of university students did significantly better in a test after incorporating the process of planning, drafting and editing in their writing.

You probably already know to check the spelling of a word if it appears underlined in red. You may even use a grammar checker such as Grammarly . However, no software to date can detect every error and it is not uncommon to be given inaccurate suggestions.

So, in addition to your choice of proofreader, you need to improve and expand your grammar knowledge. Check with the academic support services at your university if they offer any relevant courses.

Written communication is a skill that requires effort and dedication. That’s why universities are investing in support services – face-to-face workshops, individual consultations, and online courses – to help students in this process. You can also take advantage of a wide range of web-based resources such as spell checkers, vocabulary tools and referencing software – many of them free.

Improving your written communication will help you succeed at university and beyond.

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The Beginner's Guide to Writing an Essay | Steps & Examples

An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.

There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.

The essay writing process consists of three main stages:

Preparation: Decide on your topic, do your research, and create an essay outline.
Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
Revision: Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

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Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.

The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .

For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.

1. Preparation	2. Writing	3. Revision
	, organized into Write the	or use a for language errors

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Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:

Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
Do your research: Read primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
Come up with a thesis: The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.

Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.

The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.

1. Hook your reader

The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.

Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:

The invention of Braille was a major turning point in the history of disability.

2. Provide background on your topic

Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.

3. Present the thesis statement

Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:

As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.

4. Map the structure

In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.

The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Write your essay introduction

The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.

Length of the body text

The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.

Paragraph structure

To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.

That idea is introduced in a topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.

After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

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The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :

Returns to your thesis
Ties together your main points
Shows why your argument matters

A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.

What not to include in a conclusion

To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:

Including new arguments or evidence
Undermining your arguments (e.g. “This is just one approach of many”)
Using concluding phrases like “To sum up…” or “In conclusion…”

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

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Checklist: Essay

My essay follows the requirements of the assignment (topic and length ).

My introduction sparks the reader’s interest and provides any necessary background information on the topic.

My introduction contains a thesis statement that states the focus and position of the essay.

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

Each paragraph has a single focus and a clear connection to the thesis statement.

I make clear transitions between paragraphs and ideas.

My conclusion doesn’t just repeat my points, but draws connections between arguments.

I don’t introduce new arguments or evidence in the conclusion.

I have given an in-text citation for every quote or piece of information I got from another source.

I have included a reference page at the end of my essay, listing full details of all my sources.

My citations and references are correctly formatted according to the required citation style .

My essay has an interesting and informative title.

I have followed all formatting guidelines (e.g. font, page numbers, line spacing).

Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

An opening hook to catch the reader’s attention.
Relevant background information that the reader needs to know.
A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

It gives your writing direction and focus.
It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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Communication Across the Disciplines

10 tips for writing assignments.

Clarify the task. Don't let questions about the task encourage procrastination.
Do the research early. Collecting and absorbing the material will help you meditate on what you will write, even if you don't get to work on the writing immediately.
Leave a strong paper trail. Frequently, the lack of good note taking doesn't register until you are in the throes of the final preparation of your project, when deadlines loom, and materials are difficult to recover. This is because one often reads and discards materials as not being relevant during the research process, only to discover later, during the writing process, that they are.
Brainstorm, make notes, jot down ideas as they occur, and begin by writing the stuff you do know. Most writing will be complex and you can't do all of the stages--brainstorming, drafting, revising, editing, proofreading--in one fell swoop. Breaking the process into smaller steps makes it more manageable, and lets you make progress even when you don't have large chunks of time to devote to writing.
Get feedback. It's difficult to anticipate the gaps, confusion, and potential misinterpretations that complex writing can generate. You need to have at least one outside reader to help you.
Allow time for revising and editing. Once the ideas are drafted, you'll usually find that you need to go back and re-read, re-search, re-organize, and re-think what you have said.
Make the organization apparent. Use paragraphs, subheadings, and spatial divisions (layout) to indicate clearly changes in subject matter, focus, and depth. Sometimes this is a good time to prepare an outline, to make sure that your organization makes sense.
Write the introduction last. A good introduction must point forward to what the writing contains. It is a promise to the reader, and should be accurate. The best introductions will be prepared after you know what you will say and how you will say it.
Check for accuracy. Research-based writing is often complex and it is easy to overlook a mistake made while drafting. Check your sources, read carefully through your quotations, citations, and documentation.
Proofread carefully. This is often a step left out in the crunch to finish by a deadline, and yet, it is often little mistakes (typos, errors of punctuation and grammar) which communicate to your reader a sense of carelessness or inability to write.
Forgive yourself for what is not perfect. We never stop learning how to write. No draft is ever perfect, but the deadline requires that you do your best and then send it out into the world of the reader.

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.

Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.

History of Assignment

The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.

Ancient Times: Assignments such as writing exercises, recitations, and memorization tasks were used to reinforce learning.
Medieval Period : Universities began to develop the concept of the assignment, with students completing essays, commentaries, and translations to demonstrate their knowledge and understanding of the subject matter.
19th Century : With the growth of schools and universities, assignments became more widespread and were used to assess student progress and achievement.
20th Century: The rise of distance education and online learning led to the further development of assignments as an integral part of the educational process.
Present Day: Assignments continue to be used in a variety of educational settings and are seen as an effective way to promote student learning and assess student achievement. The nature and format of assignments continue to evolve in response to changing educational needs and technological innovations.

Types of Assignment

Here are some of the most common types of assignments:

An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.

Essay structure:

Introduction : introduces the topic and thesis statement
Body paragraphs : each paragraph presents a different argument or idea, with evidence and analysis to support it
Conclusion : summarizes the key points and reiterates the thesis statement

Research paper

A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.

Research paper structure:

Title page : includes the title of the paper, author’s name, date, and institution
Abstract : summarizes the paper’s main points and conclusions
Introduction : provides background information on the topic and research question
Literature review: summarizes previous research on the topic
Methodology : explains how the research was conducted
Results : presents the findings of the research
Discussion : interprets the results and draws conclusions
Conclusion : summarizes the key findings and implications

A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.

Case study structure:

Introduction : introduces the case study and its purpose
Background : provides context and background information on the case
Analysis : examines the key issues and problems in the case
Solution/recommendations: proposes solutions or recommendations based on the analysis
Conclusion: Summarize the key points and implications

A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.

Lab report structure:

Title page : includes the title of the experiment, author’s name, date, and institution
Abstract : summarizes the purpose, methodology, and results of the experiment
Methods : explains how the experiment was conducted
Results : presents the findings of the experiment

Presentation

A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.

Presentation structure:

Introduction : introduces the topic and purpose of the presentation
Body : presents the main points, findings, or data, with the help of visual aids
Conclusion : summarizes the key points and provides a closing statement

Creative Project

A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.

Creative project structure:

Introduction : introduces the project and its purpose
Body : presents the creative work, with explanations or descriptions as needed
Conclusion : summarizes the key elements and reflects on the creative process.

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

Hook: Grab the reader’s attention with a catchy opening sentence.
Background: Provide some context or background information on the topic.
Thesis statement: State the main argument or point of your essay.

II. Body paragraphs

Topic sentence: Introduce the main idea or argument of the paragraph.
Evidence: Provide evidence or examples to support your point.
Analysis: Explain how the evidence supports your argument.
Transition: Use a transition sentence to lead into the next paragraph.

III. Conclusion

Restate thesis: Summarize your main argument or point.
Review key points: Summarize the main points you made in your essay.
Concluding thoughts: End with a final thought or call to action.

Research paper template:

I. Title page

Title: Give your paper a descriptive title.
Author: Include your name and institutional affiliation.
Date: Provide the date the paper was submitted.

II. Abstract

Background: Summarize the background and purpose of your research.
Methodology: Describe the methods you used to conduct your research.
Results: Summarize the main findings of your research.
Conclusion: Provide a brief summary of the implications and conclusions of your research.

III. Introduction

Background: Provide some background information on the topic.
Research question: State your research question or hypothesis.
Purpose: Explain the purpose of your research.

IV. Literature review

Background: Summarize previous research on the topic.
Gaps in research: Identify gaps or areas that need further research.

V. Methodology

Participants: Describe the participants in your study.
Procedure: Explain the procedure you used to conduct your research.
Measures: Describe the measures you used to collect data.

VI. Results

Quantitative results: Summarize the quantitative data you collected.
Qualitative results: Summarize the qualitative data you collected.

VII. Discussion

Interpretation: Interpret the results and explain what they mean.
Implications: Discuss the implications of your research.
Limitations: Identify any limitations or weaknesses of your research.

VIII. Conclusion

Review key points: Summarize the main points you made in your paper.

Case study template:

Background: Provide background information on the case.
Research question: State the research question or problem you are examining.
Purpose: Explain the purpose of the case study.

II. Analysis

Problem: Identify the main problem or issue in the case.
Factors: Describe the factors that contributed to the problem.
Alternative solutions: Describe potential solutions to the problem.

III. Solution/recommendations

Proposed solution: Describe the solution you are proposing.
Rationale: Explain why this solution is the best one.
Implementation: Describe how the solution can be implemented.

IV. Conclusion

Summary: Summarize the main points of your case study.

Lab report template:

Title: Give your report a descriptive title.
Date: Provide the date the report was submitted.
Background: Summarize the background and purpose of the experiment.
Methodology: Describe the methods you used to conduct the experiment.
Results: Summarize the main findings of the experiment.
Conclusion: Provide a brief summary of the implications and conclusions
Background: Provide some background information on the experiment.
Hypothesis: State your hypothesis or research question.
Purpose: Explain the purpose of the experiment.

IV. Materials and methods

Materials: List the materials and equipment used in the experiment.
Procedure: Describe the procedure you followed to conduct the experiment.
Data: Present the data you collected in tables or graphs.
Analysis: Analyze the data and describe the patterns or trends you observed.

VI. Discussion

Implications: Discuss the implications of your findings.
Limitations: Identify any limitations or weaknesses of the experiment.

VII. Conclusion

Restate hypothesis: Summarize your hypothesis or research question.
Review key points: Summarize the main points you made in your report.

Presentation template:

Attention grabber: Grab the audience’s attention with a catchy opening.
Purpose: Explain the purpose of your presentation.
Overview: Provide an overview of what you will cover in your presentation.

II. Main points

Main point 1: Present the first main point of your presentation.
Supporting details: Provide supporting details or evidence to support your point.
Main point 2: Present the second main point of your presentation.
Main point 3: Present the third main point of your presentation.
Summary: Summarize the main points of your presentation.
Call to action: End with a final thought or call to action.

Creative writing template:

Setting: Describe the setting of your story.
Characters: Introduce the main characters of your story.
Rising action: Introduce the conflict or problem in your story.
Climax: Present the most intense moment of the story.
Falling action: Resolve the conflict or problem in your story.
Resolution: Describe how the conflict or problem was resolved.
Final thoughts: End with a final thought or reflection on the story.

How to Write Assignment

Here is a general guide on how to write an assignment:

Understand the assignment prompt: Before you begin writing, make sure you understand what the assignment requires. Read the prompt carefully and make note of any specific requirements or guidelines.
Research and gather information: Depending on the type of assignment, you may need to do research to gather information to support your argument or points. Use credible sources such as academic journals, books, and reputable websites.
Organize your ideas : Once you have gathered all the necessary information, organize your ideas into a clear and logical structure. Consider creating an outline or diagram to help you visualize your ideas.
Write a draft: Begin writing your assignment using your organized ideas and research. Don’t worry too much about grammar or sentence structure at this point; the goal is to get your thoughts down on paper.
Revise and edit: After you have written a draft, revise and edit your work. Make sure your ideas are presented in a clear and concise manner, and that your sentences and paragraphs flow smoothly.
Proofread: Finally, proofread your work for spelling, grammar, and punctuation errors. It’s a good idea to have someone else read over your assignment as well to catch any mistakes you may have missed.
Submit your assignment : Once you are satisfied with your work, submit your assignment according to the instructions provided by your instructor or professor.

Applications of Assignment

Assignments have many applications across different fields and industries. Here are a few examples:

Education : Assignments are a common tool used in education to help students learn and demonstrate their knowledge. They can be used to assess a student’s understanding of a particular topic, to develop critical thinking skills, and to improve writing and research abilities.
Business : Assignments can be used in the business world to assess employee skills, to evaluate job performance, and to provide training opportunities. They can also be used to develop business plans, marketing strategies, and financial projections.
Journalism : Assignments are often used in journalism to produce news articles, features, and investigative reports. Journalists may be assigned to cover a particular event or topic, or to research and write a story on a specific subject.
Research : Assignments can be used in research to collect and analyze data, to conduct experiments, and to present findings in written or oral form. Researchers may be assigned to conduct research on a specific topic, to write a research paper, or to present their findings at a conference or seminar.
Government : Assignments can be used in government to develop policy proposals, to conduct research, and to analyze data. Government officials may be assigned to work on a specific project or to conduct research on a particular topic.
Non-profit organizations: Assignments can be used in non-profit organizations to develop fundraising strategies, to plan events, and to conduct research. Volunteers may be assigned to work on a specific project or to help with a particular task.

Purpose of Assignment

The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:

Assessing learning: Assignments are often used to assess a student’s understanding of a particular topic or concept. This allows educators to determine if a student has mastered the material or if they need additional support.
Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to build these skills.
Encouraging creativity: Assignments can be designed to encourage students to be creative and think outside the box. This can help to foster innovation and original thinking.
Providing feedback : Assignments provide an opportunity for teachers to provide feedback to students on their progress and performance. Feedback can help students to understand where they need to improve and to develop a growth mindset.
Meeting learning objectives : Assignments can be designed to help students meet specific learning objectives or outcomes. For example, a writing assignment may be designed to help students improve their writing skills, while a research assignment may be designed to help students develop their research skills.

When to write Assignment

Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.

It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.

It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.

In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.

Characteristics of Assignment

Here are some common characteristics of assignments:

Purpose : Assignments have a specific purpose, such as assessing knowledge or developing skills. They are designed to help students learn and achieve specific learning objectives.
Requirements: Assignments have specific requirements that must be met, such as a word count, format, or specific content. These requirements are usually provided by the instructor or professor.
Deadline: Assignments have a specific deadline for completion, which is usually set by the instructor or professor. It is important to meet the deadline to avoid penalties or lower grades.
Individual or group work: Assignments can be completed individually or as part of a group. Group assignments may require collaboration and communication with other group members.
Feedback : Assignments provide an opportunity for feedback from the instructor or professor. This feedback can help students to identify areas of improvement and to develop their skills.
Academic integrity: Assignments require academic integrity, which means that students must submit original work and avoid plagiarism. This includes citing sources properly and following ethical guidelines.
Learning outcomes : Assignments are designed to help students achieve specific learning outcomes. These outcomes are usually related to the course objectives and may include developing critical thinking skills, writing abilities, or subject-specific knowledge.

Advantages of Assignment

There are several advantages of assignment, including:

Helps in learning: Assignments help students to reinforce their learning and understanding of a particular topic. By completing assignments, students get to apply the concepts learned in class, which helps them to better understand and retain the information.
Develops critical thinking skills: Assignments often require students to think critically and analyze information in order to come up with a solution or answer. This helps to develop their critical thinking skills, which are important for success in many areas of life.
Encourages creativity: Assignments that require students to create something, such as a piece of writing or a project, can encourage creativity and innovation. This can help students to develop new ideas and perspectives, which can be beneficial in many areas of life.
Builds time-management skills: Assignments often come with deadlines, which can help students to develop time-management skills. Learning how to manage time effectively is an important skill that can help students to succeed in many areas of life.
Provides feedback: Assignments provide an opportunity for students to receive feedback on their work. This feedback can help students to identify areas where they need to improve and can help them to grow and develop.

Limitations of Assignment

There are also some limitations of assignments that should be considered, including:

Limited scope: Assignments are often limited in scope, and may not provide a comprehensive understanding of a particular topic. They may only cover a specific aspect of a topic, and may not provide a full picture of the subject matter.
Lack of engagement: Some assignments may not engage students in the learning process, particularly if they are repetitive or not challenging enough. This can lead to a lack of motivation and interest in the subject matter.
Time-consuming: Assignments can be time-consuming, particularly if they require a lot of research or writing. This can be a disadvantage for students who have other commitments, such as work or extracurricular activities.
Unreliable assessment: The assessment of assignments can be subjective and may not always accurately reflect a student’s understanding or abilities. The grading may be influenced by factors such as the instructor’s personal biases or the student’s writing style.
Lack of feedback : Although assignments can provide feedback, this feedback may not always be detailed or useful. Instructors may not have the time or resources to provide detailed feedback on every assignment, which can limit the value of the feedback that students receive.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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What is Writing in the Disciplines?

Getting Started

Why include writing in my courses?

What is writing to learn?

WTL Activities

What is writing to engage?

What is writing in the disciplines?

WID Assignments

Useful Knowledge

What should I know about rhetorical situations?

Do I have to be an expert in grammar to assign writing?

What should I know about genre and design?

What should I know about second-language writing?

What teaching resources are available?

What should I know about WAC and graduate education?

Assigning Writing

What makes a good writing assignment?

How can I avoid getting lousy student writing?

What benefits might reflective writing have for my students?

Using Peer Review

Why consider collaborative writing assignments?

Do writing and peer review take up too much class time?

How can I get the most out of peer review?

Responding to Writing

How can I handle responding to student writing?

How can writing centers support writing in my courses?

What writing resources are available for my students?

Using Technology

How can computer technologies support writing in my classes?

Designing and Assessing WAC Programs

What is a WAC program?

What designs are typical for WAC programs?

How can WAC programs be assessed?

A Fuller Definition of WID

WID assignments are typically, but not exclusively, formal documents prepared over a few weeks or even months. The final documents adhere to format and style guidelines typical of the professional genres they help students learn about and practice. Teachers comment primarily on the substance of these assignments, but teachers also expect students to meet professional standards of layout and proofreading (format and mechanical correctness).

Without doubt, the single most important reason for assigning writing tasks in disciplinary courses is to introduce students to the thinking and writing of that discipline. Even though students read disciplinary texts and learn course material, until they practice the language of the discipline through writing, they are less likely to learn that language thoroughly. In addition, teachers cite other specific advantages of WID tasks, large and small. Such writing helps students to:

integrate and analyze course content
provide a field-wide context to course material
practice thinking skills relevant to analyses in the discipline
practice professional communication
prepare for a range of careers in the field

When to Choose WID, WTE, or WTL

Teachers need to decide which goals are most important for them and for the students they typically teach. For instance, if you ordinarily teach a freshman-level survey course that introduces students to the field, giving students practice in the conventions of writing for that field is generally inappropriate. Rather, you would probably want to give students opportunities to write about the new, foundational concepts they're being introduced to so that you can be sure they are learning the fundamental ideas they will need to take other courses in your discipline.

Teachers thinking about assigning writing in their courses also need to consider just how much time they'll have to review or respond to student writing. Assigning a 20-page term paper in a course with 200 students is unrealistic because teachers seldom have time to read and respond to such lengthy student writing.

Adjusting WID Tasks to Your Teaching Context

As teachers determine goals for writing and their time commitment, they discover an entire spectrum of writing they might assign in their classes. You will base your decisions on complex factors, but the simplified grid below can point you toward additional materials that might be most useful to you as you plan your writing component for each class.

Use this grid to suggest which kinds of writing might be most appropriate in your classes:

WTL	WTE	WID
to help students learn foundational concepts to check students' understanding of material	to practice in critical thinking, reading and writing; to engage students in critical thinking	to practice writing conventions of the discipline; to gain familiarity with genres and design conventions
mostly freshmen and sophomores	all students	mostly senior majors
can be used in the largest classes	varies depending on goals	fewer than 35
• writing-to-learn prompts	• • •	• real writing tasks for audiences students will in field • based on journals in the field • library or other

Alternate Forms/Formats that Mimic Professional Writing

Think of alternate forms/formats. Although the research essay is the most common kind of WID assignment, it's not the only format that students can use to learn about disciplinary writing conventions. If professionals in your field use any of these types of writing, consider using these formats to help students understand the thinking and writing of your discipline:

Project or lab notebook
Progress report
Management plan
Position paper
Interpretive essay
Review of literature
Journal or professional article
Project proposals
Grant proposals
Lab/field reports

Combining WTL and WTE with WID

In addition to discipline-specific formats, other kinds of writing assignments can help students learn the language and ways of thinking of a discipline, even though they may not mimic its professional writing. Any of these writing activities can provide the basis for a longer, more formal assignment, or can be used only to promote class discussion and/or thinking about course material:

Reading Journal

In a discipline-specific context, teachers using a reading journal ask students to write summaries, responses, and syntheses as appropriate for the field. "Readings" might include not only assigned textbook material, but also lectures and outside reading of professional or popular articles relevant to the course material. Teachers might want to assign specific questions to be answered in entries about each reading, or they might link readings in other ways.

Jargon Journal

When you introduce new terms in your lectures or when students see them in readings, ask students to jot the terms down in a notebook or electronic file. Periodically, students then return to the list of terms and fill in or revise working definitions of each term. (Some terms will be easy to define immediately after they are introduced in a course; other terms might take more familiarity with the complexity of a concept to define accurately.) Build in some incentive for keeping the jargon journal by pointing out that students can refer to the definitions as they prepare for—and perhaps write—exam responses.

Rhetorical Analysis

In addition to analyzing articles for content, as students might do in the reading journal, teachers can also ask students to look specifically at professional articles for rhetorical issues:

Scope and focus
Organization (conventional headings)
Arrangement
Level of detail
Kinds of evidence required
Uses of citations

Small-group or full-class discussion of these analyses will help students understand the critical approaches professionals in the field typically adopt as well as the writing conventions accepted by major journals in the field.

Analyze an Expert's Revisions

Bring in drafts of your own work or of someone else's professional work that you have permission to share with students. Show students:

how professionals shape and revise research questions
how professionals work from raw data to write sections outlining results and discussion
how professionals move from draft to draft as they work through the entire writing project

Sequencing Tasks

One reason that students report feeling overwhelmed by WID tasks is that they aren't sure where to start and then how to proceed to produce a good project of the sort required by the assignment. You can help students—and get better final drafts to read—by setting up a sequence of tasks that build toward the final project.

Two approaches work well when designing a sequence:

Break the large writing task into chunks so that students can tackle parts of the assignment and get feedback before moving to the next chunk. For an example, view the Ag Econ sample assignment.
An alternative is to devise tasks that build on each other, known as scaffolding. For instance, if you hope to assign a professional review of literature as the final project, first have students write abstracts or summaries of articles, then ask for annotations, and finally ask for synthesis. At the same time, have students analyze published articles to determine what a review of literature typically looks like in your field. By giving students scaffolded writing and analytic tasks, they become more confident and more able to meet your criteria for the final writing task.

Responding to Student Writing

You'll find more detailed advice about feedback in the sections under

How can I handle responding to drafts?

A few points bear repeating here:

Responding to students' writing involves far more than simply marking errors in punctuation and mechanics. Most grading time, by far, is devoted to commenting on focus, development and arrangement of ideas, the quality of arguments, and other larger issues.
Tell students in advance specifically what your expectations are for high-level writing skills. Then focus your commenting on how well students meet those specific criteria. Also consider developing a rubric or some other commenting guide to help you comment quickly but thoroughly on the points you decide are most important for a given assignment. (See the samples in "What makes a good writing assignment?" and "How can I handle responding to drafts?" )

Improving the Research Essay

When professors are reluctant to assign research essays, they often claim that students cannot write clearly and logically, synthesizing sources and evaluating data to draw closely argued conclusions. Most often, these weaknesses are not the result simply of poor writing skills, but also of poorly defined criteria that students don't grasp. Fortunately, teachers can improve the research essay by clarifying goals for the assignment and keeping students' resources in mind.

Excellent Goals for Assigning Research Essays

Most university professors agree that research-based writing in college classes can and should meet these goals:

foster critical thinking about raw data and other people's conclusions
give students an opportunity to work independently on a large project
mimic behaviors that students must know if they pursue advanced academic degrees
mimic behaviors that students will draw on in other aspects of their lives (examples range from buying cars to management decisions)
familiarize students with major journals, research methodologies, and writing conventions of their major fields

Questions to Ask about how Students will Perceive your Goals

Students often view the research-based paper as an exercise in cutting and pasting rather than in carefully sifting and synthesizing key ideas that support their own thinking. So teachers get the best results from research-based assignments that they have revised after considering these questions:

Have we, in teaching research rather than critical thinking about researched information, misled ourselves and our students into reducing this vital undertaking into a set of easily replicated steps?
And then by focusing on the steps, do we give students the wrong message about what is important in doing research?
When we give students 50 pages on documentation styles, are we telling them that format is more important than the critical synthesis of views and data?
How, then, might we reorient students' thinking about research-based writing?
Do students who see most of the grading criteria and weighting of the final grade devoted to the mechanics of finding and citing material believe in the goals we hope to foster with research-based writing?

Three Points to Consider

If you've decided that a traditional research essay best meets your teaching goals, please consider three ideas that might make this assignment more useful for students:

Find out what your students already know about using the library and the Internet for research

Most students in upper-level courses (and even most freshmen) know how to find general sources. But many upper-division students may not yet be familiar with specific sources in your discipline. Make sure they know how to find these, and even consider arranging a session in the library to go over search techniques for databases in your field.

Find out what your students already know about reading research-based articles in your discipline

Students are remarkably reluctant to admit they have a hard time reading research-based texts. But if they don't know how to read professional articles in your field, they certainly won't know how to evaluate the data and conclusions in those articles. You can tackle this problem with some sequenced "mini"-writing tasks (like those described in the Combining WTL and WID section ).

Give students a chance (or chances) to work on parts of the final assignment as separate tasks

The Ag Econ assignment is a good example of breaking down a larger writing task so that the teacher can see if students need help with key elements of the larger writing task. If students, for example, don't know how to frame an adequate research question, you can head off this problem if you give students a mini-task that asks for a research question long before students begin their source work.

Similarly, if your experience with this course in the past suggests that students often struggle to analyze or synthesize data, you might want to set up sequenced writing tasks that give them some practice—and feedback—on these key writing skills.

Beyond the Basics

The literature now available on writing in the disciplines or writing to communicate is deep and broad, encompassing far more than a brief bibliographic essay can accurately capture. Let me offer instead two pieces of advice—consult the general resources noted here and look at the journals in your discipline that take up teaching issues. Those journals are most likely to include articles that situate writing to communicate activities in the courses you might find yourself teaching. The articles themselves will glean from the robust resources to point you toward those titles that will best fill in background you might find helpful.

We collect below titles from across disciplines to offer some potential starting points. We have organized the resources in a table to cluster articles by discipline. Please note, however, that disciplinary titles here point to writing in the disciplines rather than writing to learn (or writing to engage) titles that are included in the WTL section of this resource. All titles refer to the list of Works Cited that follows the tables.

Titles sorted by broad disciplinary focus

General	Carter, Ferzli & Wiebe, 2007 Hocks, Lopez & Grabill, 2000 Kaufer & Young, 1993 Russell, 1991 Walvoord, 1992 Young & Fulwiler, 1986
Arts/Humanities	Bourelle, 2012 Ford, 2004 Ford & Newmark, 2011 Hotchkiss & Hougan, 2012 Lewis, 2004 Pollard, 2008 Russell, 2007 Shaver, 2011 Ward, 2009
Business	Addams, Woodbury, Allred & Addams, 2010 Brumberger, 2004 Fredrick, 2008 Jebb, 2005 Kreth, 2005 Nelson & MacLeod, 1993 Planken & Kreps, 2006 Powell, 2012 Russell, 2007 Shaver, 2007 Sin, Jones & Petocz, 2007 Vega, 2010 West, 2006 Williams, 2008 Williams & Reid, 2010
Education	Abbate-Vaughn, 2007 Elliot, Daily, Fredricks & Graham, 2008 Galer-Unti, 2002 Gallavan, Bowles & Young, 2007 Lavelle, 2006 Reynolds-Keefer, 2010 Street & Stang, 2008 Wheeler & Wheeler, 2009
STEM	Bahls, 2012 Bank, 2006 Becker, 1995 Beiersdorfer, 1991 Beins, 1993 Bressette & Breton, 2001 Buddington, 2006 Buzzi, Grimes & Roll, 2012 Carlson & Berry, 2008 Carroll & Seeman, 2001 Carson, 1991 Cass & Fernandes, 2008 Chiang, et al., 2012 Colabroy, 2011 Collins, 2010 Conrad, 1991 Craig, Lerner &Poe, 2008 Crisp & Jensen, 2007 Cunningham, 2007 Davis, 1991 Deese, Ramsey, Walczyk & Eddy, 2000 DeWolf, 2002 Doty, 2012 Elberty & Romey, 1991 Falk & Yarden, 2011 Fencl, 2010 Froese, Gantz & Henry, 1998 Goodman, 2005 Guilford, 2001 Halsor & Faul-Halsor, 1991 Harding, 2005 Hosten, Talanova & Lipkowitz, 2011 Howell, 2007 Irish, 1999 Jalali, Hanlan & Canal, 2009 Kasman, 2006 Killingbeck, 2006 Klein & Aller, 1998 Kokkala & Gessell, 2003 Kroen, 2004 Libarkin, 2012 Lillig, 2008 Linsdell & Anagnos, 2011 Lord, 2009 Luthy, Petertson, Lassitter & Callister, 2009 Macdonald, 1991 Martin, 2010 McDermott & Kuhn, 2011 McGovern & Hogshead, 1990 McMillan & Raines, 2010 Meyer & Munson, 2005 Mirsky, 1991 Mizrahi, 2003 Moni, Hryciw, Poronnik & Moni, 2007 Motavalli, Patton & Miles, 2007 Mulnix, 2003 Niemitz & Potter, 1991 Paretti & McNair, 2008 Patterson, 1997 Patton, 2008 Polizzotto & Ortiz, 2008 Prothero & Kelly, 2008 Roberts-Kirchoff & Caspars, 2001 Robinson, Stoller, Horn & Grabe, 2009 Santi, 2000 Sivey & Lee, 2008 Smosna & Bruner, 2007 Snow, 1991 Sulewski, 2003 Tilstra, 2001 Tomaska, 2007 Turner & Broemmel, 2006 Vest, Long & Anderson, 1996 Vest, Long, Thomas & Palmquist, 1995 Wald, Davis, Reis, Monroe & Borken, 2009 Wallner & Latosi-Sawin, 1999 Wheeler & McDonald, 2000 Whelan & Zare, 2003 White, 2007 Zimmerman & Palmquist, 1993 Zimmerman, Palmquist, Kiefer, Long, Vest, Tipton & Thomas, 1993 Zimmerman, Palmquist, Vest, Boiarsky, Long, Tajchman, Anderson, Criswell & Crim, 1995 Zlatic, Nowak & Sylvester, 2000
Social Sciences	Allwardt, 2011 Carlson, Chizmar, Seeborg & Walbert, 1998 Dickovick, 2009 Goma, 2001 Kahn & Holody, 2012 Kebede, 2009 Pennock, 2011 Pressman, 2008 Ruswick, 2011 Santos & Lavin, 2004 Trepagnier, 2004

Abbate-Vaughn, J. (2007). The graduate writing challenge: A perspective from an urban teacher education program. Action in Teacher Education, 29 (2), 51-60.

Addams, L.H., Woodbury, D., Allred, T., & Addams, J. (2010). Developing student communication skills while assisting nonprofit organizations. Business Communication Quarterly, 73 (3), 282-290.

Allwardt, D.E. (2011). Writing with wikis: A cautionary tale of technology in the classroom. Journal of Social Work Education, 47 (3), 597-605.

Bahls, P. (2012). Student writing in the quantitative disciplines: A guide for college faculty . Indianapolis, IN: Jossey Bass.

Bank, C. (2006). Reading and writing taught in a sophomore course on plate tectonics. Journal of Geoscience Education, 54 (1), 25-30.

Becker, S.F. (1995). Guest comment: Teaching writing to teach physics. American Journal of Physics, 63 (7), 587.

Beiersdorfer, R.E. (1991). An integrated approach to geologic writing for non-science majors based on study of a California river. Journal of Geological Education, 39 : 196-198.

Beins, B.C. (1993). Writing assignments in statistics classes encourage students to learn interpretation. Teaching of Psychology, 20 (3),161-164.

Blevins-Knabe, B. (1987). Writing to learn while learning to write. Teaching of Psychology, 14 (4), 239-241.

Bourelle, T. (2012). Bridging the gap between the technical communication classroom and the internship: Teaching social consciousness and real-world writing. Journal of Technical Writing and Communication, 42 (2), 183-197.

Bressette, A.R; & Breton, G.W. (2001). Using writing to enhance the undergraduate research experience. Journal of Chemical Education, 78 (12), 1626-1627.

Brumberger, E.R. (2004). The "corporate correspondence project": Fostering audience awareness and extended collaboration. Business Communication Quarterly, 67 (3), 349-358.

Buddington, A.M. (2006). A field-based, writing intensive undergraduate course on

Buzzi, O., Grimes, S., & Rolls, A. (2012). Writing for the discipline in the discipline? Teaching in Higher Education, 17 (4), 479-484.

Carlson, J.L., Chizmar, J.F., Seeborg, M.C., & Walbert, M.S. (1998). Using undergraduate journals and peer pressure to improve undergraduate writing in economics. The Journal of Economics, 24 (2), 77-86.

Carlson, P.A., & Berry, F. C. (2008). Using computer-mediated peer review in an engineering design course. IEEE Transactions on Professional Communication, 51 (3), 264-279.

Carroll, F.A., & Seeman, J.I. (2001). Placing science into its human context: Using scientific autobiography to teach chemistry. Journal of Chemical Education, 78 (12), 1618-1622.

Carson, R.J. (1991). Land-use-planning writing assignment for an environment-geology course. Journal of Geological Education, 39 : 206-210.

Carter, M., Ferzli, M., & Wiebe, E.N. (2007). Writing to learn by learning to write in the disciplines. Journal of Business and Technical Communication, 21 (3), 278-302.

Cass, A.G., & Fernandes, C.S.T. (2008). Simulated conference submissions: A technique to improve student attitudes about writing. 2008 IEEE Frontiers in Education Conference, Vols. 1-3 ; pp. 1535-1540.

Centellas, M. (2010). Pop culture in the classroom: "American Idol," Karl Marx, and Alexis de Tocqueville. PS: Political Science and Politics, 43 (3), 561-565.

Chamely,Wiik, D.M., Kaky, J.E., & Galin, J. (2012). From Bhopal to cold fusion: A case-study approach to writing assignments in honors general chemistry. Journal of Chemical Education, 89 (4), 502-508.

Cheng, C.K., Pare, D.E., Collimore, L., & Joordens, S. (2011). Assessing the effectiveness of a voluntary online discussion forum on improving students' course performance. Computers & Education, 56 (1), 253-261.

Chiang, C. D., Lewis, C. L., Wright, M. D. E., Agapova, S., Akers, B., Azad, T. D., Banerjee, K., Carrera, P., Chen, A., Chen, J., Chi, X., Chiou, J., Cooper, J., Czurylo, M., Downs, C., Ebstein, S. Y., Fahey, P. G., Goldman, J. W., Grieff, A., Hsiung, S., Hu, R., Huang, Y., Kapuria, A., Li, K., Marcu, I., Moore, S. H., Moseley, A. C., Nauman, N., Ness, K. M., Ngai, D. M., Panzer, A., Peters, P., Qin, E. Y., Sadhu, S., Sariol, A., Schellhase, A., Schoer, M. B., Steinberg, M., Surick, G., Tsai, C. A., Underwood, K., Wang, A., Wang, M. H., Wang, V. M., Westrich, D., Yockey, L. J., Zhang, L., & Herzog, E. D. (2012). Learning Chronobiology by improving Wikipedia. Journal of Biological Rhythms, 27 (4), 333-336.

Colabroy, K.L. (2011). A writing-intensive, methods-based laboratory course for undergraduates. Biochemistry and Molecular Biology Education: A Bimonthly Publication of the International Union of Biochemistry and Molecular Biology, 39 (3), 196-203.

Collins, J. (2010). Engineers learn to write: Coaching the art of noticing with writing samples. 2010 IEEE International Professional Communication Conference ; 80-86. New York: IEEE Press.

Conrad, S.H. (1991). Balancing teaching and learning geology on the writing fulcrum. Journal of Geological Education, 39 : 230-231.

Craig, J.L., Lerner, N., & Poe, M. (2008). Innovation across the curriculum: Three case studies in teaching science and engineering communication. IEEE Transactions on Professional Communication, 51 (3), 280-301.

Crisp, K.M., Jensen, M.M., & Moore, R.R. (2007). Pros and cons of a group webpage design project in a freshman anatomy and physiology course. Advances in Physiology Education, 31 (4), 343-346.

Cunningham, K. (2007). Applications of reaction rate. Journal of Chemical Education, 84 (3), 430-433.

Davis, L.E. (1991). Student abstract writing as a tool for writing across the curriculum in large introductory-geology courses. Journal of Geological Education, 39 : 178-180.

Deese, W.C., Ramsey, L.L., Walczyk, J., & Eddy, D. (2000). Using demonstration assessments to improve writing. Journal of Chemical Education, 77 (11), 1511-1516.

DeWolf, J.T. (2002). Incorporation of writing into a steel design course. Journal of Professional Issues in Engineering Education and Practice, 128 (2), 71-74.

Dickovick, J.T. (2009). Methods in the madness: Integrative approaches to methodology in introductory comparative politics. Journal of Political Science Education, 5 (2), 138-153.

Doty, L.L. (2012). A mathematician learns the basics of writing instruction: An immersion experience with long-term benefits. Primus, 22 (1), 14-29.

Elberty, W.T., & Romey, W.D. (1991). "What are you interested in" as a writing assignment theme. Journal of geological education, 39 : 237-239.

Elliot, L., Daily, N.L., Fredricks, L., & Graham, M.S. (2008). Transitioning from students to professionals: Using a writing across the curriculum model to scaffold portfolio development. Teacher Educator, 43 (1), 46-58.

Falk, H., & Yarden, A. (2011). Stepping into the unknown: Three models for the teaching and learning of the opening sections of scientific articles. Journal of Biological Education, 45 (2), 77-82.

Fencl, H.S. (2010). Development of students' critical-reasoning skills through content-focused activities in a general education course. Journal of College Science Teaching, 39 (5), 56-62.

Ford, J.D. (2004). Knowledge transfer across disciplines: Tracking rhetorical strategies from a technical communication classroom to an engineering classroom. IEEE Transactions on Professional Communication, 47 (4), 301-315.

Ford, J.D., & Newmark, J. (2011). Emphasizing research (further) in undergraduate technical communication curricula: Involving undergraduate students with an academic journal's publication and management. Journal of Technical Writing and Communication, 41 (3), 311-324.

Fredrick, T. (2008). Practicing professional communication principles by creating public service announcements. Business Communication Quarterly, 71 (1), 58-63.

Froese, A.D., Gantz, B.S., & Henry, A.L. (1998). Teaching students to write literature reviews: A meta-analytic model. Teaching of Psychology, 25 (2), 102-105.

Galer-Unti, R.A. (2002). Student perceptions of a writing-intensive course in health education. Health Educator: Journal of Eta Sigma Gamma, 34 (2), 35-40.

Gallavan, N.P., Bowles, F.S., & Young, C.T. (2007). Learning to write and writing to learn: Insights from teacher candidates. Action in Teacher Education, 29 (2), 61-69.

Goma, O.D. (2001). Creative writing in economics. College teaching, 49 (4), 149-152.

Goodman, R.E. (2005). Using letter-writing to enhance a calculus course. PRIMUS, 15 (4), 298-302.

Guildford, W.H. (2001). Teaching peer review and the process of scientific writing. Advances in Physiology Education, 25 (3), 167-175.

Halsor, S.P., & Faul-Halsor, C.L. (1991). Enhanced student learning through writing in a physical-geology class. Journal of Geological Education, 39 : 181-184.

Harding, B.A. (2005). "A simple mechanism to teach a complex practitioner knowledge set." Innovations in Engineering Education 2005 ; pp. 479-486. ASME.

Hocks, M.E., Lopez, E.S., & Grabill, J.T. (2000,. Praxis and institutional architecture: Designing an interdisciplinary professional writing program. Academic Writing . Accessed at https://wac.colostate.edu/aw/articles/hocks2000.pdf

Hosten, C.M., Talanova, G., & Lipkowitz, K.B. (2011). Introducing undergraduates to the role of science in public policy and in the service of the community. Chemistry Education Research and Practice, 12 (3), 388-394.

Hotchkiss, K., & Hougen, M. (2012): Writing like a historian: What teacher candidates should know and be able to teach, The Social Studies, 103( 4), 149-157.

Howell, P.R. (2007). "Writing to specification: An approach to teaching scientific literacy, and a prelude to writing 'The World of Materials' essays." In J.E.E. Baglin (Ed.), Proceedings of the Symposium and Forum Education in Materials Science, Engineering and Technology ; pp. 247-289.

Irish, R. (1999). Engineering thinking: Using Benjamin Bloom and William Perry to design assignments. Language and Learning across the Disciplines, 3 (2), 83-102.

Jalali, H., Hanlan, L., & Canal, J.P. (2009). "The use of writing-intensive learning as a communication and learning tool in an inorganic chemistry laboratory course." In M. GuptaBhowon, S. JhaumeerLauloo, H.L.K. Wah, and P. Ramasami (Eds.), Chemistry Education in the ICT Age ; pp. 153-160.

Jebb, J.F. (2005). The crisis posting: Scenarios for class discussion and creation. Business Communication Quarterly, 68 (4), 457-478.

Kahn, J.M., & Holody, R. (2012). Supporting field instructors' efforts to help improve student writing. Journal of Social Work Education, 48 (1), 65-73.

Kasman, R. (2006). Critique that! Analytical writing assignments in advanced mathematics courses. PRIMUS, 16 (1), 1-15.

Kaufer, D., & Young, R. (1993). Writing in the content areas: Some theoretical complexities. In L. Odell (Ed.), Theory and practice in the teaching of writing: Rethinking the discipline . Carbondale: Southern Illinois University Press.

Kebede, A. (2009). Practicing sociological imagination through writing sociological autobiography. Teaching Sociology, 37 (4), 353-368.

Killingbeck, K. (2006). Field botany and creative writing: Where the science of writing meets the writing of science. Journal of College Science Teaching, 35 (7), 26-28.

Klein, B., & Aller, B. M. (1998). Writing across the curriculum in college chemistry: A practical bibliography. Language and Learning Across the Discipilines, 2(3), 25-35.

Kokkala, I., & Gessell, D. A. (2003). Writing science effectively: biology and English students in an author-editor relationship. Journal of College Science Teaching, 32 (4), 252-257.

Kroen, W. (2004). Modeling the writing process: Using authentic data to teach students to write scientifically. Journal of College Science Teaching, 34 (3), 50-53.

Kreth, M.L. (2005). A small-scale client project for business writing students: Developing a guide for first-time home buyers. Business Communication Quarterly, 68 (1), 52-59.

Lavelle, E. (2006). Teachers' self-efficacy for writing. Electronic Journal of Research in Educational Psychology, 4 (1), 73-84.

Lewis, M. (2004). Reflections: 'This class will write a book': An experiment in environmental history pedagogy. Environmental History, 9 (4), 604-619.

Libarkin, J., & Ording, G. (2012). The utility of writing assignments in undergraduate bioscience. CBE—Life Sciences Education, 11 (1), 39-46.

Lillig, J.W. (2008). Writing across the semester: A non-standard term paper that encourages critical data analysis in the upper-division chemistry classroom. Journal of Chemical Education, 85 (10), 1392-1394.

Linsdell, J., & Anagnos, T. (2011). Motivating technical writing through study of the environment. Journal of Professional Issues in Engineering Education and Practice, 137 (1), 20-27.

Lord, S.M. (2009). Integrating effective "writing to communicate" experiences in engineering courses: Guidelines and examples. International Journal of Engineering Education, 25 (1), 196-204.

Luthy, K.E., Peterson, N.E., Lassetter, J.H., & Callister, L.C. (2009), Successfully incorporating writing across the curriculum with advanced writing in nursing. Journal of Nursing Education, 48 (1), 54-59.

Macdonald, R.H. (1991). Writing assignments challenge students in a physical-geology course. Journal of Geological Education, 39 : 199-201.

Martin, A.M. (2010). "Astronomy and writing: A first-year cosmology course for nonmajors." In J. Barnes, D.A. Smith, M.G. Gibbs, and J.G. Manning (Eds.), Science Education and Outreach: Forging a Path to the Future . Astronomical Society of the Pacific Conference Series, Vol. 431; pp. 368-371. Chicago: University of Chicago Press.

McDermott, M., & Kuhn, M. (2011). Using writing for alternative audiences in a college integrated science course. Journal of College Science Teaching, 41 (1), 40-45.

McGovern, T.V., & Hogshead, D.L. (1990). Learning about writing, thinking about teaching. Teaching of Psychology, 17 (1), 5-9.

McMillan, L.R., & Raines, K. (2010). Headed in the "write" direction: Nursing student publication and health promotion in the community. Journal of Nursing Education, 49 (7), 418-421.

Meyer, N.J., & Munson, B.H. (2005). Personalizing and empowering environmental education through expressive writing. Journal of Environmental Education, 36 (3), 6-15.

Mirsky, A. (1991). Writing assignments as a continuum in geosciences education. Journal of Geological Education, 39 : 232-236.

Mizrahi, J. (2003). Teaching technical writing to university students using the medical report. STC's 50 th Annual Conference Proceedings ; 190-193.

Moni, R.W., Hryciw, D.H., Poronnik, P., & Moni, K.B. (2007). Using explicit teaching to improve how bioscience students write to the lay public. Advances in Physiology Education, 31 (2), 167-75.

Motavalli, P.P., Patton, M.D., & Miles, R.J. (2007). Use of web-based student extension publications to improve undergraduate student writing skills. Journal of Natural Resources and Life Sciences Education, 36 : 95-102.

Mulnix, A.B. (2003). Investigations of protein structure and function using the scientific literature: An assignment for an undergraduate cell physiology course. Cell Biology Education, 2 (4), 248-255.

Nelson, S.J., & MacLeod, L. (1993). Development of cases for business report writing classes: The analytical report. Business Education Forum , 36-38.

Niemitz, J.W., & Potter, N. (1991). The scientific method and writing in introductory landscape-development laboratories. Journal of Geological Education, 39 : 190-195.

Paretti, M.C., & McNair, U.D. (2008). Introduction to the special issue on communication in engineering curricula: Mapping the landscape. IEEE Transactions on Professional Communication, 51 (3), 238-241.

Patterson, R.T. (1997). Assignment of World Wide Web virtual museum projects in undergraduate geoscience courses. Computers & Geosciences, 23 (5), 581-585.

Patton, M.D. (2008). Beyond WI: Building an integrated communication curriculum in one department of civil engineering tutorial. IEEE Transactions on Professional Communication, 51 (3), 313-327.

Pennock, A. (2011). The case for using policy writing in undergraduate political science courses. PS: Political Science and Politics, 44 (1), 141-146.

Planken, B., & Kreps, A.J. Raising Students' Awareness of the Implications of Multimodality for Content Design and Usability: The Web Site Project. Business Communication Quarterly, 69 (4), 421-425.

Polizzotto, K., & Ortiz, M.T. (2008). Design projects in human anatomy & physiology. American Biology Teacher, 70 (4), 230-234.

Pollard, E.A. (2008). Raising the stakes: Writing about witchcraft on Wikipedia. History Teacher, 42 (1), 9-24.

Powell, V. (2012). Revival of the position paper: Aligning curricula and professional competencies. Communication Teacher, 26 (2), 96-103.

Pressman, J. (2008). The Arab-Israeli conflict and the case of the lemon tree. International Studies Perspective, 9 (4), 430-441.

Prothero, W.A., & Kelly, G.J. (2008). Earth data, science writing, and peer review in a large general education oceanography class. Journal of Geoscience Education, 56 (1), 61-72.

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Robinson, M.S., Stoller, F.L., Horn, B., & Grabe, W. (2009). Teaching and applying chemistry-specific writing skills using a simple, adaptable exercise. Journal of Chemical Education, 86 (1), 45-49.

Russell, D.R. (2007). Rethinking the articulation between business and technical communication and writing in the disciplines: Useful avenues for teaching and research. Journal of Business and Technical Communication, 21 (3), 248-277.

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Ruswick, B.J. (2011). Teaching historical skills through JSTOR: An online research project for survey courses. History Teacher, 44 (2), 285-296.

Santi, P. (2000). Ethics exercises for civil, environmental, and geological engineers. Journal of Engineering Education, 89 (2), 151-159+253.

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Zlatic, T.D., Nowak, D.M., & Sylvester, D. (2000). Integrating general and professional education through a study of herbal products: An intercollegiate collaboration. American Journal of Pharmaceutical Education, 64 (1), 83-94.

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Common Writing Assignments. These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.
4 Key Points for Effective Assignment Writing
Effective assignment writing is a skill that takes practice to master. It requires meticulous research, organized planning, clear writing, and careful proofreading. The steps and tips outlined in this article are by no means exhaustive, but they provide a solid framework to start from.
PDF Understanding Assignments
The Writing Center Understanding Assignments What this handout is about The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will ...
Academic Writing Skills Guide: Planning Your Assignments
Assignment Planning - Guidelines. This template is designed to assist you with the collection and organisation of information into your notes and to plan the structure of your work before you start writing your first draft. The Assignment Planning - Guidelines has four stages: Stage #1 - Collecting Information.
PDF A Brief Guide to Designing Essay Assignments
hardest thinking, and feel the greatest sense of mastery and. growth, in their writing. Cour. es. and assignments should be planned with this in mi. d. Three principles are paramount:1. Name what you want and imagine students doing itHowever free students are to range and explore in a paper, the general kind of paper you're inviting has com.
Designing Effective Writing Assignments
Effective writing assignments often take several semesters to perfect. Provide templates, formulas, and schemas judiciously. While schemas and templates can help students learn the epistemological moves that expert thinkers use, too much structure can stultify the assignment. A better practice is to provide and discuss strong examples of the ...
How to Write a Perfect Assignment: Step-By-Step Guide
Writing assignments is a tedious and time-consuming process. It requires a lot of research and hard work to produce a quality paper. However, if you are feeling overwhelmed or having difficulty understanding the concept, you may want to consider getting accounting homework help online. Professional experts can assist you in understanding how to ...
Writing Assignments
Writing Assignments Kate Derrington; Cristy Bartlett; and Sarah Irvine. Figure 19.1 Assignments are a common method of assessment at university and require careful planning and good quality research. Image by Kampus Production used under CC0 licence. Introduction. Assignments are a common method of assessment at university and require careful planning and good quality research.
Designing Essay Assignments
Courses and assignments should be planned with this in mind. Three principles are paramount: 1. Name what you want and imagine students doing it. However free students are to range and explore in a paper, the general kind of paper you're inviting has common components, operations, and criteria of success, and you should make these explicit ...
Writing Assignments
Writing in college is usually a response to class materials—an assigned reading, a discussion in class, an experiment in a lab. Generally speaking, these writing tasks can be divided into three broad categories: summary assignments, defined-topic assignments, and undefined-topic assignments.
What Is Academic Writing? Definitive Guide
A literature review is a piece of academic writing that summarizes, describes, and evaluates a topic through analysis of other authors' works. A literature review examines a topic through two or more works, and these works can be books, scholarly articles, presentations, dissertations, or other published materials.
Academic Writing Skills Guide: Structuring Your Assignment
Planning is an on-going process as you draft and edit your assignments so your structure will often change as you write the assignment. The initial plan helps you to put your ideas into a form which represents an early draft structure but also gives you a clear direction for further reading and research.
5 tips on writing better university assignments
Here are five tips to help you get ahead. 1. Use available sources of information. Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often ...
The Beginner's Guide to Writing an Essay
Essay writing process. The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay.. For example, if you've been assigned a five-paragraph expository essay for a high school class, you'll probably spend the most time on the writing stage; for a college-level argumentative essay, on the ...
What Makes a Good Writing Assignment?
For that reason, the first key to writing a good assignment is tying the task to the specific course goals. After taking your class and its goals into account, though, several other principles can improve the writing tasks you assign and the writing you get from students. Principle 2. Consider the Rhetorical Situation.
10 Tips for Writing Assignments
10 Tips for Writing Assignments. Clarify the task. Don't let questions about the task encourage procrastination. Do the research early. Collecting and absorbing the material will help you meditate on what you will write, even if you don't get to work on the writing immediately. Leave a strong paper trail.
Assignment
Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more. Assignments are typically designed to be completed outside of class ...
What is Writing in the Disciplines?
Writing assignments are often used to support the goals of Writing in the Disciplines (WID), also called writing to communicate. Writing assignments of this sort are designed to introduce or give students practice with the writing conventions of a discipline and to help them game familiarity and fluency with specific genres and formats typical of a given discipline.
Teaching the Literacy Narrative
There's a lot going on at the beginning of the term, and we appreciate WR instructors carving out a little time to assign the Writing Program's common literacy narrative assignment, which is a key part of all students' cumulative portfolios.One goal of the assignment is to get students thinking flexibly about literacy and language from Day 1 of their WR experience.
She read her college writing assignment out loud on TikTok. Now she's a
At 18 years old, Lauren Roberts launched a passion project: writing and self-publishing a novel. Now, three years later, "Powerless" is a New York Times bestseller with a second book and ...