assignment of writers

What Is Academic Writing?

You learn a lot in college, and not all of it can be found in the course catalog. A lot of the skills you acquire you find yourself having to master on your own: managing your time, researching efficiently, and making ramen noodles in a coffee pot. 

Another one of the skills you need to master is academic writing . Academic writing isn’t like other types of writing; it’s formal , it’s objective, and for a lot of students just starting college or grad school, it can be daunting. 

But once you break down the fundamentals of academic writing and examine them piece by piece, you’ll see they’re nothing to be afraid of. There are rules you need to follow, but once you’ve got those rules down, you’re on your way onto the dean’s list. 

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Table of contents

Characteristics of academic writing, types of academic writing, academic writing structure, academic writing tips, score top marks on your writing every time.

Perhaps the most prominent characteristic of academic writing is the emphasis on adhering to a style guide . While nearly all content and media outlets use a specific style guide—which is either an already established guide or one of their own creation—correct adherence to a chosen style guide is nonnegotiable with academic writing. In most cases, you’ll lose credit if you don’t adhere to the style guide in your writing. 

Two of the main style guides for academic writing are the Modern Language Association (MLA) guide and the American Psychological Association (APA) guide. Others include the American Medical Association (AMA) style guide, the American Chemical Society (ACS) style guide, and the Chicago Manual of Style (CMOS) . Each of these style guides maintains specific rules for how to format and punctuate your writing as well as how to cite the sources you use. 

Beyond the style guide, these are the key characteristics that define academic writing:

Academic writing should be formal, clear, and concise

Academic writing uses formal language. It’s also optimized for clarity and conciseness , which can initially seem contradictory to the use of formal language. 

Many writers confuse formal language with flowery language . Generally, flowery language uses elaborate words, lengthy sentences (sometimes to the point of being run-on), and metaphors so drawn-out that they obfuscate the point the writer is trying to make. 

Actual formal language is much different. Formal language uses the most accurate, non-colloquial verbiage available to communicate the author’s points, and this verbiage may include jargon. Sentences are only as complex as they need to be in order to express coherent thoughts and positions; you should use literary devices like metaphor sparingly. In instances where literary devices are appropriate, they’re used differently than in other types of writing. Overall, clarity and conciseness are your main goals. 

Academic writing takes an objective, detached stance from the subject being discussed. Because this type of tone is essential, the passive voice is sometimes necessary in academic writing, particularly in the sciences. 

Academic writing uses prescriptive grammar

When it comes to grammar, academic writing is prescriptive. By that, we mean there are specific grammar and style rules that your writing must adhere to in order to be correct. These rules come from two sources: the style guide for the piece you’re working on and generally established conventions for academic writing. Style guides provide granular requirements, such as instructions on whether to hyphenate certain compound words and when to spell out numbers versus use numerals. Broader academic writing conventions, like writing in the third person and maintaining an objective tone , apply to all academic writing. 

In contrast, other, more casual types of writing are not as strict about “proper grammar” versus “improper grammar.” In fact, in certain other types of writing, like blogging and ad copywriting, it’s often necessary to break established grammar rules in order to hook readers’ attention and communicate with them effectively. 

Using ellipses to build suspense, ending sentences with prepositions , and using exclamation points to make your sentences exciting are great strategies for catchy, conversational writing—but they have no place in academic writing.  

Formatting will depend on your style guide

Beyond adhering to specific grammar and style rules, your academic writing also needs to be formatted according to the style guide for your assignment. Formatting includes how you number your pages, what’s included in your header and footer, how the contents of your cover page are ordered, and how your citations and references are formatted. For example, if you’re writing a humanities paper, you’re most likely going to write it according to the MLA style guide. According to this style guide, the source page is titled “Works Cited” and each reference’s author is named by their last name followed by their first name. For a social sciences paper, you’d typically use the APA style guide, which instead says to title the sources page “References” and lists authors by their last names followed by their first initials.

Academic writing covers a variety of types of work. These include:

An essay is a relatively short piece of writing that, like a research paper, makes and supports a specific point. 

Theses and dissertations

A thesis and a dissertation are two types of capstone projects. Generally, the term thesis refers to the culminating project of a master’s program (and some bachelor’s programs) while the term dissertation is used for a project that culminates in a doctoral program. 

These projects are lengthy works that demonstrate the author’s candidacy for the degree they are seeking by posing an intellectual question, a persuasive argument , or a thought-provoking position. Both are created through the candidate’s research, under the guidance of their academic advisor. 

Research proposals

A research proposal is a document formally requesting sponsorship or funding to support the author’s academic research. A research proposal outlines how the author plans to conduct their research, why they want to conduct this specific research, and what they aim to accomplish through the research.

Research papers

A research paper is a comprehensive work that thoroughly demonstrates the author’s understanding of the subject they researched. Every research paper is formulated around a thesis statement—the statement in the opening paragraph that states the author’s position and summarizes their supporting arguments. 

Literature reviews

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. 

As much as academic writing uses formal language and conforms closely to style guides, it also follows a clear structure. This specific structure depends on the type of writing being produced, but generally follows this type of outline:

1 Introduction that clearly states the thesis and aims of the work

2 Position/finding/challenge supporting the thesis

a. Supporting content

b. Supporting content

3 Position/finding/challenge supporting the thesis

4 Position/finding/challenge supporting the thesis

5 Conclusion

The length of the work and the number of sections included depend on the specific assignment and the topic being covered. While an essay may only be five to seven paragraphs or so and span just a few pages, a dissertation generally clocks in around 150–300 pages. 

Another area where academic writing differs greatly from other types of writing is that in an academic paper, you always have to cite your sources. How to format your citations depends on the style guide you’re using.

Although the citation format for each style guide varies a bit, they all include the same key information about the sources you cite. This information includes the author’s name, the name of the work you’re citing, the work’s copyright date, and the work’s publisher. Take a look at how the most commonly used academic style guides advise on format:

Don’t overlook the importance of properly citing your sources—all of them. Each formatting style has specific guidelines for citing just about  any  kind of source, including  TV shows , PDFs , Wikipedia articles , and  YouTube videos . Although you probably won’t face plagiarism consequences for an incorrectly formatted citation when you clearly made an attempt to attribute the work properly, an incomplete or missing citation may be deemed plagiarism, as this article explains. Possible consequences for plagiarism include:

• A lowered grade
• Automatic failure of the assignment 
• Failure of the course
• Removal from the academic program
• Suspension or expulsion from your university

Always refer to the style guide

In academic writing, there’s no gray area concerning whether something is grammatically correct or not. It’s either correct or it isn’t. The style guide for your assignment covers all the rules regarding what is and isn’t correct, so if you’re ever not sure, refer to the style guide. And if you’re ever not sure which style guide to follow, ask your instructor. 

Actively avoid plagiarism

By this, we mean it isn’t enough to simply avoid stealing others’ words when you’re writing. We mean you should consciously choose to differentiate your writing from your sources as much as possible so you don’t inadvertently plagiarize another writer’s work—and so your work really shines as a unique piece. 

As we mentioned above, even unintentional plagiarism can mean failing your assignment and other consequences. Grammarly’s plagiarism checker can help you avoid unintentional plagiarism while making your writing more engaging. It’s easy: Just run a plagiarism check using the Grammarly Editor and your work will be immediately compared against billions of other pieces available online. If there are any pieces of text that appear to need citations, Grammarly will flag them and you can cite them accordingly.  

Do not use contractions

Academic writing never uses contractions. This is one of the biggest differences between formal and informal writing. 

Do not take it personally

When you’re writing an academic paper, always write it in the third person. The first person (I, me) and the second person (you) are not appropriate for academic writing because they undermine the author’s objectivity. 

Academic writing is black-tie writing

Think of an academic paper as a formal event. Your writing needs to show up “dressed appropriately.” This means: conforming to the style guide, using formal language, and absolutely avoiding slang and colloquial expressions. In contrast, think of an email to your professor as business casual and messages with your friends as casual. If the language you use with your friends is shorts and sandals and the language you use with your professor is khakis and a polo, the language in your academic writing needs to be a tuxedo. 

Writing an academic paper is a lot different from writing a blog post, an email, a piece of fiction, and even other kinds of writing your professor might assign, like a critical response to a reading or a presentation for class. A piece of academic writing, whether it’s an analytical essay, a research paper, a persuasive essay , or another kind of assignment in this vein, needs to adhere to very specific style and formatting standards. It also needs to have the appropriate tone and vocabulary for an academic work. 

Don’t submit your writing without running it through the Grammarly Editor first. In the Grammarly Editor, you can set specific goals for your writing so it strikes the perfect tone for your audience. Just set the domain to “Academic” and in addition to suggestions for grammar and punctuation, you’ll see suggestions for how to change your word choice, sentence structure, and other aspects of your writing to make it shine. 

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Common Writing Assignments

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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

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• 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.

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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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Table of contents

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.

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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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• 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

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Resources for Teachers: Creating Writing Assignments

This page contains four specific areas:

Creating Effective Assignments

Checking the assignment, sequencing writing assignments, selecting an effective writing assignment format.

Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Instructors can often help students write more effective papers by giving students written instructions about that assignment. Explicit descriptions of assignments on the syllabus or on an “assignment sheet” tend to produce the best results. These instructions might make explicit the process or steps necessary to complete the assignment. Assignment sheets should detail:

• the kind of writing expected
• the scope of acceptable subject matter
• the length requirements
• formatting requirements
• documentation format
• the amount and type of research expected (if any)
• the writer’s role
• deadlines for the first draft and its revision

Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis.

The following areas should help you create effective writing assignments.

Examining your goals for the assignment

• How exactly does this assignment fit with the objectives of your course?
• Should this assignment relate only to the class and the texts for the class, or should it also relate to the world beyond the classroom?
• What do you want the students to learn or experience from this writing assignment?
• Should this assignment be an individual or a collaborative effort?
• What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study?

Defining the writing task

• Is the assignment sequenced so that students: (1) write a draft, (2) receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and (3) then revise it? Such a procedure has been proven to accomplish at least two goals: it improves the student’s writing and it discourages plagiarism.
• Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the paper’s main focus should be? Can you reduce the number of sub-questions?
• What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? Making the purpose(s) of the assignment explicit helps students write the kind of paper you want.
• What is the required form (e.g., expository essay, lab report, memo, business report)?
• What mode is required for the assignment (e.g., description, narration, analysis, persuasion, a combination of two or more of these)?

Defining the audience for the paper

• Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students.
• What is the probable attitude of the intended readers toward the topic itself? Toward the student writer’s thesis? Toward the student writer?
• What is the probable educational and economic background of the intended readers?

Defining the writer’s role

• Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a “professional in training” who uses the assumptions, the perspective, and the conceptual tools of the discipline.

Defining your evaluative criteria

1. If possible, explain the relative weight in grading assigned to the quality of writing and the assignment’s content:

• depth of coverage
• organization
• critical thinking
• original thinking
• use of research
• logical demonstration
• appropriate mode of structure and analysis (e.g., comparison, argument)
• correct use of sources
• grammar and mechanics
• professional tone
• correct use of course-specific concepts and terms.

Here’s a checklist for writing assignments:

• Have you used explicit command words in your instructions (e.g., “compare and contrast” and “explain” are more explicit than “explore” or “consider”)? The more explicit the command words, the better chance the students will write the type of paper you wish.
• Does the assignment suggest a topic, thesis, and format? Should it?
• Have you told students the kind of audience they are addressing — the level of knowledge they can assume the readers have and your particular preferences (e.g., “avoid slang, use the first-person sparingly”)?
• If the assignment has several stages of completion, have you made the various deadlines clear? Is your policy on due dates clear?
• Have you presented the assignment in a manageable form? For instance, a 5-page assignment sheet for a 1-page paper may overwhelm students. Similarly, a 1-sentence assignment for a 25-page paper may offer insufficient guidance.

There are several benefits of sequencing writing assignments:

• Sequencing provides a sense of coherence for the course.
• This approach helps students see progress and purpose in their work rather than seeing the writing assignments as separate exercises.
• It encourages complexity through sustained attention, revision, and consideration of multiple perspectives.
• If you have only one large paper due near the end of the course, you might create a sequence of smaller assignments leading up to and providing a foundation for that larger paper (e.g., proposal of the topic, an annotated bibliography, a progress report, a summary of the paper’s key argument, a first draft of the paper itself). This approach allows you to give students guidance and also discourages plagiarism.
• It mirrors the approach to written work in many professions.

The concept of sequencing writing assignments also allows for a wide range of options in creating the assignment. It is often beneficial to have students submit the components suggested below to your course’s STELLAR web site.

Use the writing process itself. In its simplest form, “sequencing an assignment” can mean establishing some sort of “official” check of the prewriting and drafting steps in the writing process. This step guarantees that students will not write the whole paper in one sitting and also gives students more time to let their ideas develop. This check might be something as informal as having students work on their prewriting or draft for a few minutes at the end of class. Or it might be something more formal such as collecting the prewriting and giving a few suggestions and comments.

Have students submit drafts. You might ask students to submit a first draft in order to receive your quick responses to its content, or have them submit written questions about the content and scope of their projects after they have completed their first draft.

Establish small groups. Set up small writing groups of three-five students from the class. Allow them to meet for a few minutes in class or have them arrange a meeting outside of class to comment constructively on each other’s drafts. The students do not need to be writing on the same topic.

Require consultations. Have students consult with someone in the Writing and Communication Center about their prewriting and/or drafts. The Center has yellow forms that we can give to students to inform you that such a visit was made.

Explore a subject in increasingly complex ways. A series of reading and writing assignments may be linked by the same subject matter or topic. Students encounter new perspectives and competing ideas with each new reading, and thus must evaluate and balance various views and adopt a position that considers the various points of view.

Change modes of discourse. In this approach, students’ assignments move from less complex to more complex modes of discourse (e.g., from expressive to analytic to argumentative; or from lab report to position paper to research article).

Change audiences. In this approach, students create drafts for different audiences, moving from personal to public (e.g., from self-reflection to an audience of peers to an audience of specialists). Each change would require different tasks and more extensive knowledge.

Change perspective through time. In this approach, students might write a statement of their understanding of a subject or issue at the beginning of a course and then return at the end of the semester to write an analysis of that original stance in the light of the experiences and knowledge gained in the course.

Use a natural sequence. A different approach to sequencing is to create a series of assignments culminating in a final writing project. In scientific and technical writing, for example, students could write a proposal requesting approval of a particular topic. The next assignment might be a progress report (or a series of progress reports), and the final assignment could be the report or document itself. For humanities and social science courses, students might write a proposal requesting approval of a particular topic, then hand in an annotated bibliography, and then a draft, and then the final version of the paper.

Have students submit sections. A variation of the previous approach is to have students submit various sections of their final document throughout the semester (e.g., their bibliography, review of the literature, methods section).

In addition to the standard essay and report formats, several other formats exist that might give students a different slant on the course material or allow them to use slightly different writing skills. Here are some suggestions:

Journals. Journals have become a popular format in recent years for courses that require some writing. In-class journal entries can spark discussions and reveal gaps in students’ understanding of the material. Having students write an in-class entry summarizing the material covered that day can aid the learning process and also reveal concepts that require more elaboration. Out-of-class entries involve short summaries or analyses of texts, or are a testing ground for ideas for student papers and reports. Although journals may seem to add a huge burden for instructors to correct, in fact many instructors either spot-check journals (looking at a few particular key entries) or grade them based on the number of entries completed. Journals are usually not graded for their prose style. STELLAR forums work well for out-of-class entries.

Letters. Students can define and defend a position on an issue in a letter written to someone in authority. They can also explain a concept or a process to someone in need of that particular information. They can write a letter to a friend explaining their concerns about an upcoming paper assignment or explaining their ideas for an upcoming paper assignment. If you wish to add a creative element to the writing assignment, you might have students adopt the persona of an important person discussed in your course (e.g., an historical figure) and write a letter explaining his/her actions, process, or theory to an interested person (e.g., “pretend that you are John Wilkes Booth and write a letter to the Congress justifying your assassination of Abraham Lincoln,” or “pretend you are Henry VIII writing to Thomas More explaining your break from the Catholic Church”).

Editorials . Students can define and defend a position on a controversial issue in the format of an editorial for the campus or local newspaper or for a national journal.

Cases . Students might create a case study particular to the course’s subject matter.

Position Papers . Students can define and defend a position, perhaps as a preliminary step in the creation of a formal research paper or essay.

Imitation of a Text . Students can create a new document “in the style of” a particular writer (e.g., “Create a government document the way Woody Allen might write it” or “Write your own ‘Modest Proposal’ about a modern issue”).

Instruction Manuals . Students write a step-by-step explanation of a process.

Dialogues . Students create a dialogue between two major figures studied in which they not only reveal those people’s theories or thoughts but also explore areas of possible disagreement (e.g., “Write a dialogue between Claude Monet and Jackson Pollock about the nature and uses of art”).

Collaborative projects . Students work together to create such works as reports, questions, and critiques.

10 Tips for Writing Assignments

Writing assignments are a cornerstone of your academic journey, and honing your assignment writing skills is paramount for your success. Whether you're embarking on your first year or a seasoned academic, the art of effective assignment writing can wield significant influence over your grades and overall educational voyage. In this comprehensive guide, we'll offer you ten invaluable tips to elevate your assignment writing prowess. These strategies, along with expert guidance from our specialized assignment help website writemyessays.com/do-my-assignment.html , will empower you to enhance your writing skills and chart a course towards academic triumph.

Tip 1: Start Early

The first rule of successful assignment writing is to start early. Procrastination is the enemy of quality work. By initiating your assignments as soon as you receive them, you'll have ample time for essential steps such as research, planning, drafting, and revisions. Starting early allows you to manage your time effectively and produce well-crafted assignments.

Tip 2: Understand the Assignment

Before you begin writing, it's essential to thoroughly understand the assignment instructions. Take the time to read and analyze what is expected of you. If any aspects are unclear, don't hesitate to seek clarification from your instructor. Understanding the assignment's requirements is fundamental to meeting them successfully.

Tip 3: Plan Your Work

Effective planning is a cornerstone of assignment writing. Develop a structured plan that includes creating a timeline for your assignment. Break down the work into smaller tasks, allocate sufficient time for research, outlining, drafting, and proofreading. A well-organized plan will keep you on track and reduce stress.

Tip 4: Utilize Campus Resources

Your university offers a wealth of resources to support your writing endeavors. Take advantage of writing centers, libraries, and academic advisors who can provide guidance and feedback on your assignments. These resources are valuable assets that can significantly improve the quality of your work.

Tip 5: Research Thoroughly

High-quality assignments require thorough research. Dive deeply into your chosen topic, utilizing a variety of credible sources such as academic journals, books, and reputable websites. Ensure that you cite your sources correctly to provide evidence for your arguments and maintain academic integrity.

Tip 6: Maintain a Good Writing Style

Developing and maintaining a clear and concise writing style is essential for effective communication in your assignments. Avoid overly complex language and prioritize clarity. Ensure that your assignments have a logical structure with a clear flow of ideas. Your goal is to make your writing accessible and easy for your reader to understand.

Tip 7: Seek Writing Assistance

If you ever find yourself struggling with assignment writing, don't hesitate to seek writing assistance. Many universities offer writing assistance programs staffed by experienced tutors who can provide guidance and feedback on your work. These services are designed to help you refine your writing skills and produce higher-quality assignments.

Tip 8: Proofread and Edit

The importance of proofreading and editing cannot be overstated. After completing your initial draft, take the time to review and edit your work. Check for grammar and punctuation errors, ensure proper formatting, and verify that your assignment aligns with the assignment guidelines. Effective editing will polish your work and enhance its overall quality.

Tip 9: Stay Safe Online

When conducting online research for your assignments, it's essential to prioritize online safety. Use reliable sources and be cautious of plagiarism. Properly cite all your references to maintain academic integrity and avoid unintentional academic misconduct.

Tip 10: Celebrate Your Achievements

Lastly, don't forget to celebrate your achievements in assignment writing. Completing assignments is a significant accomplishment on your academic journey. Reward yourself for your hard work and dedication, and acknowledge your successes. Recognizing your achievements can motivate you to excel in future assignments.

Dos and Don'ts

To summarize, here are some dos and don'ts for successful assignment writing:

• Start early and plan your work effectively.
• Thoroughly understand the assignment instructions.
• Utilize available campus resources for support and guidance.
• Conduct in-depth research using credible sources.
• Maintain a clear and concise writing style for accessibility.
• Seek writing assistance when facing challenges.
• Commit to thorough proofreading and editing.
• Stay safe and ethical when conducting online research.
• Celebrate your achievements and milestones.
• Procrastinate on your assignments; start early instead.
• Overlook or misinterpret assignment instructions.
• Miss out on utilizing valuable campus resources.
• Skimp on research quality or rely on unreliable sources.
• Engage in overly complex writing that hinders clarity.
• Hesitate to seek assistance when facing challenges.
• Neglect the critical steps of proofreading and editing.
• Plagiarize or compromise on academic integrity.
• Forget to acknowledge and celebrate your accomplishments.

Frequently Asked Questions

Here are some common questions related to assignment writing:

1. How can I improve my writing style?

Improving your writing style is a gradual process. Consider taking writing courses, seeking feedback from professors or writing tutors, and practicing regularly to refine your skills.

2. Is it okay to use online sources for research?

Yes, it's acceptable to use online sources for research, but ensure that they are reliable and properly cited in your assignments to maintain academic credibility.

Final Thoughts

Writing assignments may seem challenging at times, but with the right approach and these ten tips, you can excel in your academic journey. Remember that assignment writing is a skill that improves with practice and dedication. By following these guidelines and continuously honing your writing skills, you'll be well-equipped to tackle assignments successfully and achieve academic excellence. Go to website

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Types of Writing Assignments

In many college courses, writing is a common form of expression and scholarship. Students from fields as varied as computer science, biology, psychology, art history, and accounting are expected to write essays , term papers , reflections, discussion board posts, theses , and more.

Writing assignments in college vary in length and purpose. Some require students to gather information and write a report based on their findings; some ask for a comparison between expert opinions on a subject. Others require students to state a position and defend it with evidence or to answer a question; yet others require a mix of two or more of these tasks.

When the syllabus of a course mentions a writing assignment, it is imperative that students understand the assignment before they start working on it. They should note the words used in assignment descriptions and thoroughly understand the actions they suggest or require. Understandings about or expectations of writing assignments should ideally be discussed with peers or instructors. In fact, instructors are accustomed to students approaching them with questions regarding writing assignments in the event of confusion about expectations or queries that need to be resolved before beginning.

This article provides a brief overview of 5 types of writing assignments that students are likely to encounter in college.

1. Reflective Papers

These assignments typically require students to think about their own experiences that demonstrate a specific concept and/or principle. For instance, a student might write about their own struggle with self-harm at a young age and reflect on the circumstances that contributed to this. Alternatively, a reflective paper may also expect students to write about a work studied in class, an article they have read, or a lecture they have attended that changed their thinking or challenged their assumptions.

Reflective papers have an academic tone but are personal and subjective in nature. They draw upon the student’s feelings, reactions, and experiences in order to show change or progression in their thought or perception.

2. Research Papers

These writing assignments typically require students to choose a topic, form a hypothesis, and support it with evidence . Students are expected to survey the research (facts, opinions, interviews, information) as well as current debates about the topic and demonstrate an understanding of both. The paper must cite findings that both support and counter the hypothesis. 

A research paper is generally a lengthy writing assignment that involves answering a question, supporting an argument or a position taken on an issue, or proposing a solution to a problem. It is based on research as well as the student’s own ideas. Depending on the topic, the student may need to use either primary or secondary sources or a combination of both.

3. Literature Reviews

These writing assignments require students to survey existing scholarship on a specific topic and construct an overview of current knowledge. Students should then be able to identify relevant theories, methods, and gaps in existing research. Writing a literature review involves identifying relevant articles and books, critically analyzing them, and offering an explanation of the findings.

A literature review can be divided into 5 steps:

• Searching for relevant literature (books, journal articles, etc.)
• Evaluating sources
• Identifying themes, debates, and gaps in scholarship
• Outlining the structure
• Writing the literature review

A good literature review is also more than a summary of available sources – it analyzes, synthesizes, and critically evaluates materials to provide a snapshot of the available knowledge on the topic. It is often critical in nature and argues a case or position.

Writing a summary involves identifying what is most important in a text and restating it in one’s own words. Since a summary excludes all minor information, it will always be shorter than the original text.

A summary begins with an introduction that states the title, author, and thesis of the text. The thesis or main part of the text is restated in the student’s own words and contains few or no quotes. A paper or article may be summarized in a few sentences or a couple of paragraphs at the most. A book, on the other hand, calls for an article or short paper.

A good summary contains all the important points of the original text – key names, dates, places, events, ideas, numbers, and words – but omits finer details such as examples, explanations, or illustrations.

5. Book Review

The main purpose of an academic book review is to evaluate and convey: 

• What the book is all about
• How well it covers its topic and whether it breaks new ground
• The perspective, methodology, and expertise of the author
• The intended audience of the book
• The appropriateness of the book’s arguments and evidence to its topical scope
• The arrangement of the book in chapters and illustrations
• The quality of its notes and bibliographies

Academic book reviews can be classified into two types: short summary reviews and essay-length critical reviews.

A short, descriptive review should include the bibliographic citation for the book, the book’s purpose, a summary of its main points, and, space permitting, a brief description of its relationship with other books on the same or related topics. The review should also note the author’s affiliation as well as the physical contents of the book (photographs, illustrations, graphs, table of contents, index, bibliography, footnotes, endnotes, etc.)

A critical, essay-length book review, on the other hand, should include:

• The bibliographic citation for the book
• An opening statement
• A statement of the author’s intention
• A critical interpretation of the author’s ideas and the book’s thesis within a larger scholarly discourse
• A discussion of major errors (if any) in the book
• A clear idea of the book’s place in the scholarly discourse around the topic and its importance within the discipline

Much like a short, descriptive review, a critical, essay-length review should also note the author’s affiliation as well as the physical contents of the book (photographs, illustrations, graphs, table of contents, index, bibliography, footnotes, endnotes, etc.) The review should also indicate the intended audience of the book and whether the author is engaging it appropriately. The student must remember to keep track of sources and choose the appropriate citation style for such an assignment.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

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

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

Table 19.2 Task words

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

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

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

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

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

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

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 Guide: Types of Assignments & Best Practices

• Home & Appointments
• Types of Assignments & Best Practices
• Tables & Figures
• Thesis & Project Guide

The most common types of writing assignments you will encounter at MLTS

• How to approach a writing assignment
• Expository writing & research papers
• Compare & Contrast paper
• Book & Literature Reviews
• Reflective writing
• Online discussion posts
• Thesis/Project

As a graduate student, you will be assigned a variety of types of writing projects.  A good rule of thumb in approaching any writing project is to ask yourself: for whom am I writing and why?  Or, who is my audience and what do they expect from my writing?  Your assignments will almost invariably require you to make one or more arguments.   A good argument is well-written, logical, and supported by evidence.

Expository writing involves understanding, explaining, analyzing, and/or evaluating a topic.  It includes your standard graduate school essay, book review, or research paper where your instructor requires you to analyze and/or study a topic.  In general, your audience for such assignments will be your course instructor. You can think of such writing assignments as your instructor asking you to make an argument.  Your instructor wants to gauge your creative thinking skills and how well you understand the course material by seeing how well you can make an argument related to that material.  Remember: a good argument is well-written, logical, and supported by evidence.

An expository paper is therefore not about you (at least not directly); it is about the facts you have learned and researched and the argument you have built from those facts. Therefore, unless you are quoting someone, you should avoid using first person pronouns (the words I, me, my, we, us, our ) in your writing.  Let your facts and arguments speak for themselves instead of beginning statements with "I think" or "I believe."

A compare & contrast assignment is a type of expository & research paper assignment.  It is important to organize your writing around the themes you are comparing & contrasting.  If, for example, you are assigned to compare & contrast, say, Augustine's Confessions and The Autobiography of Malcolm X , a common mistake students make is to write the first part of their essay strictly about Augustine's Confessions , and the second part of the essay strictly about The Autobiography of Malcolm X .  In a good compare & contrast essay, you instead explore an issue in every paragraph or two, and show how, in this case, both Augustine & Malcolm X share common ground or differ on that issue.  Then, move onto another issue and show how both Augustne and Malcolm X covered it.

Unless your instructor directs you otherwise, you should not use first person pronouns ( I, me, my ) in such a paper.

A book review assignment is meant to be an analysis of a book, not a chapter-by-chapter summary of a book.  Instead of organizing your paper sequentially (the first paragraph is about chapter 1, the second paragraph is about chapter 2, etc.), organize your paragraphs around the themes of the book that are thread throughout the book.  Topics to consider in a book review include (but are not limited to):

• What are the author's arguments, and how successful is she in making those arguments?
• What sort of sources does the author utilize?
• What methodology/methodologies does the author utilize?
• What are the strengths and weaknesses of the book?

A literature review is similar to a book review assignment in that it is meant to be an analysis of a theme or themes across several books/articles.   What have various authors written about your topic?   That said, as you will typically have less space to talk about each work (perhaps a paragraph or less for each work as opposed to multiple pages), you might end up moving from one author's findings to another.  For a literature review in a thesis, think of a literature review as a mini-essay within your broader thesis with its own mini-introduction, thesis statement, and conclusion.

Unless your instructor directs you otherwise, book reviews and literature reviews should be written like expository & research papers.  In particular, you should not use first person pronouns ( I, me, my ).  So, instead of writing: "I think this book is a good analysis of ___," write: "This book is a good analysis of ___."

Reflective essays are especially common in theology courses.  Reflective writing requires that you explicitly write about yourself and your own views.  To put it another way, you typically have two audiences to write for in such an assignment: your instructor and yourself.   As such, and unlike a standard expository paper, such essays require you to write about yourself using first person pronouns ( I, me, my) and use statements like “I think” and “I believe.”  Otherwise, a reflective essay shares a lot with expository writing.  You are still making arguments, and you still need evidence from cited sources!  Unless your instructor tells you otherwise, you should still include a good title, introduction paragraph, thesis statement, conclusion, and bibliography.

For online courses, you will likely have to take part in classroom or group discussions online, in which you will be encouraged or even required to respond to your classmates.  Such writing assignments often include a reflective element. Discussion posts are almost always shorter than essays and as such may not need long introductions or conclusions.  That said, a discussion post is not like a Facebook or social media post!  Good discussion posts are long and well-written enough to convey one or more thoughtful, insightful observations; you cannot just "like" someone else's post or only write "Good job!"  If you decide to challenge or critique a classmate’s post—and you are certainly encouraged to do so!—you should do so in a respectful and constructive manner.   As your main audience for online discussions are your own classmates and, to a lesser extent, your instructor, it is often okay to use relatively more informal language and to refer to yourself using first person pronouns ( I, me, my ).  Finally, as with reflective essays, discussion posts still benefit from evidence.  Even if a discussion post is relatively less formal than an essay, if you quote, paraphrase, or draw ideas from outside sources, you still must cite them!  If the online medium does not allow for footnotes, use parenthetical references for citations (see chapter 19 of Turabian).

Those of you taking preaching courses or earning a DMin degree will have to write and submit your sermons. On one hand, your main audience for such a writing assignment is the congregation to whom you may preach.  The language, tone, message, level of detail, etc. of a good sermon will depend on the precise context of your congregation and the message you want to impart.  Therefore, unlike an expository essay or a reflective essay, you have a lot more freedom in how you chose to organize your sermon, as well as how formal or not you want the language to be.

On the other hand, in submitting such assignments, you also have a secondary audience: your instructor.  As such, you may still need to include citations, even if you would not read them out loud in your sermon.  In submitting a sermon as an assignment, you may also need to include some sort of write up or commentary, which your instructor may require to be expository and/or reflective in nature.

Those of you earning an MAR or DMin will finish your coursework by proposing, researching, writing, and defending a thesis or project.   A thesis/project should be an original contribution to your field of study.  To put it another way, the audience for your thesis/project is not just your advisor, but the broader academic and/or ministerial community.   A good thesis/project can go on to become the first draft of a published academic journal article or a chapter or two of a book.  Your thesis/project should be largely expository, but it may also include reflective sections.

It is never too early to start thinking about what you want to do for your thesis/project! You can try to make your thesis/project writing process easier by writing your course papers on topics within or adjacent to what you think you want to do for your thesis/project; that said, if you do so, you will need to cite these earlier works in your final thesis.   See our citation guide for help with that.

For more information on writing a thesis or project, from choosing a topic to submitting it, check out our Thesis & Project Guide .

Tips for Composing Good Academic Prose

• Proofread, proofread, proofread!
• Find evidence to support your thesis statement from good quality sources
• Use quotations as evidence, not filler
• Be careful not to turn long sentences into run-on sentences
• Relatively longer paragraphs are generally better than short ones
• Make sure your paper flows well from one idea to the next
• When possible, avoid using the passive voice
• Be precise and crystal-clear in your statements and arguments
• Use the present tense when paraphrasing an author or setting up a quotation
• Use repetition of words carefully

First and most importantly: Proofread your paper over before you submit it to make sure that it reads well and is without errors!  Read your paper over as you are writing it.  Check over your work with spell check.  Before you submit it, read it over one last time to catch anything you missed.  If possible, consider reading the work out loud: you will be more likely to spot problems in your writing than if you read it in your head.  If you are able to do so, ask a friend or schedule an appointment with the Writing Center for a review.  Another pair of eyes can often spot a mistake or problem that the writer has overlooked.

Find evidence to support your thesis from good quality sources.   Your research and writing should be based on the study of reputable primary and secondary sources.  Typically, this means books published by academic presses and academic journal articles.  Wikipedia, YouTube, random websites, and dictionary entries are generally not considered to be good sources for academic writing, although there are instances when it is acceptable to use and cite them, like if you were researching how topics in Black theology are represented or misrepresented on Wikipedia.  If you need help in finding good resources for your paper, consult a librarian.

Quotations are meant to be evidence to support your argument; they are not filler to meet a length requirement.   While you must quote and paraphrase sources, you should not quote or paraphrase more than you need.  When possible, consider paraphrasing over quoting.  Keep in mind that your writing assignments are supposed to showcase your thinking and writing, not the thinking and writing of whoever you are citing.

Be careful not to turn long sentences into run-on sentences.   Long sentences are not always bad: when well-written, a long sentence can read better and help convey complex ideas better than a series of short sentences.  A run-on sentence, on the other hand, occurs when multiple sentences are inappropriately lumped into a single sentence.  Therefore, when reading your paper over, keep an eye out for any sentence that you can break into multiple sentences.

Relatively longer paragraphs are generally better than short ones.   If your paragraph is three sentences or less, consider if you can write more about that paragraph's topic or incorporate it into another paragraph.  If a paragraph represents one idea, then a longer paragraph typically shows that you have better considered and flushed out that idea.  That said, if your paragraph is longer than a page, you could probably shorten it or break it into two paragraphs.

Make sure your paper flows well from one idea to the next.   Does your third paragraph make sense following your second paragraph?  Do you drop ideas and only pick them up much later?  Cut and paste sentences and paragraphs around as necessary.

When possible, avoid using the passive voice.   This can be tricky!  The passive voice is when you use the verb “to be” next to and in conjunction with another verb to make the object of the sentence into the subject.  For example, compare the active sentence: “Kate Turabian wrote the book” to its passive equivalent: “The book was written by Kate Turabian.”  Grammatically speaking, in the latter, passive sentence, "The book" is the subject, even though in a real world active sense, it is the object.

Writers consider passive sentences not as good because, like in the above example, they can be wordier than necessary and take the focus off the real subject. There are exceptions in which it is good to use the passive voice. For example, if you were writing an article about Kate Turabian, it would be better to write: “Kate Turabian was born in 1893” instead of “Kate Turabian’s mother gave birth to her in 1893.”  The former sentence keeps Kate Turabian, the focus of the paper, as the subject, while the latter sounds a little weird (maybe English speakers are too squeamish, but we typically do not recount someone's birth in that way).

At its worst, the passive voice can obscure the subject and make facts unclear. Consider the sentence: "Jackie Robinson's signing with the Brooklyn Dodgers in 1946 was considered a crucial moment in the Civil Rights movement." With the passive voice, the reader does not know who exactly considered that so?  Did all Americans in 1946 think this?  Did some specific people come to recognize it later?  Compare that sentence to: "Martin Luther King, Jr. considered Jackie Robinson's signing with the Brooklyn Dodgers in 1946 a crucial moment in the Civil Rights movement."

Be precise and crystal-clear in your statements and arguments.   Similar to how the passive voice can make facts unclear, overly general language can make for weak arguments.  Consider the argument: "Many people now support same-sex marriage."  Many people?  Which people?  "Many" and "people" are very general terms and do not tell us much in this statement; the more specific you can be, the better your argument:

• Despite official church statements, many American Catholics now support same-sex marriage.
• [Specific number]% of Chicagoans now support same-sex marriage.
• Many South African theologians, including [so-and-so] and [so-and so], now support same-sex marriage.

In general, use the present tense when paraphrasing an author or setting up a quotation.  While you should use the past tense when writing about events in the past, you should in general use the present tense when discussing a scholar's writing.  Scholarship is a ongoing discussion.  When you read and discuss an author's work, that author is making an argument right now in the present, even if she is dead.  So, do not write:

   Carl Jung wrote: "The psyche...    Carl Jung said, "The psyche...    Carl Jung argued that...

but instead:

   Carl Jung writes: "The psyche...    Carl Jung says, "The psyche...    Carl Jung argues that...

Use repetition of words carefully.   When done well, repeating words can sound good and emphasize ideas.  When done poorly, repetition sounds monotonous. Avoid, for example, starting too many sentences or paragraphs with the same word, or overutilizing the same verb.  If you need help in bringing variety to your word choices, purchase a thesaurus or check out thesaurus.com .

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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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Gen ed writes, writing across the disciplines at harvard college, teaching the elements of writing assignments.

Overview: How Unpacking the Elements Translates into Lesson Planning

In Unpacking the Elements we try to break down prompts into the essential features common to nearly every assignment (writing or not), and in doing so the goal was primarily two-fold: to help instructors identify the role of each element in their own assignments and how clearly each element is communicated in their prompts; and to give students and instructors a shared, simple vocabulary for talking about the goals and expectations of assignments.  In this section, the goal is to move from designing effective prompts and sharing them with students to using prompts as a road map for teaching in the classroom. If you’ve done the assignment prompt decoder and thought about elements in a specific prompt, you were maybe left with a few questions. For example:  

• What does it look like to teach each element and give students practice with them?
• What is the best order to teach the elements in?
• How can I scaffold smaller exercises or give students feedback along the way?
• What’s the timing of all of this look like within the framework of a real term?

In the pages of this section we take up these questions, first laying out more generally how teaching through the elements looks in the classroom before taking a deeper dive into a handful of the more common—and increasingly complex—types of academic writing assignments. For each kind of assignment, you’ll find sample timelines and sequences, along with out-of-the-box activities and generalizable advice on teaching with writing (“tips” and “pitfalls to avoid”). 

The advice and examples in this section are meant to be flexible enough to adapt to a wide range of real-life teaching scenarios and pedagogical approaches, but they all reflect a handful of guiding principles about the interrelated ways that assignment prompts "work": they create the context for learning experiences by serving as a touchstone for student-teacher discussions about the specific goals and expectations of the learning experience at hand, and they help keep instructors and students alive to what those goals and expectations are—and how their time together is an ongoing, well-supported engagement with them.

Three Key Principles for Teaching Writing in the Classroom

Students should always be “writing the paper”.

If your lesson plan is drawn from the actual assignment students are working on at any point in the term (whether it’s a smaller “now” response paper or a smaller part of a “bigger” project due in six weeks), then nearly every homework assignment or in-class activity is writing the paper. The purpose of section will always be more clear if students recognize that every meeting is a chance to practice relevant skills or make progress on an assignment. And of course, that recognition is only possible if students understand what the goals of the assignment they're working on are, what skills are relevant to meeting those goals, and what kinds of steps reflect progress toward them. With that in mind, it’s helpful to start with the Assignment Decoder for Students . 

Prompts don’t (and shouldn’t be asked to) speak for themselves

The assignment prompt decoders linked throughout this site are meant to give course heads, TFs & TAs, and students a way of assessing how clearly a prompt is communicating its elements. For course heads and instructors, this might lead to a revision of the prompt or clarifications in class or meetings of the teaching team. For students, it might lead to questions in section, emails to an instructor, or asking a fellow student for input. Whatever doing the decoder leads to—and whether or not the decoder is used at all—it’s crucial to keep in mind that prompts don’t speak for themselves, no matter how clear they are: they’re a framework for, and hopefully an invitation to discussion about what it will look and feel like to do an assignment well. But what about a really clear prompt—doesn’t it save class time if students can just read it on their own? It’s a fair question, and the fair response is that we can’t know whether students have understood the really clear prompt unless we have a discussion with them about it. At that point, of course, we’re back to discussing the prompt, and the upside is this: spending class time working through prompts is actually a reliably efficient way to make subsequent classes more effective. 

You can’t do it all, and you don’t need to

If you and your students are on the same page about the goals and priorities of an assignment, then you’re freed up to engage in some backward design triage: How much time is there until the likely deadline? How many sections are there to work with? What are the essential elements that need teaching and practice? What’s a good place to start? When giving feedback, it’s almost as unhelpful to just write “A-” without comments as it is to fill the margins with comments or append a novella’s worth of reflection to the end of a student’s essay. In both cases, it’s unclear what the rubric for feedback is and how they reflect the priorities of this assignment. And the same goes for teaching this assignment: You should find the sequence of in-class activities and formative assessments that best balance what’s necessary for students to succeed with what’s possible given the time and bandwidth available to you and your students. The general advice and sample trajectories for assignments in this section are meant to make that balance feel both attainable and much more than “good enough”—it’s what great teachers aim for. 

• DIY Guides for Analytical Writing Assignments

• Types of Assignments
• Unpacking the Elements of Writing Prompts
• The Steps of Teaching the Most Common Types of Writing Assignments
• Giving Feedback to Students

Assignment Decoder

Library & Learning Commons

• Search for sources
• APA style guide

Writing Support

Types of writing assignments.

• Writing Support Home
• General Writing Rules
• The Writing Process
• Proofreading
• Grammar Tips

The Expository Essay

The Argumentative Essay

The Persuasive Essay

The Narrative Essay

The Reflection Paper

• The Photo/Visual Analysis Paper
• Single Paragraph Assignments

Discussion Posts

The Annotated Bibliography

• Response Assignments

The expository essay requires the student to investigate an idea; collect, generate, and evaluate evidence; and establish a thesis/argument on the topic in a clear and concise manner. This is accomplished through comparing and contrasting, the analysis of cause and effect, etcetera (Purdue Online Writing Lab, n.d.).

The expository essay is typically logical and short in length. In other words, the writer cannot write an emotional response to defend their thesis/argument.

The most common method for writing an expository essay is the five-paragraph approach, which includes all four components of an essay. These consist of:

• An Introductory Paragraph : This typically includes the main features of an introduction, such as a hook sentence, an explanation of the hook sentence, a clear, concise thesis statement/argument, discussion points, and a transition from the introduction to the body paragraphs.

• Three Body Paragraphs : Each body paragraph will contain a topic sentence (or the main idea of the body paragraph) example(s) supporting the topic sentence’s claim, an analysis of why the example(s) are important, connecting the body paragraph to the thesis/argument, and a transition from one paragraph to the next.

• A Conclusion: The conclusion goes beyond a summary. It is the writer’s last chance to let the reader understand why the thesis statement is important and to demonstrate how the evidence used is connected and not random.

• Citations: This is used to prove that your assignment is academically honest. At Bow Valley College, most writing assignments will require the student to use the APA citation style. See the Library website: ( About APA Style - APA Style, 7th Edition - LibGuides at Bow Valley College ) on how to properly cite references that were used.

Note : While this is an excellent source of reference, students are encouraged to check their syllabus and/or rubric to ensure they include all the requirements of an assignment.

Purdue Online Writing Lab. (n.d.). Expository essays.   Expository Essays - Purdue OWL® - Purdue University

The argumentative paper requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a thesis/argument on the topic in a clear and concise manner. The argumentative paper differs from the expository paper in that extensive research of literature or previously published material/peer reviewed material is required. As a result, the argumentative essay is commonly assigned as a final project (Purdue Online Writing Lab, n.d.).

In addition to length, the argumentative essay is logical. In other words, the writer cannot write an emotional response to defend their thesis/argument.

The most common method for writing an argumentative essay is the five-paragraph approach, which includes all four components of an essay. These consist of:

• Three Body Paragraphs: Each body paragraph will contain a topic sentence (or the main idea of the body paragraph), example(s) supporting the topic sentence’s claim, an analysis of why the example(s) are important, connecting the body paragraph to the thesis/argument, and a transition from one paragraph to the next.

• Citations: These are used to prove that your assignment is academically honest. At Bow Valley College, most writing assignments will require the student to use the APA citation style. See the Library website:  About APA Style - APA Style, 7th Edition - LibGuides at Bow Valley College on how to properly cite references that were used.

Purdue Online Writing Lab. (n.d.). Argumentative essays . Argumentative Essays - Purdue OWL® - Purdue University

A persuasive essay requires the student to identify an issue and choose a side/argument. The purpose of a persuasive essay is to get the reader on your side by using facts and emotions. The writer is allowed to appeal to the reader’s emotions, which makes the persuasive essay unique.

The persuasive essay can be broken down into four parts:

• An Introductory Paragraph : This typically includes the main features of an introduction, such as a hook sentence, an explanation of the hook sentence, a clear, concise thesis statement/argument, discussion points (make sure you outline the structure your argument will follow) and a transition from the introduction to the body paragraphs.

• Body Paragraphs : Each body paragraph will contain a topic sentence (or the main idea of the body paragraph), example(s) supporting the topic sentence’s claim, an analysis of why the example(s) are important, connecting the body paragraph to the thesis/argument, and a transition from one paragraph to the next.

I. One of these body paragraphs will have a summary of some of the opposing views. The writer will give a topic sentence explaining the opposing argument. Next, the writer will provide a brief synopsis of the opposing ideas. After providing generalized evidence, the writer will transition into a rebuttal paragraph that follows.

II. In the rebuttal paragraph, the writer gives a topic sentence explaining that this paragraph expands on the previous one. The writer will present how their ideas are stronger. This is done by presenting evidence directly disputing ideas mentioned in the previous section. Finally, the writer will give a concluding statement summarizing the counter arguments.

• A Conclusion : The conclusion goes beyond a summary. It is the writer’s last chance to let the reader understand why the thesis statement is important and to demonstrate how the evidence used is connected, not random.

•  Citations : These are used to prove that your assignment is academically honest. At Bow Valley College, most writing assignments will require the student to use the APA citation style. See the Library website on how to properly cite references that were used.

The main purpose of a narrative essay is to tell the reader about a key event, a crucial interaction, or experience that happened to the author over a limited time period. Therefore, writing a narrative is like writing a story. Most importantly, the narrative must have a purpose (think of this as your thesis!). Other important traits of a narrative essay include:

• It must be written from a clear point of view.

• Clear and concise language is used.

• The use of the first-person pronoun ‘I’ is welcomed. However, do not abuse this exception!

• Body paragraphs must be in a logical order. Typically, this means the narrative will be in chronological order (Purdue Online Writing Lab, n.d.).

The most common method for writing a narrative essay is the five-paragraph approach, which includes all four components of an essay. These consist of:

• The Introduction : Provide a hook sentence that will make the reader want to read the rest of your essay. The introduction is also where the writer will provide a setting and notify the reader of the thesis.

• Three Body Paragraphs : Each body paragraph will contain a topic sentence which is the main idea of the body paragraph. The writer will develop and connect details to the topic. Additionally, the writer will provide a transition from one paragraph to the next.

• A Conclusion : The writer will connect the paragraph details to the overall theme. The writer should try to end the narrative in an impactful way so that the reader has no doubt in their mind as to the purpose of the narrative.

• Citations : Some narrative essays will require the students to use citations. These are used to prove that your assignment is academically honest. At Bow Valley College, most writing assignments will require the student to use the APA citation style. See the Library website:  About APA Style - APA Style, 7th Edition - LibGuides at Bow Valley College on how to properly cite references.

Purdue Online Writing Lab. (n.d.). Narrative essays . Narrative Essays - Purdue OWL® - Purdue University

The Reflection Paper is an assignment that requires the writer to consider how their personal experiences and observations shape their thinking and their acceptance of new ideas or practices. It is discipline and course specific and might take the form of a short paper on course readings, or a response to a service placement opportunity. Therefore, students must check their syllabus and/or rubric to ensure they include all the requirements of the assignment.

Key Traits of a Reflection Paper are:

• The writer connects the course readings with their knowledge and experience in order to further comprehend the readings. Therefore, the first-person pronoun “I” is welcomed.

• The writer questions their assumptions about course readings or service placement opportunities; it also challenges the writer to reflect on their previous beliefs and arrive at a more complex, or new understanding of a reading or issue (Trent University, n.d.).

• A reflection paper can have an open format that explores and connects course content with life experience(s).

• While the reflection paper does not need a thesis statement, it is often argumentative.

• The reflection paper does not need to be conclusive, but can identify gaps in knowledge, make connections, or challenge prior beliefs (University of Toronto, 2014).

As with other academic writing, a reflection paper will include all four components of an essay. These consist of:

• An Introductory Paragraph : This will identify the paper’s topic, describe the major course concept/theory and state what the paper is going to explore/argue.

• Body Paragraph(s): Describe the situation or context being analyzed, the writer describes their reaction or experience and then connects the experience to the theory.

• Conclusion : The writer summarizes what they’ve learned and discusses how these lessons may impact or influence them in the future.

• Citations : Check instructions to see which citation style is required.

Trent University. (n.d.). How to write a reflection paper . How to Write a Reflection Paper - Academic Skills - Trent University

University of Toronto at Scarborough. (2014). The reflection paper . Writing Support | Centre for Teaching and Learning (utoronto.ca)

The Photo or Visual Analysis Paper

All images possess an idea or claim. In a visual analysis essay, students are provided with a photograph(s) and are expected to describe the image(s) and discuss how the image is put together (also known as the composition). The student will choose a theme that they think the picture(s) is/are trying to make & then analyze the meaning of the image(s).

In order to write an effective visual analysis essay, the student should consider the purpose of the artist, the artist’s audience, the way the image was composed, the historical meaning of the image(s), and evaluate the effectiveness of the image(s) in contemporary times.

The most common method for writing a photograph essay is the five-paragraph approach, which includes all four components of an essay. This consists of:

• An Introductory Paragraph: The writer will provide basic facts about the art. Get the reader interested in the image(s) by using one of the following methods:

•  Describe the image(s) vividly.

•  Discuss how the image(s) was/were created.

•  Explain the purpose of the artist(s).

•  Give interesting or relevant facts about the image or artist.

•  Talk about a controversy or misunderstanding about the art.

•  Your thesis will tell the reader the meaning of this image (Kearney, 2020).

• Three Body Paragraphs : Each body paragraph will contain a topic sentence (or the main idea of the body paragraph), example(s) supporting the topic sentence’s claim, an analysis of why the example(s) are important, a linking sentence connecting the body paragraph to the thesis/argument, and a transition sentence from one paragraph to the next.

• A Conclusion : Do not just repeat your thesis. It is the writer’s last chance to let the reader understand why the thesis statement is important and to demonstrate how the evidence used is connected, not random. Kearney (2020) suggests to:

I. Compare the reception of the visual aid by the audience who first saw it with your own ideas, or with the way people today might interpret the picture.

II. Speculate on what the artist would think about the way his picture has been viewed over time.

III. Suggest how this piece of art fits into the works of an artist, or the ad campaign of a company.

•  Citation : This is used to prove that your assignment is academically honest. At Bow Valley College, most writing assignments will require the student to use APA Citation. See the Library website on how to properly cite work:  About APA Style - APA Style, 7th Edition - LibGuides at Bow Valley College

Note : While this is an excellent source of reference, students are encouraged to check their syllabus and/or rubric to ensure they include all requirements of an assignment.

Kearney, V. (2020, March 25). How to Write a Visual Analysis Paper . Owlcation.  How to Write a Visual Analysis Paper - Owlcation

Single Paragraph Assignment/Expository Paragraph

The expository paragraph provides information. The writer explains a subject, gives directions, or demonstrates how something happens. In expository writing, students generally use linking words like “first,” “second,” “then,” and “finally,” which helps the reader navigate through the paragraph. Other key characteristics of a single paragraph/expository paragraph essay include:

• Indent the first line.

• One central idea for each paragraph (i.e.: If the assignment is about which fruit is the best tasting, the writer should not be discussing vegetables).

• Avoid repetition of words in a paragraph, unless it is a key term : For example, a writer should use a synonym for words like “moreover” such as “furthermore”. However, if the topic is about apples, then the writer will have to use the word “apple” more than once.

• Include a thesis statement : Typically, in a single paragraph essay, this is first sentence, also known as a topic sentence, which is one sentence long and tells the reader what the paragraph will be about.

• Supporting sentences : Each sentence that is written after the topic sentence must be related to the topic sentence and follow one another in a logical sequence of steps. This helps keep the writer on topic and helps the reader better understand the main idea of the paragraph. Supporting sentences provide the reader with details such as:

• Example(s): This allows the reader to get a clearer picture as to what the writer is trying to say.
• An explanation as to why the example(s) used are important.

Note : After providing an example, the writer must immediately state why the example used is important or relevant, before they proceed with the next example.

• A concluding sentence that closes the subject in a clear manner.

Discussion boards give students the opportunity to discuss course topics with each other - and with the professor - as they would if they were in a traditional classroom.

To Write an Effective Discussion Board Post:

• Answer the question posed by the instructor directly.

• Provide a clear and thorough answer to the question (incorporating some of the wording of the question in your answer).

• Paraphrase rather than quote, unless the wording is unique or special.

• Give evidence and provide an explanation for your argument. The evidence the writer will provide will be from their text, notes, or outside research (where appropriate) to support their point. Remember to cite all sources used.

• Explain the connection by ensuring the evidence provided supports the writer’s point. Never assume the evidence provided is obvious to the reader.

• Despite discussion posts having an informal tone to them, students are expected to have good sentence structure, spelling, grammar, and punctuation.

• Be clear in the subject line so that the reader knows what to expect.

To Write an Effective Follow-up Discussion Post:

• The writer must explain why they agree or disagree with the student’s post and offer their own supporting points and evidence.

• Be Respectful. Do not respond emotionally to what others have said. Rather, respond to the ideas and the argument, not the person.

Note : While this is an excellent source of reference, students are encouraged to check their syllabus and/or rubric to ensure they include all the requirements of a discussion post.

An annotated bibliography contains a list of sources (in alphabetical order), followed by a summary (annotation) of each source, and provides an assessment of its value or relevance. A key purpose of the annotation is for the student to begin interacting with their sources in order to develop their own opinions and insights that will form the basis of their paper.

An Annotated Bibliography Includes:

• A Proper Reference Citation (APA) : Students are encouraged to refer to BVC’s APA Style, 7th edition webpage ( About APA Style - APA Style, 7th Edition - LibGuides at Bow Valley College ) to learn the steps of how to reference sources, as well as to download a pre-formatted, APA 7 MS Word document.

• A Short Summary : Discuss what the source says in your own words and focus on the scholar(s)’s conclusions. DO NOT COPY AND PASTE.

• Use :  Explain how or why the source is useful for your argument. This is where the writer will include facts, statistics, quotes or ideas from the source material that they might include in their assignment.

The Following is an Example of an Annotated Bibliography Entry:

Annotated Bibliography Sample

Hill, T. D., Kaplan, L. M., French, M. T., & Johnson, R. J. (2010). Victimization in early life and mental health in adulthood: An examination of the mediating and moderating influences of psychosocial resources. Journal of Health & Social Behavior, 51 (1), 48-63.  https://doi.org/10.1177/0022146509361194  

The author found that situations which make children feel less equal to their peers can harm their mental health as adults. One in four children suffer from self-esteem issues; one in three live in poverty that affects their self-esteem.

This is strong evidence from a peer reviewed journal of the effect of poverty on juvenile delinquency: It starts with damage to the child’s self-esteem. Poverty and inequality shape many into maladjusted teens adults. This could be a root cause of juvenile delinquency.

Part 1: Citation in APA: Also note the hanging indent. This is a requirement of APA citation.

Part 2: Source Summary: Note the stats provided in the summary. This is an indicator that the writer could use these stats in their assignment.

Part 3: Source Usage: Major discovery in the research and therefore validates the usage of the source.

The Response Assignment

In response papers, writers are expected to describe their personal response to a reading assignment and explain why they had this reaction. A response paper is not meant to provide a review or a rating of the reading.

Be selective in what you choose, because if you choose too many reactions to the literature provided, you will be unable to fully explain why you have that reaction. As a result, choose only 1 significant thought you had while reading and explore that thought in depth. Response papers are usually brief and informal and do not necessarily follow the thesis/support model in most other writing assignments. Furthermore, since response papers are about a personal response, most teachers permit the writer to use the first-person pronoun 'I'.

While a response paper is like a personal essay - where the student reflects on their own life and thoughts - the student must ensure that they keep the literature as the main focus.

Since there are no concrete rules about response papers, students must carefully read their instructor’s directions and follow them closely.

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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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University Writing Program

Carly schnitzler and the new edition of textgened: continuing experiments.

Carly Schnitzler has published a new edition of TextGenEd: Continuing Experiments .

In it, there are 15 open-access assignments that reinforce the humanity of writing, while experimenting with, challenging, and questioning LLMs (Large Language Models) as part of the writing process. Annette Vee and Schnitzler have an assignment in this edition , one that Schnitzler has taught in her Reintroduction to Writing courses multiple times, inspired by Vauhini Vara’s “Ghosts” essay.

Schnitzler and her co-editors hope that this is a useful resource for teachers of writing at various stages of their careers, institution types, and levels of comfort with AI/LLMs. They encourage others to please adapt these assignments and share widely, as they are helpful!

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MLB Trade Rumors

Guardians Designate Scott Barlow For Assignment

By Nick Deeds | September 8, 2024 at 1:25pm CDT

The Guardians have designated right-hander Scott Barlow for assignment, according to MLB.com’s Transactions Tracker . Taking his spot on the 40-man and active rosters will be left-hander Anthony Gose , whose contract was selected according to Gose’s MLB.com Player Page .

Barlow, 31, was acquired by the Guardians in a trade with the Padres last November that sent right-hander Enyel De Los Santos to San Diego. A longtime Royals relief arm who emerged as the club’s top leverage arm during the 2021 season, Barlow pitched to an excellent 2.30 ERA and 3.13 FIP in 148 2/3 innings between 2021 and ’22 while striking out 28.2% of batters faced and racking up 40 saves.

Unfortunately, he took a step back in 2023 with a somewhat uneven season. While his numbers under the hood during his time with the Royals last year, including a 26.7% strikeout rate and a 4.04 SIERA, offered plenty of reason for optimism, he struggled in terms of preventing runs and ultimately surrendered a 5.35 ERA in 38 2/3 innings of work before being shipped to the Padres at the trade deadline. Once in uniform with San Diego, Barlow pitched much better down the stretch with a 3.07 ERA and 3.15 FIP in his final 29 1/3 innings last year. That seemed to leave Barlow poised to occupy a key role with the Padres in the late innings this year, but he was ultimately shipped to the Guardians as part of an effort to slash the club’s payroll and duck under the luxury tax for 2024.

That allowed the Guardians step in and take the opportunity to add Barlow to their already excellent bullpen, where he was poised to act as one of the top setup men for closer Emmanuel Clase . For much of the season, the right-hander performed that role admirably with a 3.12 ERA and 3.50 FIP in 43 1/3 innings of work through the end of July. Things took a sharp turn for the worse once the calendar flipped to August, however, and Barlow was shelled to the tune of an 8.49 ERA in 11 2/3 innings of work. The right-hander has seemed lost on the mound for over a month now, with a 17.9% strikeout rate against a 10.7% walk rate to go along with three hit batters and two home runs over his last 13 appearances. As the Guardians look to fend off the Royals and Twins in the AL Central and earn a bye through the Wild Card Series this October, the club evidently felt they couldn’t afford to continue giving the righty opportunities to get right.

Barlow’s departure makes way for Gose, 34, on the big league roster. Once a top-100 prospect as a hitter with the Phillies, he struggled through five seasons in the majors with a below average .240/.309/.348 slash line in 372 career games and eventually decided to try converting to pitching. He resurfaced in the big leagues as a reliever in Cleveland back in 2021, impressing with a six-appearance cup of coffee that saw him strike out 37.5% of opponents and post a 1.35 ERA. Gose sported a respectable 3.90 ERA and 4.17 FIP in 27 2/3 innings of work as pitcher for his career when he underwent Tommy John surgery in September of 2022, and he spent the entire 2023 season rehabbing.

Now back in action with the Guardians, Gose surrendered three runs in 3 1/3 innings of work during a brief cup of coffee earlier this year but has posted a solid 3.27 ERA in 41 1/3 frames at the Triple-A level. He’ll get another opportunity with the big league club down the stretch as he looks to establish himself as a viable relief option for the 2025 campaign, whether that’s with Cleveland or elsewhere.

22 Comments

16 hours ago

Why is Cleveland obsessed with putting gose in call up DFA purgatory???

Kinda shocking. Barlow has been trending in the wrong direction, but I don’t really see Gose on the playoff roster either.

15 hours ago

The guardians have better relief pitchers at columbus. Andrew Walter and nick Enright will be up next year. Watch for Jim Karincheck to be traded this winter or dfa.

14 hours ago

Absolutely they do. Just seems like a weird time to give up on Barlow. Playoff bullpen will be pretty settled with Smith, Caddis and Clase and any combo of Sandlin and Herrin when needed.

How long until they DFA Gose again? Three, two, one…

Probably after he makes an appearance tonight

12 hours ago

Or til they realize he isn’t a very good pitcher. He just a guy who throws really hard.

Baron still calls them the Indians

That’s terrific. Nobody cares.

Stalk elsewhere

8 hours ago

I’m surprised they waited this long to get rid of Barlow.

Barlow has basically been a poor man’s Craig Kimbrel. Every time he takes the ball he’s like a drunken baby on a tightrope, and Vogt probably had a big say in this move. Needed to get rid of him before Vogt developed a heart condition from watching his high wire act.

It seemed every time I watched Barlow pitch the past few months he got creamed.

I turn on the Dodgers-Guardians game and Gose is starting the inning. A batter later Muncy hits a HR, and as usual the crowd noise MLB teams now pipe in sounds like 60,000 fans are going crazy. So I look the crowd and see a few applauding, Then again, it’s been a long time since I saw Dodger Stadium that empty. Doubt there were 8,000 in the stands. I know there’s a heat wave, but was there another disaster? Were the fans home watching the NFL?

The piped in crowd noise is just so phony. MLB is all about marketing and is making monstrous amounts of money, so it’s understandable. But very few people – especially young adults I run into – seem to know or care much about MLB.

Hoping to see the Savannah Bananas next year. They held a lottery to buy tickets in my area recently, but alas I didn’t win.

They must just want another lefty for now because it would have made more sense to promote Walters, or they just don’t want to add to their 40-man crunch before they need to since this is only his second pro season.

Walters would seemingly have a better chance of making a playoff roster than Gose would.

Wouldn’t Walters have to replace someone on the IL since he wasn’t on the active roster before Sep 1st?

Guardians haven’t quite given up the Gose…

13 hours ago

Carlos carassco ready to come of IL? The lefty sabrowski probably stays. Gose is a placeholder.

11 hours ago

Haven’t heard any updates on Carrasco, but I have to give the guy credit for pitching as much and as relatively effectively this year when nobody expected him to do anything more than a few token appearances for his farewell tour.

10 hours ago

So Gose will be DFA by Tuesday

Interesting timing. I wonder if this means they like what they have seen out of Sabrowski and maybe he has a chance to stick around for the rest of the year..

I think you’re right.

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2nd Round Assignments

 The 2nd Round of the 500-word Fiction Challenge 2024 is officially underway! The participating writers are listed below in alphabetical order by last name. Find your name and corresponding genre, location, and object assignment. The 2nd Round stories are due by 11:59 PM (New York time) on Sunday, September 8th, and when you are ready to submit, click on the button above to get started or click here . We use Submittable.com for the upload process, so you will be prompted to create a new username and password if you have never used it before.  Thank you, and best of luck, everyone! 

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6 best ways to prepare writing assignments in the ai age.

TABLE OF CONTENTS

Quick Summary

How might students use ai tools while working on assignments.

• 6 best ways to prepare writing assignments in the AI age

AI has penetrated into everyday lives. From the food that we order to the movie tickets that we book, AI is everywhere.

Similarly, education has also benefited majorly from AI. You probably know who Physicswallah is, right? The firm uses AI to power their educational endeavors, giving them a competitive edge.

And now, AI can also be used to write assignments! While students may use this opportunity to their absolute fullest, it is important that there are some frameworks in place.

And it's the responsibility of the teachers to ensure proper placement of rules and regulations.

In today’s blog, we’ll be discussing the pros and cons of getting help from assignment writers, and how teachers can ensure that its use is regulated well.

AI tools are quite helpful when used in the correct way. So, what may be the incorrect way of using them?

Well, it is relying 100% on these tools that causes a problem. Doing so hinders creativity to a great extent and doesn't let you channelize your thoughts and give them proper structure.

Instead, use AI to do the research work, or to give you a first draft. You can then go on to edit the document, infusing the human touch that AI lacks. Using AI in a positive way will surely go on to make a difference in the deliverables that a student has.

Also read this article : 11 Writing Assistant Apps for Ultimate Productivity

Leverage AI for idea generation and research, but maintain originality. Organize your outline, verify facts, and proofread manually. Use AI tools to check grammar, but always ensure your voice and critical thinking shine through in the final draft.

1. Update academic integrity policy to inform instruction and assessment practices

For the safe, integral use of AI – updating the academic integrity policy is the starting point. It is imperative that you make sure that the policies work towards not eradicating but infusing AI into the mix.

When you form your policy in this way, you’ll provide students with the freedom to use AI. This freedom involves permitting the use of AI in a constructive manner that is beneficial to the students in a variety of ways. Be it forming a first draft or improving an existing one – AI does wonders.

But it also takes the workload off of you. And it is important for students to develop a mindset that helps them integrate AI. Start with determining which AI tools are best and provide a list along with a basic guide on how to use them for your students.

2. Communicate new assignment guidelines with students

Once you have the necessary guidelines in place, you can then move forward to communicating them with the students.

This typically involves compiling a list of the various guidelines that you put in place. With that, it is essential that you also review the guidelines thoroughly. Doing so will make sure that what you aim for is being clearly communicated within the guidelines itself.

Then, move on to communicating the guidelines with the students. This can be done by sending a copy and explaining the guidelines to them in class. This helps in building the framework for an environment that views AI as a tool and not as a threat.

3. Review and revise writing assignments and associated scoring tools

Now, you can move towards reviewing and revising writing assignments. So, AI is an expert at certain tasks – but it also has limitations.

One should know what its limitations are. And, once you understand these limitations, educators can craft prompts that are less susceptible to AI interference.

4. Employ the writing process; live in the formative space

The writing process is beneficial for all writers, not just novices. Incorporate steps like prewriting, drafting and revising. Instruct students to submit drafts. Receive feedback and make revisions that increase visibility in their work and reduce the likelihood of the misuse of AI. Using Artificial Intelligence for assignment needs must be integrated rather than replacing the conventional methods of writing an assignment.

A culture of communication between the teacher and the student encourages positive introduction of technology such as AI. This also encourages genuine work, and providing specific feedback for the same is essential on the part of the educator.

5. Direct students to use writing platforms where multiple drafts can be saved for review

Making sure that your work is authentic, and then proving the work’s authenticity is essential. So, using a platform such as Google Docs or Microsoft Word can help you out with inputs. These help you save multiple drafts, and the changes can be traced back right to the first word written.

This helps in providing a certain amount of originality, whether the document has been written originally or has the content been copy pasted.

6. Institute opportunities for students to discuss their work

Requiring students to discuss their work with teachers or peers reduces the likelihood of the misuse of Assignment AI writing. It doesn’t fully eliminate the risk, rather it provides a certain degree of accountability.

Give an extra activity at the end of an assignment. This can be in the form of peer reviews, writing conferences or reflection sessions. These discussions serve to boost the investment of students in their work and add to motivation. This helps prepare writing assignments in general as well.

So, there you have it! A blog that helps you with how you can integrate AI into writing assignments, amongst other writing endeavours. View it as something that you can positively utilize.

That’s what we aim to do with this blog. Providing you with an overview of how you can use AI help with assignment writing.

You can use AssignmentGPT for your assignment writing needs! Try it out now from the website by clicking here !

1. What are the ethical concerns associated with using AI to write assignments?

2. How can teachers effectively detect AI-generated content in student work?

3. What are the benefits of using AI as a learning tool?

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Top Baltimore Orioles Reliever Set to Begin Rehab Assignment This Week

Matthew postins | 16 hours ago.

• Baltimore Orioles

The Baltimore Orioles are one step closer to getting back one of their top relievers.

Danny Coulombe, who has been out since June, will begin a rehab stint with Triple-A Norfolk on Wednesday, per Orioles pitching coach Drew French, who spoke to reporters before Sunday’s game .

Coulombe went on the injured list on June 18 after he underwent surgery to remove bone chips from his left elbow. He is officially listed on the injury list as having left elbow inflammation.

This is a significant boost for a bullpen that needs reinforcements and had to go out and make a couple of deals at the deadline to bolster its back end.

The 34-year-old left-hander has been with Baltimore since the start of the 2023 season and he was in the midst of his second quality season with the Orioles.

Through 29 games he had a 1-0 record with a 2.42 ERA. He had 13 holds and a save in two changes. He’s not a closer but given the up-and-down nature of closer Craig Kimbrel’s season, he could be an option once he’s back.

Coulombe had 28 strikeouts and three walks in 26 innings.

Last year, his first in Baltimore, he went 5-3 with a 2.81 ERA in 61 appearances, with a career-high 22 holds and two saves in five chances. He struck out 58 and walked 12 in 51.1 innings.

The Orioles remain in the hunt for the American League East Division title with the New York Yankees .

Coulombe has made 284 career Major League appearances since he broke in with the Los Angeles Dodgers in 2014. Since then, he’s played for the Oakland Athletics and the Minnesota Twins . He has a 15-9 record with a 3.57 ERA, which includes 265 strikeouts and 95 walks in 270 innings.

The Dodgers originally selected him in the 25th round of the 2012 MLB Draft out of Texas Tech. In two years he made his MLB debut with the Dodgers, but late in the 2015 season the Dodgers designated him for assignment and later traded him to Oakland.

After his play regressed in 2018, he became a free agent and toiled for two years in the minor leagues before he earned a spot in the Twins’ bullpen during the COVID-shortened 2020 season. The Orioles acquired him from the Twins in early 2023 in a trade for cash consideration. He immediately bolstered the Baltimore bullpen as the Orioles won the AL East.

MATTHEW POSTINS

Matthew Postins covers baseball for several SI/Fan Nation sites, including Inside the Orioles. He also covers the Big 12 for HeartlandCollegeSports.com and Rodeo for Rodeodaily.com.

Spain boss pays Man City plans no mind ahead of Nations League assignment

Spain boss Luis de la Fuente has suggested that Manchester City are being overly cautious in their handling of midfielder Rodri who might be in line for his international return on Sunday evening.

Rodri has served a one-match ban handed down to him by UEFA following comments he made regarding Gibraltar during the celebrations in the wake of Spain’s Euro 2024 campaign.

As a result of the ban, he missed the goalless draw against Serbia that opened Spain’s Nations League campaign.

De la Fuente appears to have no concerns about Rodri’s fitness or suitability for action as he suggested that the player will have to get onto the pitch in the heat of battle at some point.

The Spanish boss didn’t feel that there was any great risk of injury or any other complication and has been happy with the player’s efforts in training.

Rodri is yet to get on the park for Man City this term after playing a critical role in the club’s run to the Premier League title last term.

“We always prioritise the player’s health,” De la Fuente said. “[But] Rodri is perfectly trained and at some point he will have to start playing, either here or with his club.

“If we understand that tomorrow [vs Swizterland] he has to start, then he will start without any risk. But then, football is the way it is and anything can happen.”

The Spanish mentor doesn’t believe that it is his job to manage player workloads over the course of a season and expects fit and healthy players to be ready to do national duty.

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Rodri has himself raised concerns about the schedule that players have to keep, especially at a club like Man City who compete on so many fronts.

De La Fuenta said that it is wrong to lay the blame for the hectic schedule on national federations and international tournaments.

“Our duty is to represent our country, to put out the best players, to compete to win. We have a huge responsibility, a great prestige to defend and the only way I would know how to do it is to put the players I think are the best,” the coach continued.

“Besides, we have to be fair, and I would not be fair if I protected some more than others because of their club. We think of the players first. But they also have to play with the national team.

“The calendar is agreed, we comply with it, nothing else. (But) it’s our country, our national team, and I think we should give it the importance it has.

“All the players want to go to the national team and the clubs – without exception – want their players to be internationals. We are victims of this calendar, not the culprits.”

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