• Conceptually
• Chronologically
• Methodologically
Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).
Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.
Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704
Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
As students advance in their academics studies, their academic knowledge increases thus increasing the level of assignments issue by their lecturers. Students are given academic assignments to test their level of understanding in a particular topic or subject.
Are you a student struggling to understand the various types of assignments you encounter during your academic journey? Look no further! In this article, I will provide you with a comprehensive overview of the different assignment types commonly found in universities. By gaining a better understanding of these assignment categories , you will be better equipped to meet the requirements and excel in your academics.
Assignments come in different forms and serve different purposes. Some of the most common types of assignments you may encounter include essays, case study responses, reports, reflective writing assignments , annotated bibliographies , and literature reviews . Let’s explore each of these assignment types in detail!
Are You Working on a Research Paper?
Feel free to let our professional writers help you
What You'll Learn
One of the most frequently assigned tasks in university is the essay. Essays require you to present your ideas and arguments in a formal and structured manner. They demand clear and logical thinking, as well as the use of credible academic sources to support your claims. Essays can be further categorized into analytical essays , where you thoroughly examine a topic, and argumentative essays , where you take a stance on an issue and provide supporting evidence.
The following is a general list of sections you should include in your essay assignment:
A good essay title tells people what your essay is about. It helps them know what to expect from your essay, especially if they’re reading it for their own research. If the essay title is interesting, it can also make people curious and want to read your essay.
How important a catchy title is depends on the type of essay you’re writing. If it’s for a class assignment and your teacher is the only one reading it, the title doesn’t have to be super exciting. But if you’re entering a contest, applying to college or grad school, or trying to get it published, a catchy title is crucial. This is because the title is the first thing the editor or admissions committee will see, and it might decide whether they read your essay or not.
In short, a strong essay title gives a clear idea of what your essay is about. It doesn’t have to reveal everything, but it should give a general sense of what to expect and make people want to keep reading.
Your introduction is like the hello of your paper. It’s the first thing your reader sees, and it gives them an idea of how your writing will be. It helps them know what to expect in terms of tone, voice, and style.
Think of it as a warm-up for your reader. It shares some important info about your paper, so your reader understands what you’re talking about and why it matters.
But the introduction is not just about facts. It’s also a chance to grab your reader’s interest. If you start with something cool or make them think, they’ll be more excited to read the rest.
Here’s what you should include in your introduction, no matter what kind of paper you’re writing:
Think of paragraphs as small parts of a bigger piece of writing. Each paragraph is like a mini version of the whole thing, with its own introduction, body, and conclusion in the form of sentences.
Now, let’s break it down. A good paragraph has four important parts, and you might already know some of them from our guide:
Many people find writing conclusions in essays tough. But, they are super important because they make things clear and give you a better understanding of the topic.
To make a good ending for your essay, follow these steps:
Restate the thesis : A good ending reminds the reader about the main idea of your essay. But don’t just repeat it word for word. Say it in a different way while keeping the main point.
Repeat the important points : Besides talking again about your main idea, also go over the key points you made to support it. Instead of saying the same things you said before, summarize the main ideas.
Connect the beginning and ending statements : It’s helpful to go back to what you talked about at the start of your essay. This gives the reader a clear ending. You can do this by using similar ideas, going back to a story you started with, or using the same images.
Give some new thoughts Your ending should give the reader something to think about. It could be a solution, a new idea, questions for more thinking, or a call to do something. Explain why your ideas matter and why people should care. Answer these kinds of questions to leave your reader with something important to ponder.
You should include a list of sources (including module materials) that are mentioned in the essay. Find out more in the ACADEMIC STYLE GUIDE
Features | Description |
---|---|
Objective | Analyzing a topic by examining its various components |
Structure | Introduction, body paragraphs with analysis, and a conclusion |
Tone | Objective, neutral |
Language | Formal, precise |
Examples | Analyzing a literary work, dissecting a scientific concept |
Features | Description |
---|---|
Purpose | Presenting arguments to support a specific viewpoint |
Structure | Introduction with a clear thesis statement, body paragraphs presenting arguments, counterarguments and evidence, and a conclusion |
Tone | Persuasive, logical |
Language | Formal, persuasive |
Examples | Debating a social issue, discussing the pros and cons of a policy |
Essay assignment example: Applying the Concepts of Epidemiology and Nursing Research on Measles Nursing Paper Essay
In certain fields like health or business, case study assignments are commonly assigned. These assignments require students to analyze a scenario in a particular field and respond to it guided by specific questions posed concerning the situation. In many cases, the scenario or case study involves a number of issues or problems that must be dealt with in a professional workplace.
To effectively respond to a case study, it is important to refer to the case itself, structure your analysis effectively, and use examples and data from the case as evidence to support your points.
Illustrative case study: employed to provide a descriptive portrayal of a particular situation without aiming for generalizations. Often used for educational purposes, it offers readers a tangible example, fostering a clearer understanding of concepts.
Exploratory case studies: serve the purpose of exploring a subject or phenomenon, collecting preliminary insights before conducting a more extensive study. Ideal for gaining an understanding of the scope, scale, and potential variables associated with a problem, these studies help researchers refine their focus and approach.
Explanatory case studies : focus on establishing cause-and-effect relationships. They investigate why and how a specific situation occurred and explore its impact. This type is valuable when researchers seek to uncover underlying principles or factors contributing to a particular outcome, providing a deeper understanding of complex issues.
Critical instance case studies : concentrate on instances deemed uniquely interesting or significant. By delving into cases of exceptional relevance, researchers can extract insights that might be applicable to broader contexts. This type is particularly useful when studying rare or extreme cases that offer a distinctive perspective on an issue or challenge.
Prospective or longitudinal case studies: involve tracking the development of a situation over time. This approach necessitates repeated observations and data collection to analyze changes and patterns, making it well-suited for studying processes, developments, or changes in individuals, groups, or organizations over an extended period.
When analyzing a case study, consider the following aspects:
“The case study presents a real-world scenario in the healthcare industry, focusing on the challenges faced by a hospital in improving patient satisfaction. Through a detailed analysis of patient feedback and hospital data, I identified the key issues contributing to low satisfaction scores, such as long wait times and inadequate communication. Based on this analysis, I recommended implementing strategies to streamline processes, enhance communication between staff and patients, and improve overall patient experience. This case study provided valuable insights into the complexities of healthcare management and the importance of patient-centered care.” – Student, Health Management Program
A well-structured case study analysis typically includes the following sections:
Advantages | Challenges |
---|---|
Related blog article: Case Study on Moral Status .
Reports are a common form of assessment in various professions. They serve as a means of communicating information and analysis to a specific audience. Report assignments can take different structures and formats, depending on the professional requirements and the purpose of the report.
In general, a report consists of several sections that provide a comprehensive overview of the topic being discussed. This may include an executive summary, introduction, methodology, findings, analysis, and conclusion.
The specific sections of a report can vary depending on the field and purpose of the assignment. For example, a business report may include sections on market analysis, financial analysis, and recommendations, while a scientific research report may include sections on hypothesis, methodology, results, and discussion.
When working on a report assignment, it is important to carefully follow the given guidelines and structure the report in a logical and coherent manner. Each section should be clearly labeled and organized, making it easy for the reader to navigate and understand the content.
Additionally, reports often require the use of visual aids such as tables, charts, and graphs to present data and support findings. These visual elements should be properly formatted and referenced within the text.
Section | Description |
---|---|
Executive Summary | A brief overview of the report, highlighting key findings and recommendations. |
Introduction | An introduction to the topic, providing background information and setting the context for the report. |
Methodology | A description of the research methods or approach used to gather data and information. |
Findings | Presentation of the main findings from the research or analysis conducted. |
Analysis | In-depth analysis and interpretation of the data, including comparisons and trends. |
Conclusion | A summary of the main points covered in the report and any recommendations for further action. |
Overall, report assignments require careful planning, research, and analysis to effectively present information and make informed recommendations. By understanding the structure and components of reports, you can ensure that your assignments meet the requirements and effectively convey your findings and insights to the intended audience.
Report assignment essay: Term-Long Project Nursing Paper Example
Reflective writing assignments , annotated bibliographies, and literature reviews are important types of assignments that you may encounter in your academic journey. They each serve a unique purpose and require specific approaches to effectively complete them. These assignments encourage self-reflection and exploration of personal experiences and thoughts on a particular topic.
Reflective writing assignments provide an opportunity for self-reflection and personal exploration. In fields such as nursing, education, and human services, these assignments encourage you to think critically about your experiences, thoughts, and emotions related to a particular topic. By analyzing your own reactions and considering the impact of these experiences, you can gain deeper insights and develop a greater understanding of the subject matter.
Annotated bibliographies are valuable resources that provide a comprehensive list of sources accompanied by brief descriptions and evaluations. These assignments require you to carefully select relevant sources and provide thoughtful annotations that summarize the key points, strengths, and weaknesses of each source. By creating an annotated bibliography, you demonstrate your ability to critically analyze and evaluate existing literature on a particular topic.
Literature reviews involve a thorough examination of existing literature on a specific subject. They aim to identify current trends, research gaps, and areas for further investigation. By conducting a comprehensive review of scholarly articles, books, and other relevant sources, you can contribute to the existing knowledge base and showcase your ability to synthesize information from multiple sources.
Now that you have a better understanding of the different types of assignments , you can confidently tackle any task that comes your way. Remember, at StudyingHq.com, you can find thousands of free essay examples, samples, guides, topics, and research papers to inspire your own work. And if you need writing assistance, our team of expert writers is ready to help you within 2-3 hours. Good luck with your assignments!
Some common types of assignments include essays, case study responses, reports, reflective writing assignments, annotated bibliographies, and literature reviews.
Essays require formal language, a clear and logical structure, and the use of credible academic sources. They can be categorized into analytical essays , which involve examining a topic thoroughly, and argumentative essays , which require taking a position on an issue and presenting arguments supported by evidence.
Case study assignments involve analyzing a specific situation, problem, or organization over a selected period of time. When responding to a case study, it is important to refer to the case, structure your paragraphs effectively, and use examples and data from the case as evidence to support your points.
Reports can take different structures, such as business reports or scientific and research reports. The structure of a report depends on professional requirements and the purpose of the report. It typically includes sections like an executive summary, introduction, process, findings, and conclusion.
Reflective writing assignments involve self-reflection and exploring personal experiences or thoughts on a particular topic. Annotated bibliographies are lists of sources with brief descriptions and evaluations. Literature reviews examine existing literature on a topic, highlighting current trends and identifying research gaps.
Start by filling this short order form order.studyinghq.com
And then follow the progressive flow.
Having an issue, chat with us here
Cathy, CS.
Previous post.
📕 Studying HQ
Typically replies within minutes
Hey! 👋 Need help with an assignment?
🟢 Online | Privacy policy
WhatsApp us
Assignments and assessments are much the same thing: an instructor is unlikely to give students an assignment that does not receive some sort of assessment, whether formal or informal, formative or summative; and an assessment must be assigned, whether it is an essay, case study, or final exam. When the two terms are distinquished, "assignment" tends to refer to a learning activity that is primarily intended to foster or consolidate learning, while "assessment" tends to refer to an activity that is primarily intended to measure how well a student has learned.
In the list below, some attempt has been made to put the assignments/assessments in into logical categories. However, many of them could appear in multiple categories, so to prevent the list from becoming needlessly long, each item has been allocated to just one category.
Written Assignments:
Visual Representation
Multiple-Choice Questions : These questions present a statement or question with several possible answer options, of which one or more may be correct. Test-takers must select the most appropriate choice(s). See CTE's Teaching Tip "Designing Multiple-Choice Questions."
True or False Questions : These questions require test-takers to determine whether a given statement is true or false based on their knowledge of the subject.
Short-Answer Questions : Test-takers are asked to provide brief written responses to questions or prompts. These responses are usually a few sentences or a paragraph in length.
Essay Questions : Essay questions require test-takers to provide longer, more detailed written responses to a specific topic or question. They may involve analysis, critical thinking, and the development of coherent arguments.
Matching Questions : In matching questions, test-takers are asked to pair related items from two lists. They must correctly match the items based on their associations.
Fill-in-the-Blank Questions : Test-takers must complete sentences or passages by filling in the missing words or phrases. This type of question tests recall and understanding of specific information.
Multiple-Response Questions : Similar to multiple-choice questions, but with multiple correct options. Test-takers must select all the correct choices to receive full credit.
Diagram or Image-Based Questions : These questions require test-takers to analyze or interpret diagrams, charts, graphs, or images to answer specific queries.
Problem-Solving Questions : These questions present real-world or theoretical problems that require test-takers to apply their knowledge and skills to arrive at a solution.
Vignettes or Case-Based Questions : In these questions, test-takers are presented with a scenario or case study and must analyze the information to answer related questions.
Sequencing or Order Questions : Test-takers are asked to arrange items or events in a particular order or sequence based on their understanding of the subject matter.
Projects intended for a specific audience :
Problem-Solving and Analysis :
Collaborative Activities
Planning and Organization
CTE Teaching Tips
Other Resources
If you would like support applying these tips to your own teaching, CTE staff members are here to help. View the CTE Support page to find the most relevant staff member to contact.
Teaching tip categories.
Home » 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.
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.
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:
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:
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:
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:
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:
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:
Following are Examples of Assignment templates samples:
Essay template:
I. Introduction
II. Body paragraphs
III. Conclusion
Research paper template:
I. Title page
II. Abstract
III. Introduction
IV. Literature review
V. Methodology
VI. Results
VII. Discussion
VIII. Conclusion
Case study template:
II. Analysis
III. Solution/recommendations
IV. Conclusion
Lab report template:
IV. Materials and methods
VI. Discussion
VII. Conclusion
Presentation template:
II. Main points
Creative writing template:
Here is a general guide on how to write an assignment:
Assignments have many applications across different fields and industries. Here are a few examples:
The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:
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.
Here are some common characteristics of assignments:
There are several advantages of assignment, including:
There are also some limitations of assignments that should be considered, including:
Researcher, Academic Writer, Web developer
Writing and researching, writing tools and techniques, editing and proofreading, grammar and spelling, audience, tone and purpose.
There are many different types of written assignments, including essays, reports and reviews. Student Services has resources to help you understand different types of written assignments and how to structure your work:
Online tools and courses to improve your skills:
Sometimes when we read aloud we say the words that should be there, even if they are not. A text-to-speech tool is a good way of checking the accuracy and flow of your assignment. The tool will only read what actually is written on the page. Study hacks lists text-to-speech tools .
Student Support has information on finding a proofreader .
You can use the spelling and grammar features in your word processing tool (e.g. Microsoft Word and Google Docs ) to check what you have written. Some writing tools use generative artificial intelligence to make recommendations. Using AI tools in your studies includes information about what you should consider before using AI writing tools in assessment tasks.
Use the Macquarie Dictionary and Thesaurus if you are unsure about any words. It is regarded as the standard reference on Australian English.
To write effectively, you should think carefully about the intended audience and purpose of your assignment. Adjust your tone to suit your audience and the medium you are using.
The Communication Learning in Practice for Scientists (CLIPS) website outlines how the audience, context and purpose affects how you should communicate. The website was developed to help undergraduate science students develop their communication skills but is relevant for students in all fields.
Types of Assignments Copyright © 2023 by The University of Queensland is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.
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):
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 .
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:
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 .
Meadville Lombard Wiggin Library 180 N. Wabash Ave. Suite 625 Chicago, IL 60601
Library and Archives Phone: 312-546-6488 Library Email : [email protected] Archives Email : [email protected]
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Cristy Bartlett and Kate Derrington
As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.
The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.
Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information ).
If you have never written an essay before, you may feel unsure about how to start. Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.
An effective essay introduction needs to inform your reader by doing four basic things:
Table 15.1 An effective essay
[table “17” not found /]
An effective essay body paragraph needs to:
[table “18” not found /]
An effective essay conclusion needs to:
[table “19” not found /]
You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative . The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay . Despite the type of essay, your ability to analyse and think critically is important and common across genres.
These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.
The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.
These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.
Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.
Students typically lose marks for not:
When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 15.5). The colours in the sample paragraph below show the function of each component.
The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care.
Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.
Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.
Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case. Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 15.2).
Table 15.2 Explanations of different types of reports
[table “20” not found /]
Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary. It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what? (Rolfe et al., 2001).
Table 15.3 What? So What? Now What? Explained.
[table “21” not found /]
The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.
This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning. Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships. Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.
What is it.
An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.
When choosing sources for your annotated bibliography it is important to determine:
Important considerations include:
It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 15.4). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.
Table 15.4 Comparison of Literature Reviews
[table “22” not found /]
Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 15.10). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 15.5).
Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.
Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704
Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
Understanding your assignments, starting an assignment, academic integrity.
There are a number of assignment types that you can be asked to produce at university. They could be written, oral or visual but they all have the same basic purpose, which is to allow you to demonstrate your ability to:
The assignment brief:
Bangor University. (2020) Essay terms explained . Available at: https://www.bangor.ac.uk/studyskills/study-guides/essay-terms.php.en (Accessed 11 July 2022)
McMillan, K. & Weyers, J. D. B. (2011) How to write essays & assignments . 2nd ed. Harlow: Pearson.
Staffordshire University. (2020) Terms and definitions . Available at: https://libguides.staffs.ac.uk/ld.php?content_id=4834785 (Accessed: 11 July 2022)
Once you have worked out what you are being asked to do (see above), then you need to:
The avoidance of plagiarism is an important aspect of Academic integrity . Plagiarism is when a person tries to pass off someone else's work as their own. It is essential that other people's work is acknowledged and referenced properly.
The University has a page with information and guidance on Academic misconduct and Academic integrity , including information about plagiarism and good academic practice.
How many types of insurance assignments are there.
The two kinds of life insurance assignments are conditional and absolute.
A collateral assignment of life insurance is a conditional assignment appointing a lender as the primary beneficiary of a death benefit to use as collateral for a loan . If the borrower is unable to pay, the lender can cash in the life insurance policy and recover what is owed.
An Assignment of Benefits, or an AOB, is a document signed by a policyholder that allows a third party , such as a water extraction company, a roofer, or a plumber, to “stand in the shoes” of the insured and seek payment directly from the policyholder's insurance company.
Assignment of a Life Insurance Policy simply means transfer of rights from one person to another . The policyholder can transfer the rights of his insurance policy to another for various reasons and this process is called Assignment.
When used as verbs, assign means to set apart or designate something for a purpose while transfer means to pass or move from one person, place, or thing to someone or someplace else. ... Transfer generally refers to titles whereas assignment is used with obligations and rights.
What is Assignment? Assignment of a life insurance policy means transfer of rights from one person to another . You can transfer the rights on your insurance policy to another person / entity for various reasons. This process is referred to as 'Assignment'.
Interest in a life insurance policy can be transferred from the policyholder to a lender or relative by assignment of policy. Here the policyholder is known as the assignor and the person in whose favour the policy has been assigned is called assignee.
Assignment means a complete transfer of the ownership of the policy to some other person . Usually assignment is done for the purpose of raising a loan from a bank or a financial institution.
--(1) A transfer or assignment of a policy of insurance, wholly or in part, whether with or without consideration, may be made only by an endorsement upon the policy itself or by a separate instrument, signed in either case by the transferor or by the assignor or his duly authorised agent and attested by at least one ...
Assignment is transferring of rights or policy ownership from the policyholder to the assignee . ... Under nomination a person is nominated by the policyholder, who will receive the benefits in case of an unforeseen demise of the life assured during the policy term.
Nomination and Assignment serve different purposes. The nomination protects the interests of the insured as well as an insurer in offering claim benefits under the life insurance policy . On the other hand, assignment protects the interests of an assignee in availing the monetary benefits under the policy.
A life insurance policyholder can transfer rights of the policy to another person with certain conditions . This is called conditional assignment of life insurance policy. A life insurance policyholder can transfer rights of the policy to another person with certain conditions.
The assignor must receive consideration for the agreement, otherwise the assignment will be ineffective. However, an absolute assignment does not require consideration to be given .
Assignment of contract refers to transferring contractual rights and liabilities under the contract to the third party with or without the other party's concurrence . ... Section 37 of the Indian Contract Act, 1872, enables the parties to dispense the performance by way of the contract's Assignment.
A: An assignment is a sales transaction where the original buyer of a property (the “assignor”) allows another buyer (the “assignee”) to take over the buyer's rights and obligations of the Agreement of Purchase and Sale, before the original buyer closes on the property (that is, where they take possession of the ...
The insured needs to either endorse the policy document or make a deed of assignment and register the same with the insurer . A form prescribed by the insurers must be filled and signed. In case of conditional assignment, your reason needs to be mentioned as well.
Collateral assignment of life insurance lets you use a life insurance policy as an asset to secure a loan . If you die while the policy is in place and still owe money on the loan, the death benefit goes to pay off the remaining debt. Any money remaining goes to your beneficiaries.
The assignment problem is classified into balanced assignment problem and unbalanced assignment problem . If the number of rows is equal to the number of columns, then the problem is termed as a balanced assignment problem; otherwise, an unbalanced assignment problem.
The pupils must see clearly some reasons for the task assigned them. The assignment should enable students to see the purpose for their study and some definite objectives to be achieved . The objectives of the lesson are essential in giving direction and definiteness to the pupils' thought and activities.
In insurance the assignment means assignment of rights under the contract. An assignee for all purposes becomes the owner of the policy and enjoys all rights thereunder . However, by assignment no change is made in the subject matter insured by the policy and it remains unaltered.”
Gen ed writes, writing across the disciplines at harvard college.
Gen Ed courses transcend disciplinary boundaries in a variety of ways, so the types of writing assignments that they include also often venture outside the traditional discipline-specific essays. You may encounter a wide variety of assignment types in Gen Ed, but most can be categorized into four general types:
Traditional academic.
For most of us, these are the most familiar types of college-level writing assignments. While they are perhaps less common in Gen Ed than in departmental courses, there are still numerous examples we could examine.
Two illustrations of common types include:
Example 1: Short Essay Professor Michael Sandel asks the students in his Gen Ed course on Tech Ethics to write several short essays over the course of the semester in which they make an argument in response to the course readings. Because many students will never have written a philosophy-style paper, Professor Sandel offers students a number of resources—from a guide on writing in philosophy, to sample graded essays, to a list of logical fallacies—to keep in mind.
Example 2: Research Paper In Who Lives, Who Dies, Who Cares?, a Gen Ed course co-taught by multiple global health faculty members, students write a 12–15 page research paper on a biosocial analysis of a global health topic of their choosing for the final assignment. The assignment is broken up into two parts: (1) a proposal with annotated bibliography and (2) the final paper itself. The prompt clearly outlines the key qualities and features of a successful paper, which is especially useful for students who have not yet written a research paper in the sciences.
In Gen Ed, sometimes assignments ask students to engage in academic work that, while familiar to faculty, is beyond the scope of the typical undergraduate experience.
Here are a couple of examples from Gen Ed courses:
Example 1: Design a conference For the final project in her Gen Ed course, Global Feminisms, Professor Durba Mitra asks her students to imagine a dream conference in the style of the feminist conferences they studied in class. Students are asked to imagine conference panels and events, potential speakers or exhibitions, and advertising materials. While conferences are a normal occurrence for graduate students and professors, undergraduates are much less likely to be familiar with this part of academic life, and this kind of assignment might require more specific background and instructions as part of the prompt.
Example 2: Curate a museum exhibit In his Gen Ed class, Pyramid Schemes, Professor Peter Der Manuelian's final project offers students the option of designing a virtual museum exhibit . While exhibit curation can be a part of the academic life of an anthropologist or archaeologist, it's not often found in introductory undergraduate courses. In addition to selecting objects and creating a virtual exhibit layout, students also wrote an annotated bibliography as well as an exhibit introduction for potential visitors.
One of the goals of Gen Ed is to encourage students to engage with the world around them. Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate.
The following are several examples of such assignments:
Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy memo evaluating "a major initiative aimed at promoting democracy in the Middle East and North Africa (MENA)." The assignment prompt is actually structured as a memo, providing context for students who likely lack experience with the format. It also outlines the key characteristics of a good memo, and it provides extensive advice on the process—especially important when students are working in groups.
Example 2: Letter In Loss, Professor Kathleen Coleman asks students to write a letter of condolence . The letter has an unusual audience: a mother elephant who lost her calf. Since students may not have encountered this type of writing before, Professor Coleman also provides students with advice on process, pointing to some course readings that might be a good place to start. She also suggests a list of outside resources to help students get into the mindframe of addressing an elephant.
Example 3: Podcast Podcasts are becoming increasingly popular in Gen Ed classes, as they are in the real world. Though they're ultimately audio file outputs, they usually require writing and preparing a script ahead of time. For example, in Music from Earth, Professor Alex Rehding asks students to create a podcast in which they make an argument about a song studied in class. He usefully breaks up the assignments into two parts: (1) researching the song and preparing a script and (2) recording and making sonic choices about the presentation, offering students the opportunity to get feedback on the first part before moving onto the second.
These are the types of assignments that perhaps are less obviously "writing" assignments. They usually involve an artistic or otherwise creative component, but they also often include some kind of written introduction or artist statement related to the work.
The following are several examples from recently offered Gen Ed courses:
Example 1: Movie Professor Peter Der Manuelian offers students in his class, Pyramid Schemes, several options for the final project, one of which entails creating a 5–8 minute iMovie making an argument about one of the themes of the course. Because relatively few students have prior experience making films, the teaching staff provide students with a written guide to making an iMovie as well as ample opportunities for tech support. In addition to preparing a script as part of the production, students also submit both an annotated bibliography and an artist’s statement.
Example 2: Calligram In his course, Understanding Islam and Contemporary Muslim Societies, Professor Ali Asani asks students to browse through a provided list of resources about calligrams, which are an important traditional Islamic art form. Then they are required to "choose a concept or symbol associated with God in the Islamic tradition and attempt to represent it through a calligraphic design using the word Allah," in any medium they wish. Students also write a short explanation to accompany the design itself.
Example 3: Soundscape In Music from Earth, Professor Alex Rehding has students create a soundscape . The soundscape is an audio file which involves layering sounds from different sources to create a single piece responding to an assigned question (e.g. "What sounds are characteristic of your current geographical region?"). Early on, as part of the development of the soundscape, students submit an artist's statement that explains the plan for the soundscape, the significance of the sounds, and the intention of the work.
Assignment Decoder
At the university of oregon.
Before designing any assignment, it is necessary to first assess the course objectives and what is the best way to meet those objectives. There are several important aspects to consider when creating assignments:
Teacher’s assignment goals: To make a successful assignment, you must first be clear about what the assignment should accomplish. You may want to use some assignments to generate discussion in class or to give students the opportunity to present their ideas in class. Other goals are to give students the opportunity to express questions and confusion; to demonstrate understanding of course concepts and information; to respond to class readings and discussion; to prepare for other assignments or exams; or to clarify ideas for themselves.
There are two main kinds of writing assignments for content courses :
Writing to Learn assignments are usually short, informal assignments. The audience for such assignments can be the student herself, peers, or the teacher. These assignments can be in-class writing, or out of class writing. The primary purpose of writing to learn assignments is for students to grasp the ideas and concepts presented in the course for themselves.
Other writing assignments are used primarily to demonstrate knowledge . The audience for these assignments is most often the teacher. These are formal assignments written for a grade.
These two types of assignments are not mutually exclusive. An assignment can both aid students in the learning process and demonstrate a student’s knowledge and understanding. However, it is important to determine the primary purpose the assignment must serve in order to decide what kind of writing to assign.
Other things to think about in terms of your goals for the assignment: What part does this assignment play in the rest of the course? Is this assignment part of a sequence of assignments that includes both formal and informal writing? Sequenced assignments are helpful in incorporating informal writing to learn assignments with formal demonstrative assignments. For example, thesis writing, reading responses, and short microthemes or abstracts can lead to a formal essay or term paper.
The writer’s purpose: The writer’s purpose dictates what kind of product the students will end up with. There are a number of different purposes for assignments to fulfill; the purpose dictates the form and content of an assignment. For example, students might be asked to articulate questions they have about course content; compose an article explaining course concepts to peers; respond to course reading or discussion; or argue a position on an issue related to the field of study. Whatever the writer’s purpose, it will determine the context, audience, and format of the assignment as well.
The context of the assignment: Will this be an in-class or out-of-class assignment? Some assignments take place in the field of research. Will the students be working alone, or in groups or pairs? To what is the student responding – one or more readings, discussion, research? Will you assign a particular issue or allow students to identify the issues themselves? Part of determining context is deciding the audience the students are to address.
The audience of the assignment: The implied audience may be the same as or different from the real audience. Both the implied and real audiences influence the shape of the assignment. To whom are the students directing their writing? The implied audience can be the teacher, peers, scholars in the field, or the general public who is unfamiliar with the concepts of the discipline. Specifying the implied audience will help students determine what common ground is available in the form of shared assumptions or theoretical perspectives. Also important is the real audience. Who is actually going to read this assignment? The student only? The teacher only? Peers only? A small group of peers? The teacher and peers? Will there be multiple drafts? Will the student get comments from you or from peers before the final product is graded?
Format and method: What should the completed assignment look like? Is there a particular way students should go about fulfilling the assignment? Is there a particular field protocol? Are students expected to use research?
Teacher’s response and evaluation: Some writing to learn assignments are not graded or receive nontraditional grades. How will this assignment help fulfill course objectives, and how much of the course grade should be determined by this assignment? Will students get your comments before the final grade or after? What should students learn from your comments?
Opportunities for revision: Another important aspect to designing an assignment is deciding whether and how to incorporate revision. There are several ways to allow students to revise their work:
Communicating your expectations: Once you have determined the assignment objectives and how best to meet those objectives, you should give your assignment in writing to the students. Have you designed the assignment so that the students understand your goals and their purpose? Are the terms clear? Have you specified the audience, context, format, and means of evaluation? It is often helpful to get feedback on your assignments from colleagues who can tell you whether or not your expectations are totally clear.
This is an amazing type of post. Safe
Your email address will not be published. Required fields are marked *
Save my name, email, and website in this browser for the next time I comment.
Southwestern University announces its 2021–2026 Tactical Plan.
Santiago Cuevas ’26 aims to apply valuable skills learned during an internship with the Texas Junior Golf Tournament to his own small business.
SU checks in at #83 in U.S. News & World Report’s 2025 Best National Liberal Arts Colleges list, an extraordinary 19-spot improvement from just four years ago.
Southwestern’s Hispanic-Serving Institution designation led Adrianna Moya ’27 to campus, then the connections she made at SU helped her flourish.
Eleven students spent four weeks in Paris studying sport, physiology, and culture during the Summer Olympic Games.
Southwestern alumna drives event marketing and audience experience for Vogue , The New Yorker , Pitchfork , and other brands as Senior Director of Event Audiences at Condé Nast.
Southwestern honored as the #2 liberal arts college in Texas and the #284 institution in the country, the University’s highest ranking since 2018.
Kinesiology major Abi Walker ’25 spent her summer teaching fitness classes to senior citizens through an internship at Grand Living.
Fresh off winning the 2024 National Championship Game, Abigail O’Connor ’13 embarks on her seventh season with the University of Michigan as the Wolverines’ Director of Football Performance and Development.
During Welcome Week, Pirate Adventures allowed incoming first-year and transfer students to discover all that Georgetown and the surrounding communities have to offer.
In addition to being named a “Best College,” Southwestern ranks #2 in the nation in The Princeton Review’s “Best Career Services” category.
Leading Colleges recognizes Southwestern as one of the top universities in the nation for ethical, fair, and transparent recruiting practices.
New Learning Commons houses existing Debby Ellis Writing Center and newly-established Tutoring Center inside A. Frank Smith, Jr. Library Center.
Sophomore Shay Bangert ’27 used skills learned at Southwestern during his 10-week paid internship at the prestigious Houston Methodist Academic Institute.
Southwestern ranks 13th on College Raptor’s annual list of “Top 25 Best Colleges in the Southwest U.S.”
Theatre and psychology double major Camille Krumwiede ’22 is showcasing skills learned at Southwestern through internships at And Just Like That… and Atlantic Pictures.
Generous gift kicks off fundraising efforts for new athletic complex that will help bring football back to campus for the first time since 1950.
Writing different types of assignments.
Your best resource for questions about assignments is your professor. However, here are a few links that discuss some common types of assignments. Please remember that these are just guides, and that each assignment is different.
Abstract – The University of North Carolina at Chapel Hill Writing Center
Annotated Bibliography – The University of North Carolina at Chapel Hill Writing Center
Autobiographical Reflection – The Writing Studio at Duke University
Business Letter – The University of North Carolina at Chapel Hill Writing Center
Close Reading - Harvard College Writing Center, Harvard University
Critique –The University of North Carolina at Chapel Hill Writing Center
Ethnography – The Writing Studio at Duke University
Film Review – The Writing Studio at Duke University
Formal Analysis and Comparative Analysis (Art History) - The Undergraduate Writing Center at The University of Texas, Austin
Grant Proposal – The University of North Carolina at Chapel Hill Writing Center
Lab Report - Texas A&M University Writing Center
Literature Review – The University of North Carolina at Chapel Hill Writing Center
Oral History – The University of North Carolina at Chapel Hill Writing Center
Policy Memo – The Writing Studio at Duke University
Response Paper – The Writing Studio at Duke University
Summary –The University of North Carolina at Chapel Hill Writing Center
Synthesis – Writing Center of Princeton
What this handout is about.
The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.
Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :
Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.
The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:
“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”
Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)
“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”
Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.
“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”
These are the instructor’s comments about writing expectations:
“Be concise”, “Write effectively”, or “Argue furiously.”
These instructions usually indicate format rules or guidelines.
“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”
The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.
Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:
Who is your audience.
Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.
Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .
Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.
Key Terms: Finding Those Active Verbs
Here are some common key words and definitions to help you think about assignment terms:
Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.
Relation words Ask you to demonstrate how things are connected.
Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.
More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:
Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.
Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.
You’ll find a much more detailed discussion of these concepts in our handout on audience .
With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”
So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”
Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .
There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.
Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .
You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.
Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.
No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .
The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.
Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.
Your instructors are not fooled when you:
Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.
You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill
Make a Gift
IMAGES
VIDEO
COMMENTS
Figure 20.3 Essay structure overview template figure. Image by USQ. Common types of essays. You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative.. The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required.
Which settlement option should the Policyowner choose?, The two types of assignments are:, what is the waiting period on a Waiver of Premium rider in life insurance policies? and more. Study with Quizlet and memorize flashcards containing terms like The Policyowner wants to make sure that upon his death, the life policy will pay a portion of ...
Argumentative Essays. Essay assignment example: Applying the Concepts of Epidemiology and Nursing Research on Measles Nursing Paper Essay Case Study Assignments. In certain fields like health or business, case study assignments are commonly assigned. These assignments require students to analyze a scenario in a particular field and respond to it guided by specific questions posed concerning ...
Individual life policies typically pay out a death benefit if death is a result of suicide after they have been in force for _____ years. A. 4. B. 2. C. 6. D. 5. B. 2. Two years is typically the standard suicide limitation period for individual life policies. In some states it may be different.
Types of Assignments and Assessments. Assignments and assessments are much the same thing: an instructor is unlikely to give students an assignment that does not receive some sort of assessment, whether formal or informal, formative or summative; and an assessment must be assigned, whether it is an essay, case study, or final exam.
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 ...
Written assignments - Types of Assignments. 2. Written assignments. Writing and researching. Writing tools and techniques. Editing and proofreading. Grammar and spelling. Audience, tone and purpose. There are many different types of written assignments, including essays, reports and reviews.
Types of Assignment. Essays: Essays are a common form of academic assignment, requiring students to articulate their ideas, arguments, and insights on a specific topic. Essays can range from persuasive, descriptive, narrative, or expository, and often follow a structured format with an introduction, body paragraphs, and a conclusion.
The assignment is broken up into two parts: (1) a proposal with annotated bibliography and (2) the final paper itself. ... These are the types of assignments that perhaps are less obviously "writing" assignments. They usually involve an artistic or otherwise creative component, but they also often include some kind of written introduction or ...
Types of Assignments You will be asked to do many different assignments as a college student. These are general descriptions of some common types of written assignments. These descriptions only explain base information about these assignment types , always read your professor's assignment sheet for specific instructions and criteria.
TYPES OF WRITING ASSIGNMENTS Created by: Chris Kildegaard Example 2: Compare and Contrast Essay The Basics: A compare and contrast essay asks you to explain how two or more things are similar to and/or different from each other. Often, writing professors will ask you to compare and contrast two articles about the same controversial issue.
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 ...
Reflective writing. Figure 15.6 Reflective writing is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. Image by Manfred Richter used under CC0 license. Reflective writing is a popular method of assessment at university.
Learn how to assign your life insurance policy to a lender as a security for a loan. Find out the difference between absolute and collateral assignments, and the policy provisions that apply.
6. Journals: The journal assignment is usually a private way for online students to communicate with the instructor. Sometimes, journal topics are prescribed and formal, but usually these ...
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 ...
Understanding your assignments. There are a number of assignment types that you can be asked to produce at university. They could be written, oral or visual but they all have the same basic purpose, which is to allow you to demonstrate your ability to: Research a topic. Organise the research and evidence into a structured piece of work.
Common types of essays. You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative.The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required.
Term life insurance. Whole life insurance. Universal life insurance. Variable life insurance. Simplified issue life insurance. Guaranteed issue life insurance. Group life insurance. There are two types of conventional insurance policy assignments:An absolute assignment is typically intended to transfer all your interests, rights and ownership.
Learn about the four general types of writing assignments in Gen Ed courses: traditional academic, less traditional academic, traditional non-academic, and less traditional non-academic. See examples and resources for each type and how to approach them.
Learn how to design effective writing assignments for content courses. Find out the differences and similarities between writing to learn and writing to demonstrate assignments, and how to consider various aspects of assignment design.
However, here are a few links that discuss some common types of assignments. Please remember that these are just guides, and that each assignment is different. Abstract - The University of North Carolina at Chapel Hill Writing Center. Annotated Bibliography - The University of North Carolina at Chapel Hill Writing Center.
Learn how to read and interpret college writing assignments by looking for key terms, verbs, and clues. Find out what your instructor expects from you and how to meet the challenge of the assignment.