• 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.
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Lyle Cleeland and Lisa Moody
Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic. It is not uncommon to be unsure about the processes of writing assignments at university.
This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write, and edit your assignments.
It is important that you spend sufficient time understanding all the requirements before you begin researching and writing your assignments.
The assessment task description (located in your subject outline) provides key information about an assessment item, including the question. It is essential to scan this document for topic, task, and limiting words. If there are any elements you do not understand, you should clarify these as early as possible.
Topic words | These are words and concepts you have to research. |
Task words | These will tell you how to approach the assignment and structure the information you find in your research (e.g. discuss, analyse). |
Limiting words | These words define the scope or parameters of the assignment, e.g., Australian perspectives, a particular jurisdiction (this would be relevant then to which laws, codes or standards you consulted) or a timeframe. |
Make sure you have a clear understanding of what the task word requires you to address.
Task word | Definition | Example |
---|---|---|
Give reasons for or explain something has occurred. This task directs you to consider contributing factors to a certain situation or event. You are expected to make a decision about why these occurred, not just describe the events. | the factors that led to the global financial crisis. | |
Consider the different elements of a concept, statement or situation. Show the different components and show how they connect or relate. Your structure and argument should be logical and methodical. | the political, social and economic impacts of climate change. | |
Make a judgement on a topic or idea. Consider its reliability, truth and usefulness. In your judgement, consider both the strengths and weaknesses of the opposing arguments to determine your topic’s worth (similar to evaluate). | the efficacy of cogitative behavioural therapy (CBT) for the treatment of depression. | |
Divide your topic into categories or sub-topics logically (could possibly be part of a more complex task). | the artists studied this semester according to the artistic periods they best represent. Then choose one artist and evaluate their impact on future artists. | |
State your opinion on an issue or idea. You may explain the issue or idea in more detail. Be objective and support your opinion with reliable evidence. | the government’s proposal to legalise safe injecting rooms. | |
Show the similarities and differences between two or more ideas, theories, systems, arguments, or events. You are expected to provide a balanced response, highlighting similarities and differences. | the efficiency of wind and solar power generation for a construction site. | |
Point out only the differences between two or more ideas, theories, systems, arguments, or events. | virtue ethics and utilitarianism as models for ethical decision making. | |
(this is often used with another task word, e.g. critically evaluate, critically analyse, critically discuss) | It does not mean to criticise; instead, you are required to give a balanced account, highlighting strengths and weaknesses about the topic. Your overall judgment must be supported by reliable evidence and your interpretation of that evidence. | analyse the impacts of mental health on recidivism within youth justice. |
Provide a precise meaning of a concept. You may need to include the limits or scope of the concept within a given context. | digital disruption as it relates to productivity. | |
Provide a thorough description, emphasising the most important points. Use words to show appearance, function, process, events or systems. You are not required to make judgements. | the pathophysiology of Asthma. | |
Highlight the differences between two (possibly confusing) items. | between exothermic and endothermic reactions. | |
Provide an analysis of a topic. Use evidence to support your argument. Be logical and include different perspectives on the topic (This requires more than a description). | how Brofenbrenner’s ecological system’s theory applies to adolescence. | |
Review both positive and negative aspects of a topic. You may need to provide an overall judgement regarding the value or usefulness of the topic. Evidence (referencing) must be included to support your writing. | the impact of inclusive early childhood education programs on subsequent high school completion rates for First Nations students. | |
Describe and clarify the situation or topic. Depending on your discipline area and topic, this may include processes, pathways, cause and effect, impact, or outcomes. | the impact of the COVID-19 pandemic on the film industry in Australia. | |
Clarify a point or argument with examples and evidence. | how society’s attitudes to disability have changed from a medical model to a wholistic model of disability. | |
Give evidence which supports an argument or idea; show why a decision or conclusions were made. Justify may be used with other topic words, such as outline, argue. | Write a report outlining the key issues and implications of a welfare cashless debit card trial and make three recommendations for future improvements. your decision-making process for the recommendations. | |
A comprehensive description of the situation or topic which provides a critical analysis of the key issues. | Provide a of Australia’s asylum policies since the Pacific Solution in 2001. | |
An overview or brief description of a topic. (This is likely to be part of a larger assessment task.) | the process for calculating the correct load for a plane. |
The marking criteria or rubric , is an important document to look at before you begin your assignment. This outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.
The assessment task description will also include the:
For a more detailed discussion on task analysis, criteria sheets, and marking rubrics, visit the chapter Managing Assessments .
Brainstorm or concept map: List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.
Finding appropriate information: Learn how to find scholarly information for your assignments which is:
See the chapter Working With Information for a more detailed explanation .
Academic writing tone and style.
Many of the assessment items you prepare will require an academic writing style. Sometimes this feels awkward when you begin. However, it is good to know that practice at academic writing reduces this feeling.
Academic writing | Non-academic writing |
Is clear, concise and well-structured. | Is verbose and may use more words than are needed. |
Is formal. It writes numbers under ten in full. | Writes numbers under ten as numerals and uses symbols such as “&” instead of writing it in full. |
Is reasoned and supported (logically developed). | Uses humour – puns, sarcasm. |
Is authoritative (writes in third person- “Evidence suggests that…”). | Writes in first person “I think”, “I found”. |
Utilises the language of the field/industry/subject. | Uses colloquial language e.g., “mate”. |
One of the most important steps in writing an essay is constructing your working thesis statement. A thesis statement tells the reader the purpose, argument, or direction you will take to answer your assignment question. It is found in the introduction paragraph. The thesis statement:
A key element of your thesis statement should be included in the topic sentence of each paragraph.
When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have a clear and logical structure and incorporate academic research to support your ideas. It can be hard to get started and at first you may feel nervous about the size of the task. This is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.
No one’s writing is the best quality on the first few drafts, not even professional writers. It is strongly advised that you accept that your first few drafts will feel rough. Ultimately, it is the editing and review processes which lead to good quality ideas and writing.
Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement.
An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic elements:
The below example demonstrates the different elements of an introductory paragraph.
1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) Digital technology is now widely utilised in health settings, by health professionals. Within the public health field, doctors and nurses need to engage with ongoing professional development relating to digital technology in order to ensure efficient delivery of services to patients and communities. 3) Clearly, information technology has significant potential to improve health care and medical education, but some health professionals are reluctant to use it.
1 Brief background/overview | 2 Scope of what will be covered | 3 The thesis statement
You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis statement and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.
Conclusion checklist
This below example demonstrates the different elements of a concluding paragraph.
1) Clearly, communication of individuals and organisations is substantially influenced or affected by information technology across professions. 2) Managers must ensure that effective in-house training programs are provided for public health professionals, so that they become more familiar with the particular digital technologies 3) In addition, the patients and communities being served by public health professionals benefit when communication technologies are effectively implemented. 4) The Australian health system may never be completely free of communication problems, however, ensuring appropriate and timely professional development, provision of resource sand infrastructure will enhance service provision and health outcomes.
1 Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-3 Structure overview – Here the writer pulls together the main ideas in the essay. | 4 Final summary statement that is based on the evidence.
Note: The examples in this document are adapted from the University of Canberra and used under a CC-BY-SA-3.0 licence.
Each paragraph should have its own clearly identified Topic Sentence or main idea which relates to the argument or point (thesis) you are developing. This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by moving from general information to the specific details. A common structure for paragraphs in academic writing is as follows.
The first sentence of the paragraph is the Topic Sentence. This is the main idea of the paragraph and tells the reader what you will discuss in more detail below. Each Topic Sentence should address one aspect of your overall argument.
Supporting Sentences provide more explanation, evidence, data, analogies, and/or analysis of the main idea.
Some paragraphs are best linked to the following paragraph through a Linking/Concluding Sentence. Not every paragraph lends itself to this type of sentence.
Use the checklist below to check your paragraphs are clear and well formed.
Paragraph checklist
Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid incomplete sentences or ideas that are unfinished and create confusion for your reader. Also avoid overly long sentences, which happens when you join two ideas or clauses without using the appropriate punctuation. Address only one key idea per sentence. See the chapter English Language Foundations for examples and further explanation.
Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to the transition words table in the chapter English Language Foundations .
What is paraphrasing.
Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing. Note: paraphrasing generally means that the rewritten section is the same or a similar length to the original.
1 | Make sure you understand what you are reading. Look up keywords to understand their meanings. |
2 | Record the details of the source so you will be able to cite it correctly in text and in your reference list. |
3 | Identify words that you can change to synonyms (but do not change the key/topic words). |
4 | Change the type of word in a sentence (for example change a noun to a verb or vice versa). |
5 | Eliminate unnecessary words or phrases from the original that you don’t need in your paraphrase. |
6 | Change the sentence structure (for example, change a long sentence to several shorter ones or combine shorter sentences to form a longer sentence). |
Please note that these examples and in-text citations are for instructional purposes only.
Original text
Health care professionals assist people, often when they are at their most vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills . They must develop patient trust and provide empathy to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).
Poor quality paraphrase example
This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences. However, the colours of the sentences indicate that the paragraph follows the same structure as the original text.
Health care sector workers are often responsible for vulnerable patients. To understand patients and deliver good service , they need to be excellent communicators . They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds and with different medical, psychological and social needs (French & Saunders, 2018).
A good quality paraphrase example
This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph.
Empathetic communication is a vital skill for health care workers. Professionals in these fields are often responsible for patients with complex medical, psychological and social needs. Empathetic communication assists in building rapport and gaining the necessary trust to assist these vulnerable patients by providing appropriate supportive care (French & Saunders, 2018).
The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.
Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.
Follow the steps in this table to improve your synthesis techniques.
1 | Check your referencing guide to learn how to correctly reference more than one author at a time in your paper. |
2 | While taking notes for your research, try organising your notes into themes. This way you can keep similar ideas from different authors together. |
3 | Identify similar language and tone used by authors so that you can group similar ideas together. |
4 | Synthesis can not only be about grouping ideas together that are similar, but also those that are different. See how you can contrast authors in your writing to also strengthen your argument. |
Example of synthesis
There is a relationship between academic procrastination and mental health outcomes. Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen et al.’s (2016) research results suggest that there is a positive association between procrastination and anxiety. This is corroborated by Custer’s (2018) findings which indicate that students with higher levels of procrastination also report greater levels of anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.
Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence
This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e. statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.
Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:
What does this mean.
In academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence from valid scholarly sources.
In order to create a good and effective argument, you need to be able to:
For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.
As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing.
Introducing your argument | • This paper will argue/claim that… • …is an important factor/concept/idea/ to consider because… • … will be argued/outlined in this paper. |
Introducing evidence for your argument | • Smith (2014) outlines that…. • This evidence demonstrates that… • According to Smith (2014)… • For example, evidence/research provided by Smith (2014) indicates that… |
Giving the reason why your point/evidence is important | • Therefore this indicates… • This evidence clearly demonstrates…. • This is important/significant because… • This data highlights… |
Concluding a point | • Overall, it is clear that… • Therefore, … are reasons which should be considered because… • Consequently, this leads to…. • The research presented therefore indicates… |
Once you have finished writing your first draft it is recommended that you spend time revising your work. Proofreading and editing are two different stages of the revision process.
As can be seen in the figure above, there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.
Editing checklist
During proofreading, it is important to check your work for word choice, grammar and spelling, punctuation, and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas, or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.
Proofreading checklist
This chapter has examined the experience of writing assignments. It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proofreading. Combining these skills and practising them can greatly improve your success with this very common form of assessment.
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.
Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing Education Perspectives, 39 (3), 162-163.
Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1), 5-22.
Writing Assignments Copyright © 2023 by Lyle Cleeland and Lisa Moody is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
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An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.
There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.
The essay writing process consists of three main stages:
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Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.
The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .
For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.
1. Preparation | 2. Writing | 3. Revision |
---|---|---|
, organized into Write the | or use a for language errors |
Professional editors proofread and edit your paper by focusing on:
See an example
Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:
Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.
The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.
The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.
Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:
The invention of Braille was a major turning point in the history of disability.
Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.
Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:
As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.
In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.
The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.
Write your essay introduction
The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.
The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.
To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.
That idea is introduced in a topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.
After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.
Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.
See the full essay example
The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :
A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.
To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:
Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.
Write your essay conclusion
My essay follows the requirements of the assignment (topic and length ).
My introduction sparks the reader’s interest and provides any necessary background information on the topic.
My introduction contains a thesis statement that states the focus and position of the essay.
I use paragraphs to structure the essay.
I use topic sentences to introduce each paragraph.
Each paragraph has a single focus and a clear connection to the thesis statement.
I make clear transitions between paragraphs and ideas.
My conclusion doesn’t just repeat my points, but draws connections between arguments.
I don’t introduce new arguments or evidence in the conclusion.
I have given an in-text citation for every quote or piece of information I got from another source.
I have included a reference page at the end of my essay, listing full details of all my sources.
My citations and references are correctly formatted according to the required citation style .
My essay has an interesting and informative title.
I have followed all formatting guidelines (e.g. font, page numbers, line spacing).
Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.
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An essay is a focused piece of writing that explains, argues, describes, or narrates.
In high school, you may have to write many different types of essays to develop your writing skills.
Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.
The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.
The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.
Your essay introduction should include three main things, in this order:
The length of each part depends on the length and complexity of your essay .
A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.
The thesis statement is essential in any academic essay or research paper for two main reasons:
Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.
A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.
At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).
Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.
The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .
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Getting Started
Why include writing in my courses?
What is writing to learn?
WTL Activities
What is writing to engage?
What is writing in the disciplines?
WID Assignments
Useful Knowledge
What should I know about rhetorical situations?
What should I know about genre and design?
What should I know about second-language writing?
What teaching resources are available?
What should I know about WAC and graduate education?
Assigning Writing
How can I avoid getting lousy student writing?
What benefits might reflective writing have for my students?
Using Peer Review
Why consider collaborative writing assignments?
Do writing and peer review take up too much class time?
How can I get the most out of peer review?
Responding to Writing
How can I handle responding to student writing?
How can writing centers support writing in my courses?
What writing resources are available for my students?
Using Technology
How can computer technologies support writing in my classes?
Designing and Assessing WAC Programs
What is a WAC program?
What designs are typical for WAC programs?
How can WAC programs be assessed?
More on WAC
Where can I learn more about WAC?
Writing assignments are often used to support the goals of Writing in the Disciplines (WID), also called writing to communicate. Writing assignments of this sort are designed to introduce or give students practice with the writing conventions of a discipline and to help them game familiarity and fluency with specific genres and formats typical of a given discipline. For example, the engineering lab report includes much different information in a format quite different from the annual business report.
Because WID is used by a large number of WAC programs, this guide presents a great deal of information on WID, including a detailed rationale, examples, and logistical tips.
WID assignments are typically, but not exclusively, formal documents prepared over a few weeks or even months. The final documents adhere to format and style guidelines typical of the professional genres they help students learn about and practice. Teachers comment primarily on the substance of these assignments, but teachers also expect students to meet professional standards of layout and proofreading (format and mechanical correctness).
Without doubt, the single most important reason for assigning writing tasks in disciplinary courses is to introduce students to the thinking and writing of that discipline. Even though students read disciplinary texts and learn course material, until they practice the language of the discipline through writing, they are less likely to learn that language thoroughly. In addition, teachers cite other specific advantages of WID tasks, large and small. Such writing helps students to:
Teachers need to decide which goals are most important for them and for the students they typically teach. For instance, if you ordinarily teach a freshman-level survey course that introduces students to the field, giving students practice in the conventions of writing for that field is generally inappropriate. Rather, you would probably want to give students opportunities to write about the new, foundational concepts they're being introduced to so that you can be sure they are learning the fundamental ideas they will need to take other courses in your discipline.
Teachers thinking about assigning writing in their courses also need to consider just how much time they'll have to review or respond to student writing. Assigning a 20-page term paper in a course with 200 students is unrealistic because teachers seldom have time to read and respond to such lengthy student writing.
As teachers determine goals for writing and their time commitment, they discover an entire spectrum of writing they might assign in their classes. You will base your decisions on complex factors, but the simplified grid below can point you toward additional materials that might be most useful to you as you plan your writing component for each class.
Use this grid to suggest which kinds of writing might be most appropriate in your classes:
WTL | WTE | WID | |
---|---|---|---|
to help students learn foundational concepts to check students' understanding of material | to practice in critical thinking, reading and writing; to engage students in critical thinking | to practice writing conventions of the discipline; to gain familiarity with genres and design conventions | |
mostly freshmen and sophomores | all students | mostly senior majors | |
can be used in the largest classes | varies depending on goals | fewer than 35 | |
• writing-to-learn prompts | • • • | • real writing tasks for audiences students will in field • based on journals in the field • library or other |
Think of alternate forms/formats. Although the research essay is the most common kind of WID assignment, it's not the only format that students can use to learn about disciplinary writing conventions. If professionals in your field use any of these types of writing, consider using these formats to help students understand the thinking and writing of your discipline:
In addition to discipline-specific formats, other kinds of writing assignments can help students learn the language and ways of thinking of a discipline, even though they may not mimic its professional writing. Any of these writing activities can provide the basis for a longer, more formal assignment, or can be used only to promote class discussion and/or thinking about course material:
In a discipline-specific context, teachers using a reading journal ask students to write summaries, responses, and syntheses as appropriate for the field. "Readings" might include not only assigned textbook material, but also lectures and outside reading of professional or popular articles relevant to the course material. Teachers might want to assign specific questions to be answered in entries about each reading, or they might link readings in other ways.
When you introduce new terms in your lectures or when students see them in readings, ask students to jot the terms down in a notebook or electronic file. Periodically, students then return to the list of terms and fill in or revise working definitions of each term. (Some terms will be easy to define immediately after they are introduced in a course; other terms might take more familiarity with the complexity of a concept to define accurately.) Build in some incentive for keeping the jargon journal by pointing out that students can refer to the definitions as they prepare for—and perhaps write—exam responses.
In addition to analyzing articles for content, as students might do in the reading journal, teachers can also ask students to look specifically at professional articles for rhetorical issues:
Small-group or full-class discussion of these analyses will help students understand the critical approaches professionals in the field typically adopt as well as the writing conventions accepted by major journals in the field.
Bring in drafts of your own work or of someone else's professional work that you have permission to share with students. Show students:
Because the popular article is written to a general audience with little specialized knowledge, teachers often assign this writing task to be sure students understand material well enough to explain it in non-technical terms. If you're concerned about assigning a full-length article, you could assign this task as a group writing project, with different group members responsible for chunks of the final article. Or you might just assign the introduction and an outline for key ideas that would go into the remainder of the article.
One reason that students report feeling overwhelmed by WID tasks is that they aren't sure where to start and then how to proceed to produce a good project of the sort required by the assignment. You can help students—and get better final drafts to read—by setting up a sequence of tasks that build toward the final project.
Two approaches work well when designing a sequence:
You'll find more detailed advice about feedback in the sections under
A few points bear repeating here:
When professors are reluctant to assign research essays, they often claim that students cannot write clearly and logically, synthesizing sources and evaluating data to draw closely argued conclusions. Most often, these weaknesses are not the result simply of poor writing skills, but also of poorly defined criteria that students don't grasp. Fortunately, teachers can improve the research essay by clarifying goals for the assignment and keeping students' resources in mind.
Most university professors agree that research-based writing in college classes can and should meet these goals:
Students often view the research-based paper as an exercise in cutting and pasting rather than in carefully sifting and synthesizing key ideas that support their own thinking. So teachers get the best results from research-based assignments that they have revised after considering these questions:
If you've decided that a traditional research essay best meets your teaching goals, please consider three ideas that might make this assignment more useful for students:
Most students in upper-level courses (and even most freshmen) know how to find general sources. But many upper-division students may not yet be familiar with specific sources in your discipline. Make sure they know how to find these, and even consider arranging a session in the library to go over search techniques for databases in your field.
Students are remarkably reluctant to admit they have a hard time reading research-based texts. But if they don't know how to read professional articles in your field, they certainly won't know how to evaluate the data and conclusions in those articles. You can tackle this problem with some sequenced "mini"-writing tasks (like those described in the Combining WTL and WID section ).
The Ag Econ assignment is a good example of breaking down a larger writing task so that the teacher can see if students need help with key elements of the larger writing task. If students, for example, don't know how to frame an adequate research question, you can head off this problem if you give students a mini-task that asks for a research question long before students begin their source work.
Similarly, if your experience with this course in the past suggests that students often struggle to analyze or synthesize data, you might want to set up sequenced writing tasks that give them some practice—and feedback—on these key writing skills.
The literature now available on writing in the disciplines or writing to communicate is deep and broad, encompassing far more than a brief bibliographic essay can accurately capture. Let me offer instead two pieces of advice—consult the general resources noted here and look at the journals in your discipline that take up teaching issues. Those journals are most likely to include articles that situate writing to communicate activities in the courses you might find yourself teaching. The articles themselves will glean from the robust resources to point you toward those titles that will best fill in background you might find helpful.
We collect below titles from across disciplines to offer some potential starting points. We have organized the resources in a table to cluster articles by discipline. Please note, however, that disciplinary titles here point to writing in the disciplines rather than writing to learn (or writing to engage) titles that are included in the WTL section of this resource. All titles refer to the list of Works Cited that follows the tables.
General | Carter, Ferzli & Wiebe, 2007 Hocks, Lopez & Grabill, 2000 Kaufer & Young, 1993 Russell, 1991 Walvoord, 1992 Young & Fulwiler, 1986 |
Arts/Humanities | Bourelle, 2012 Ford, 2004 Ford & Newmark, 2011 Hotchkiss & Hougan, 2012 Lewis, 2004 Pollard, 2008 Russell, 2007 Shaver, 2011 Ward, 2009 |
Business | Addams, Woodbury, Allred & Addams, 2010 Brumberger, 2004 Fredrick, 2008 Jebb, 2005 Kreth, 2005 Nelson & MacLeod, 1993 Planken & Kreps, 2006 Powell, 2012 Russell, 2007 Shaver, 2007 Sin, Jones & Petocz, 2007 Vega, 2010 West, 2006 Williams, 2008 Williams & Reid, 2010 |
Education | Abbate-Vaughn, 2007 Elliot, Daily, Fredricks & Graham, 2008 Galer-Unti, 2002 Gallavan, Bowles & Young, 2007 Lavelle, 2006 Reynolds-Keefer, 2010 Street & Stang, 2008 Wheeler & Wheeler, 2009 |
STEM | Bahls, 2012 Bank, 2006 Becker, 1995 Beiersdorfer, 1991 Beins, 1993 Bressette & Breton, 2001 Buddington, 2006 Buzzi, Grimes & Roll, 2012 Carlson & Berry, 2008 Carroll & Seeman, 2001 Carson, 1991 Cass & Fernandes, 2008 Chiang, et al., 2012 Colabroy, 2011 Collins, 2010 Conrad, 1991 Craig, Lerner &Poe, 2008 Crisp & Jensen, 2007 Cunningham, 2007 Davis, 1991 Deese, Ramsey, Walczyk & Eddy, 2000 DeWolf, 2002 Doty, 2012 Elberty & Romey, 1991 Falk & Yarden, 2011 Fencl, 2010 Froese, Gantz & Henry, 1998 Goodman, 2005 Guilford, 2001 Halsor & Faul-Halsor, 1991 Harding, 2005 Hosten, Talanova & Lipkowitz, 2011 Howell, 2007 Irish, 1999 Jalali, Hanlan & Canal, 2009 Kasman, 2006 Killingbeck, 2006 Klein & Aller, 1998 Kokkala & Gessell, 2003 Kroen, 2004 Libarkin, 2012 Lillig, 2008 Linsdell & Anagnos, 2011 Lord, 2009 Luthy, Petertson, Lassitter & Callister, 2009 Macdonald, 1991 Martin, 2010 McDermott & Kuhn, 2011 McGovern & Hogshead, 1990 McMillan & Raines, 2010 Meyer & Munson, 2005 Mirsky, 1991 Mizrahi, 2003 Moni, Hryciw, Poronnik & Moni, 2007 Motavalli, Patton & Miles, 2007 Mulnix, 2003 Niemitz & Potter, 1991 Paretti & McNair, 2008 Patterson, 1997 Patton, 2008 Polizzotto & Ortiz, 2008 Prothero & Kelly, 2008 Roberts-Kirchoff & Caspars, 2001 Robinson, Stoller, Horn & Grabe, 2009 Santi, 2000 Sivey & Lee, 2008 Smosna & Bruner, 2007 Snow, 1991 Sulewski, 2003 Tilstra, 2001 Tomaska, 2007 Turner & Broemmel, 2006 Vest, Long & Anderson, 1996 Vest, Long, Thomas & Palmquist, 1995 Wald, Davis, Reis, Monroe & Borken, 2009 Wallner & Latosi-Sawin, 1999 Wheeler & McDonald, 2000 Whelan & Zare, 2003 White, 2007 Zimmerman & Palmquist, 1993 Zimmerman, Palmquist, Kiefer, Long, Vest, Tipton & Thomas, 1993 Zimmerman, Palmquist, Vest, Boiarsky, Long, Tajchman, Anderson, Criswell & Crim, 1995 Zlatic, Nowak & Sylvester, 2000 |
Social Sciences | Allwardt, 2011 Carlson, Chizmar, Seeborg & Walbert, 1998 Dickovick, 2009 Goma, 2001 Kahn & Holody, 2012 Kebede, 2009 Pennock, 2011 Pressman, 2008 Ruswick, 2011 Santos & Lavin, 2004 Trepagnier, 2004 |
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Home » Education » What is the Difference Between Assignment and Assessment
The main difference between assignment and assessment is that assignments refer to the allocation of a task or set of tasks that are marked and graded while a ssessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective.
Assignments and assessment are two important concepts in modern education. Although these two words are similar, they have different meanings. Assignments are the pieces of coursework or homework students are expected to complete. Assessment, on the other hand, refer to the method of assessing the progress of students. Sometimes, assignments can act as tools of assessment.
1. What is an Assignment – Definition, Goals, Characteristics 2. What is an Assessment – Definition, Characteristics 3. Difference Between Assignment and Assessment – Comparison of Key Differences
Assignments are the pieces of coursework or homework given to the students by teachers at school or professors at university. In other words, assignments refer to the allocation of a task or set of tasks that are marked and graded. Assignments are essential components in primary, secondary and tertiary education.
Assignments have several goals, as described below:
– gives students a better understanding of the topic being studied
– develops learning and understanding skills of students
– helps students in self-study
– develops research and analytical skills
– teaches students time management and organization
– clear students’ problems or ambiguities regarding any subject
– enhance the creativity of students
Generally, educators assign such tasks to complete at home and submit to school after a certain period of time. The time period assigned may depend on the nature of the task. Essays, posters, presentation, annotated bibliography, review of a book, summary, charts and graphs are some examples of assignments. Writing assignments develop the writing skills of students while creative assignments like creating posters, graphs and charts and making presentation enhance the creativity of students. Ultimately, assignments help to assess the knowledge and skills, as well as the students’ understanding of the topic.
Assessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective. In other words, it is the method of assessing the progress of students. Assessment helps the educators to determine what students are learning and how well they are learning it, especially in relation to the expected learning outcomes of a lesson. Therefore, it helps the educator to understand how the students understand the lesson, and to determine what changes need to be made to the teaching process. Moreover, assessment focuses on both learning as well as teaching and can be termed as an interactive process. Sometimes, assignments can act as tools of assessment.
There are two main types of assessment as formative and summative assessment . Formative assessments occur during the learning process, whereas summative assessments occur at the end of a learning unit. Quizzes, discussions, and making students write summaries of the lesson are examples of formative assessment while end of unit tests, term tests and final projects are examples of summative assessment. Moreover, formative assessments aim to monitor student learning while summative assessments aim to evaluate student learning.
Assignments refer to the allocation of a task or set of tasks that are marked and graded while assessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective.
Assignments are the pieces of coursework or homework students have to complete while assessment is the method of assessing the progress of students
Moreover, assignments aim to give students a more comprehensive understanding of the topic being studied and develop learning and understanding skills of students. However, the main goal of assessment is monitoring and evaluating student learning and progress.
Assignments are the pieces of coursework or homework students have to complete while assessment refers to the method of assessing the progress of students. This is the main difference between assignment and assessment. Sometimes, assignments can also act as tools of assessment.
1. “Focused schoolgirl doing homework and sitting at table” (CC0) via Pexels 2. “Assessment” By Nick Youngson (CC BY-SA 3.0) Alpha Stock Images
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What is assignment in education? Assignment meaning is the tasks given to students by their teachers and tutors to complete in a defined time. They can also be referred to as the work given to someone as a part of learning. Assignments can be in the form of written, practical, art or fieldwork, or even online. Their purpose is to ensure that students understand the subject matter thoroughly.
Generally, students are assigned a task as a part of their homework. The allocation of assignments is not only restricted to a class or subject but this method can be applied at any stage of life. They are a great way to judge the ability and understanding of an individual towards a subject matter.
The culture of providing homework starts from kindergarten in various forms. Small children are asked to read and write what they learn in the class. Students in the higher class are given work as a part of their revision exercise and help them prepare for exams. Individuals doing honors write journals as a part of an assignment that determines their knowledge in that subject.
The structure of assignments depends upon the nature of the task and subject. They must be well-researched, including case studies or examples within a proper framework. These studies are useful for students to achieve the desired examination results. It also helps them to concentrate better on education. Knowing what is assignment in education helps teachers assess students better.
Importance of Assignments
Giving assignments to the students is a crucial part of student assessment. The importance of giving assignments to the students is discussed in detail below:
Since assignments are deadline-based, they help students take responsibility and manage time. The work assigned to students may be individual or group activities, or both, to develop teamwork in them.
The above-mentioned information gives us a context of assignment meaning and its importance to the students. Assignments provide a basis for the student assessment and should be given timely.
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Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing. Read the prompt the entire way through once. This gives you an overall view of what is going on.
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 ...
Provide the meaning of a term or concept by giving examples, synonyms, antonyms (opposites), etymology (word history), or dictionary definitions. Explain the limits of the definition. Describe. Give the physical or non-physical qualities and characteristics of an object or idea. Discuss. Present the pros and cons of an issue.
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 ...
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Determining the Purpose. The wording of an assignment should suggest its purpose. Any of the following might be expected of you in a college writing assignment: Summarizing information. Analyzing ideas and concepts. Taking a position and defending it. Combining ideas from several sources and creating your own original argument.
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Understanding the question is the first and most important step when starting your assignments and helps to ensure that your research and writing is more focused and relevant. This means understanding both the individual words, and also the general scope of the question. A common mistake students make with their assignments is to misinterpret ...
Writing is not a linear process, so writing your essay, researching, rewriting, and adjusting are all part of the process. Below are some tips to keep in mind as you approach and manage your assignment. Figure 4. Writing is a recursive process that begins with examining the topic and prewriting.
Designing Effective Writing Assignments. One of the best ways for students to determine what they know, think, and believe about a given subject is to write about it. To support students in their writing, it is important to provide them with a meaningful writing task, one that has an authentic purpose, clear guidelines, and engages students in ...
WRITTEN ASSIGNMENTS definition | Meaning, pronunciation, translations and examples
Approach writing assignments with a positive and confident attitude. Remember that college work is centered on continual learning, and the writing process will have ups and downs. Use campus resources and opportunities. Consult with peers, talk with instructors or advisors, explore library services (in-person and online), and attend university ...
Assignment Planning - Guidelines. This template is designed to assist you with the collection and organisation of information into your notes and to plan the structure of your work before you start writing your first draft. The Assignment Planning - Guidelines has four stages: Stage #1 - Collecting Information.
Interpret your assignment. Create a plan. Planning how you approach your writing will make sure that you understand the task, can manage your time, and present a researched, structured and focused assignment. Before you start writing, you need to understand what type of writing you are required to produce. For example, you might be asked to ...
Types of Assignments Cristy Bartlett and Kate Derrington. Figure 20.1 By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. Image by Armin Rimoldi used under CC0 licence. Introduction. As discussed in the previous chapter, assignments are a common method of assessment at university.
Introduction. Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic. It is not uncommon to be unsure about the processes of writing ...
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 ...
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 ...
Essay writing process. The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay.. For example, if you've been assigned a five-paragraph expository essay for a high school class, you'll probably spend the most time on the writing stage; for a college-level argumentative essay, on the ...
Writing assignments are often used to support the goals of Writing in the Disciplines (WID), also called writing to communicate. Writing assignments of this sort are designed to introduce or give students practice with the writing conventions of a discipline and to help them game familiarity and fluency with specific genres and formats typical of a given discipline.
Writing assignments develop the writing skills of students while creative assignments like creating posters, graphs and charts and making presentation enhance the creativity of students. ... Definition. Assignments refer to the allocation of a task or set of tasks that are marked and graded while assessment refers to methods for establishing if ...
Assignment meaning is the tasks given to students by their teachers and tutors to complete in a defined time. They can also be referred to as the work given to someone as a part of learning. Assignments can be in the form of written, practical, art or fieldwork, or even online. Their purpose is to ensure that students understand the subject ...
Mr. Walz, the governor of Minnesota, worked as a high school social studies teacher and football coach, served in the Army National Guard and chooses Diet Mountain Dew over alcohol.