what is question assignment

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will 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.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

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.

An Overview of Some Kind

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 …”

The Task of the Assignment

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.”

Additional Material to Think about

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.”

Technical Details

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.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

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.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

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.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

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 .

What kind of evidence do you need?

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 .

Technical details about the assignment

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.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

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

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Academic Writing - Education & CCSC students: Assignment Question

• Publication Style
• Assignment Question
• Assignment Genre
• Literature Searches
• Referencing
• Anthropomorphism

The Assignment Question

Understanding the assignment question is a key skill in academic writing

It is important to invest time in analysing the assignment question. Do not start to write, or even draft a plan, until you are confident that you know what the question is asking, how you should respond, and that you have all the information you need. Students who consistently do well in their written assignments apply a version of the steps below.

See also  Assignment Writing and Editing Checklist

The Assignment Question (1)

Approaching a new assignment

Ensure you are up to date with the tutorial material and readings before starting the assignment: many assignments relate to the tutorial material covered in the course up to the time the assignment is due. If you have not covered all the material, you have no way of knowing the concepts, skills and application-to-context you are missing. Many people start by printing out the assignment question and assessment criteria, then make notes. 

• Read the assignment question carefully a number of times, along with any marking criteria or supplementary information from your lecturer. 
• Highlight the key points and any words or phrases whose meaning you are unsure of. 
• Before proceeding, ascertain the definitions and meaning of those words and phrases.
• Determine the genre of the assignment or the type of response the assignment calls for (See Assignment Genre ).
• Sketch out a rough plan as a mindmap or series of dot points.
• Gather the resources (sources, references, readings, etc.) that you will rely upon.
• Compile the reference list (Yes! Do this at the start, not the end).

The Assignment Question (2)

While working on these 7 steps, ask yourself the following questions

• What knowledge is the assignment question asking me to demonstrate? This will usually be from the set readings and learning activities in the online tutorials. Check the Learning Outcomes for the unit as these are an important clue to what is to be assessed.
• What academic skills is the assignment question providing the opportunity for me to demonstrate? : skills such as critical understanding, application of theoretical content to your own context, and so on. The Learning Outcomes for the unit can also provide valuable information.
• What argument, theme(s), or angle will I adopt in my response to the assignment question?

Now, check your interpretation of the question one more time before you draft a plan and commit yourself to writing the assignment.

The investment of time before beginning to write pays a big dividend in the efficient use of the time taken to write the assignment itself, and in the quality of your output.

Checklist for writing and editing assignments

For further help in analysing assignment questions, see the following checklist.

UTS:HELPS Higher Education Language and Presentation Support. (2017).  Checklist for writing and editing assignments.  Retrieved 13 September, 2018, from  https://www.uts.edu.au/sites/default/files/article/downloads/Writing%20and%20Editing%20Checklist_3.pdf

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Understanding Writing Assignments

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How to Decipher the Paper Assignment

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.
• Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
• Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
• Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
• Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
• Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

• What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
• Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
• What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
• Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

• how the poster addresses its audience and is affected by context I'll do this first - 1.
• general layout, use of color, contours of light and shade, etc.
• use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
• the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
• possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
• ethical implications
• how the poster affects us emotionally, or what mood it evokes
• the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
• how the song addresses its audience
• lyrics: how they rhyme, repeat, what they say
• use of music, tempo, different instruments
• possible cultural ramifications or social issues that have bearing
• emotional effects
• the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

• Design Plan due: Thurs. 10/19
• Rough Draft due: Monday 10/30
• Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

Understanding your assignment questions: A short guide

• Introduction
• Breaking down the question

Directive or task words

Task works for science based essays.

• Further reading and references
• A-Z of Other Guides This link opens in a new window
• Academic Skills Gateway This link opens in a new window
• Book an Academic Skills Team Appointment This link opens in a new window

It is really important to understand the directive or task word used in your assignment.

This will indicate how you should write and what the purpose of the assignment in. The following examples show some task words and their definitions.

However, it is important to note that none of these words has a fixed meaning. The definitions given are a general guide, and interpretation of the words may vary according to the context and the discipline.

If you are unsure as the exactly what a lecturer means by a particular task word, you should ask for clarification. 

Analyse : Break up into parts; investigate

Comment on : Identify and write about the main issues; give your reactions based on what you've read/ heard in lectures. Avoid just personal opinion. 

Compare : Look for the similarities between two things. Show the relevance or consequences of these similarities concluding which is preferable. 

Contrast : Identify the differences between two items or arguments. Show whether the differences are significant. Perhaps give reasons why one is preferable. 

Criticise : Requires an answer that points out mistakes or weaknesses, and which also indicates any favourable aspects of the subject of the question. It requires a balanced answer. 

Critically evaluate : Weigh arguments for and against something, assessing the strength of the evidence on both sides. Use criteria to guide your assessment of which opinions, theories, models or items are preferable. 

Define : Give the exact meaning of. Where relevant, show you understand how the definition may be problematic. 

Describe : To describe is to give an observational account of something and would deal with what happened, where it happened, when it happened and who was involved. Spell out the main aspects of an idea or topic or the sequence in which a series of things happened. 

Discuss : Investigate or examine by argument; sift and  debate; give reasons for and against; examine the implications. 

Evaluate : Assess and give your judgement about the merit, importance or usefulness of something using evidence to support your argument. 

Examine : Look closely into something

Explain : Offer a detailed and exact rationale behind an idea or principle, or a set of reasons for a situation or attitude. Make clear how and why something happens. 

Explore : Examine thoroughly; consider from a variety of viewpoints

Illustrate : Make something clear and explicit, give examples of evidence

Justify : Give evidence that supports and argument or idea; show why a decision or conclusions were made

Outline : Give the main points/features/general principles; show the main structure and interrelations; omit details and examples

State : Give the main features briefly and clearly

Summarise : Draw out the main points only; omit details and examples

To what extent... : Consider how far something is true, or contributes to a final outcome. Consider also ways in which it is not true.

Task Words:

How to write e.g., discuss, argue etc.

Subject Matter:

What you should be writing about.

Limiting Words:

May narrow or change the focus of your answer. (Important - they stop you from including irrelevant info)

Below are some examples of questions and tips on how you might think about answering them.

Example of assignment questions:

1. compare acute and chronic pain in terms of pathophysiology and treatment.

Compare  - Make sure you are comparing and not just describing the two things in isolation

Acute and chronic pain  - Subject matter

In terms of pathophysiology and treatment  - Important limiting phrase - focus ONLY on these things. Use them as a lens to highlight the differences between acute and chronic pain.

Tip : Assignments that ask you to compare two things can be structured in different ways. You may choose to alternate continually between the two things, making direct comparisons and organising your essay according to themes. Alternatively, you may choose to discuss one thing fully and then the next. If you choose the second approach, you must make the links and comparisons between the two things completely clear. 

2. With reference to any particular example enzyme, outline the key structural and functional properties of its active site

With reference to any particular example enzyme  - Important limiting phase - focus your answer on a specific example. Use this example to help demonstrate your understanding. 

Outline  - Factual description is needed. You must demonstrate your knowledge and understanding. 

The key structural and functional properties of its active site  - Subject matter

Tip : Assignments that ask you to outline or describe are assessing your understanding of the topic. You must express facts clearly and precisely, using examples to illuminate them. 

3. There is no convincing evidence for the existence of life outside our solar systems

There is  - Task words not so obvious this time. Try turning the title into a question: 'Is there any convincing evidence for...?'

Convincing  - Important limiting word- there may be evidence but you need to assess whether or not it is convincing. 

For the existence of life outside of our solar system  - Subject matter

Tip : Assignment titles that are on actually a question are often simply asking 'how true is this statement?' You must present reasons it could be true and reasons it might not be, supported by evidence and recognising the complexity of the statement. 

4. To what extent can nuclear power provide a solution to environmental issues?

Discuss  - Explore the topic from different angles, in a critical way (not purely descriptive)

Nuclear power  - Subject matter

Provide a solution to  - Limiting phrase: discuss ways it can and ways it can't- don't be afraid to take a position based on evidence.

Environmental issues  - Subject matter. Might be an idea to define/ discuss what could be meant by environmental issues? This might be important for your argument. 

Tip : If an assignment is asking a direct question, make sure your essay answers it. Address it directly in the introduction, make sure each paragraph contributes something towards your response to it, and reinforce your response in your conclusion. 

5. Discuss the issue of patient autonomy in relation to at least one case study 

The issue of patient autonomy  - Subject matter

In relation to at least one case study  - Important limiting phrase - don't just discuss the issue of patient autonomy in general; discuss it in the context of one or more case studies. You should use the case study to illustrate all of your points about patient autonomy. 

Tip : Assignments that ask you to discuss in relation to a case study, or to a placement or own experience, usually want to see a clear link between theory and practice (reality). 

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Preparing for Academic Writing

• Understanding the Question
• Planning Your Assignment Timeline
• Outlining Your Essay
• Video Playlist
• Audio Playlist
• Downloadable Resources
• Further Reading
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What is meant by understanding the question? 

Understanding the question is the first and most important step when starting your assignments, as it means you can start your research and writing focused and on the right track. 

It is vital that you answer the question and fulfil the learning outcomes to pass your assessments and gain good marks. You could write an excellent essay, but if it does not answer the question asked or satisfy the learning outcomes it will not get the grade it deserves. 

Information for an assignment can be found in the assignment brief and the learning outcomes/objectives. The assignment brief will tell you what you need to produce e.g., an essay about the First World War; and learning outcomes describe what you need to demonstrate to achieve different marks e.g., critical analysis. You will find your assignment brief and learning outcomes in the handbook for each of your modules. 

How can I understand the question? 

The first step in understanding the question is to find and analyse the information given to you in your assignment brief and learning outcomes. If anything is unclear in these, you can ask your lecturer for clarification.  

When analysing the assignment question there are two things to look out for: ‘Instruction Words’ and ‘Subject Words’.  

Instruction Words are words that tell you what you need to do within your essay. Here are some examples:  

Compare 

Critically analyse 

Assess 

Instruction Words have specific meanings and affect what you are expected to write on a given topic. An assignment evaluating the causes of World War 1 would be very different to one describing the causes of World War 1. Evaluation requires analysis of the facts, where description requires the facts to be set out. As Instruction Words having distinct meanings, it is crucial that you define any instruction words in the question, assignment brief or learning outcomes to ensure you understand what is expected of your essay.  

Subject Words are words that inform you of the topics and specific areas that you should cover within your answer. These are often subject specific. Subject Words set the scope of the question and inform your research questions.   

For example: 

Analyse the impact of the Tea Act (1773) on UK Public Health, with a focus on middle and lower classes. Justify your findings with evidence and identify any limitations in your argument. 

The Instruction Words are ‘analyse’, ‘justify’, ‘evidence’ and ‘identify’.  

The Subject Words are ‘impact’, 'Tea Act (1773)’, ‘UK Public Health’ ‘focus on middle and lower classes’. 

As well as looking at the question, look at the assignment brief and any outcomes or objectives that you are asked to achieve. These will include factors such as more detailed key words, word limits and time scales. This information should inform your assignment timeline and planning.  

Throughout the process of researching and writing the assignment your knowledge and understanding of the question will grow and develop. To avoid going outside the scope of the assignment during your research, it is advised that you reflect and re-examine your assignment information before you write your assignment.  

For more information about how you can understand your question, check out ' The Assignment Journey Podcast' episode 'The First Steps', located in the resources section of this page.  

Furthermore, 'Understanding the Question' is covered in our Academic Writing Workshop: 'Preparing for Academic Writing'. You can find it on the Develop@Derby workshops calendar  here .

In this episode of the Assignment Journey Podcast Alex and Naomi (Senior Skills Officer), go through what the first steps are that you could take when you are given an assignment. They discuss using the assignment brief and what questions you can ask to understand the question. Their advice is backed up by voices of current University of Derby Students.

Understanding the question

In this video recorded live during the Introduction to the Key Skills Workshop on the 22nd September 2020, Alex from the Skills team outlines tips and advice for ensuring that you understand the assignment question so that you can ensure that your answer in relevant and hits the marking criteria.

How can I check I am answering the question

In this 8 minute video from the Understanding the Question livestream, Naomi and Alex from the Skills Team discuss ways that you can check that you are answering the question throughout your assignment.

The First Steps: Understanding the Question

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Understanding the question preparing assignments.

The first and most important thing to do is pay close attention to what the module assignment guide says you have to do. It gives you the assignment question and extra things that might help such as notes on the writing style and the format you should adopt.

Make sure you know what type of assignment is needed. Is an essay required? Do you have to write a report or a series of short answers to questions?

Check the word limit and keep to it.

Eulina's advice on starting an assignment

Eulina: I really do try and stress to analyse the essay title or the assignment title. Just for 15 minutes, don't even start working, just have the title in front of you and maybe pick out the words that are telling you what to do. If it's to compare and contrast? Is it to outline? Is it to explain a theme? What are they asking of me? What are they looking for? If you get that right, you're halfway through into writing your assignment. And then from that you can write your essay plan. Now people write essay plans in all different ways, in like a box, flow diagram, or in linear. And your essay plan should just be key words, or key themes that will then trigger off other, issues or other notes. So when you begin to write your essay you've got a plan in front of you, know exactly where to go for the information, you know exactly what information you're going for and I think if you work within that structure it becomes less confusing.

All assignment questions have key words or phrases that indicate how and what you should write. There are two types of key words to be aware of.

Content words

• Process words

You'll be able to focus your ideas much more clearly if you identify the content and process words in the question or title of your assignment.

These tell you what topics the question requires you to focus on. For example, look at this assignment question.

Compare your own education to date with that of one of your parents, one of your children (if you have any) or a friend from a different generation . Which points of comparison seem important to you and why ?

The content words are in bold and tend to be nouns. There are plenty of content words there. The question asks you to choose between three groups of people against whom you should compare your education. The key word 'important' indicates that you must pick out a number of main points of comparison (not everything you can think of).

Content word activity

Identify the content words in the assignment question in the following activity: Content words activity . There is also a  Word version (DOC, 158KB)  available.

Process words and phrases

Process words and phrases tell you what to do with your material and are often expressed as imperatives: ' Assess  the impact of ...' or ' Explain  the importance of ...' So, in the example question above, the key words 'Compare' and 'why' are process words (rather than content words). The word 'why' indicates that you must give reasons for selecting particular points of similarity and difference.

In the assignment question below, the process words are in bold.

With particular reference to Reading A of Chapter 9, English: history, diversity and change, discuss and evaluate the grounds on which judgements are made about ‘correctness’ in English.

Process word activity

Identify the meanings of these process words in the following activity: Process words activity . There is also a  Word version (DOC, 195KB)  available. Once you feel confident that you've identified what you are being asked to do for your assignment, you can turn to finding the relevant books, etc.

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Assignments usually ask you to demonstrate that you have immersed yourself in the course material and that you've done some thinking on your own; questions not treated at length in class often serve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly begun thinking independently. In responding to assignments, keep in mind the following advice.

• Beware of straying.  Especially in the draft stage, "discussion" and "analysis" can lead you from one intrinsically interesting problem to another, then another, and then ... You may wind up following a garden of forking paths and lose your way. To prevent this, stop periodically while drafting your essay and reread the assignment. Its purposes are likely to become clearer.
• Consider the assignment in relation to previous and upcoming assignments.  Ask yourself what is new about the task you're setting out to do. Instructors often design assignments to build in complexity. Knowing where an assignment falls in this progression can help you concentrate on the specific, fresh challenges at hand.

Understanding some key words commonly used in assignments also may simplify your task. Toward this end, let's take a look at two seemingly impenetrable instructions: "discuss" and "analyze."

1. Discuss the role of gender in bringing about the French Revolution.

• "Discuss" is easy to misunderstand because the word calls to mind the oral/spoken dimension of communication. "Discuss" suggests conversation, which often is casual and undirected. In the context of an assignment, however, discussion entails fulfilling a defined and organized task: to construct an argument that considers and responds to an ample range of materials. To "discuss," in assignment language, means to make a broad argument about a set of arguments you have studied. In the case above, you can do this by
• pointing to consistencies and inconsistencies in the evidence of gendered causes of the Revolution;
• raising the implications of these consistencies and/or inconsistencies (perhaps they suggest a limited role for gender as catalyst);
• evaluating different claims about the role of gender; and
• asking what is gained and what is lost by focusing on gendered symbols, icons and events.

A weak discussion essay in response to the question above might simply list a few aspects of the Revolution—the image of Liberty, the executions of the King and Marie Antoinette, the cry "Liberte, Egalite, Fraternite!" —and make separate comments about how each, being "gendered," is therefore a powerful political force. Such an essay would offer no original thesis, but instead restate the question asked in the assignment (i.e., "The role of gender was very important in the French Revolution" or "Gender did not play a large role in the French Revolution").

In a strong discussion essay, the thesis would go beyond a basic restatement of the assignment question. You might test the similarities and differences of the revolutionary aspects being discussed. You might draw on fresh or unexpected evidence, perhaps using as a source an intriguing reading that was only briefly touched upon in lecture.

2. Analyze two of Chaucer's Canterbury Tales, including one not discussed in class, as literary works and in terms of sources/analogues.

The words "analyze" and "analysis" may seem to denote highly advanced, even arcane skills, possessed in virtual monopoly by mathematicians and scientists. Happily, the terms refer to mental activity we all perform regularly; the terms just need decoding. "Analyze" means two things in this specific assignment prompt.

• First, you need to divide the two tales into parts, elements, or features. You might start with a basic approach: looking at the beginning, middle, and end. These structural features of literary works—and of historical events and many other subjects of academic study—may seem simple or even simplistic, but they can yield surprising insights when examined closely.
• Alternatively, you might begin at a more complex level of analysis. For example, you might search for and distinguish between kinds of humor in the two tales and their sources in Boccaccio or the Roman de la Rose: banter, wordplay, bawdy jokes, pranks, burlesque, satire, etc.

Second, you need to consider the two tales critically to arrive at some reward for having observed how the tales are made and where they came from (their sources/analogues). In the course of your essay, you might work your way to investigating Chaucer's broader attitude toward his sources, which alternates between playful variation and strict adherence. Your complex analysis of kinds of humor might reveal differing conceptions of masculine and feminine between Chaucer and his literary sources, or some other important cultural distinction.

Analysis involves both a set of observations about the composition or workings of your subject and a critical approach that keeps you from noticing just anything—from excessive listing or summarizing—and instead leads you to construct an interpretation, using textual evidence to support your ideas.

Some Final Advice

If, having read the assignment carefully, you're still confused by it, don't hesitate to ask for clarification from your instructor. He or she may be able to elucidate the question or to furnish some sample responses to the assignment. Knowing the expectations of an assignment can help when you're feeling puzzled. Conversely, knowing the boundaries can head off trouble if you're contemplating an unorthodox approach. In either case, before you go to your instructor, it's a good idea to list, underline or circle the specific places in the assignment where the language makes you feel uncertain.

William C. Rice, for the Writing Center at Harvard University

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There are usually three steps to analysing an assignment question. Some questions may involve more than one task.

Checking the meaning

Check the meaning of any words or terms within the assignment question by looking up your course notes, study guide, textbook, or dictionary.

If the assignment question includes a direct quote from a particular author, then you could try to locate a copy of the source (article or paper or text). This will enable you to identify the context of the writer's statement. This can lead you to supporting evidence for the author's position that you may need to consider when writing your assignment.

Identify the three main parts of the question

Normally, there are three main parts to assignment questions:

• Command/s : These are command or directing words that tell you what to do, such as "Discuss", "Analyse", "Compare and contrast", "Critique", or "Evaluate". Sometimes there is more than one command in a question. For more on this see the section on assignment command words .
• Topic/s : This is the general area(s) for your discussion. The topic/s can be determined by taking the command word/s and asking "what?" after each command word. For example, Discuss what? Compare and contrast what with what?
• Focus : The specific area of the topic that you need to concentrate on. Sometimes there is more than one focus in a question. This can usually be identified by extending the strategy above: Discuss - what? - in relation to what?

Forming a thesis statement

Many types of assignment (such as essays ) require you to form a thesis statement - a single sentence outlining your answer to the question. See the section on thesis statements for more.

Complex questions

Some assignments are more complex and may require you to perform more than one task to complete the assignment. This is not always clear, as some tasks are implied rather than explicitly stated. It may be necessary to break the question into small chunks to find all the different sections that you will need to cover in order to answer a question fully.

For example:

Define Maslow's hierarchy of needs. Describe how they apply to an online marketing environment.

First Chunk: Define Maslow's hierarchy of needs

• Understand the chunk: Define Maslow's Hierarchy.
• Brainstorm about the topic; ask yourself questions about the topic.
• Note down in your own words your next action.

Second Chunk: Describe online marketing

• Understand the chunk: Describe online marketing
• Brainstorm about the topic: What is online marketing?
• Note down in your own words your next action: What research do you need to do?

Third Chunk: Describe how Maslow relates to the different facets of the online marketing environment

Page authorised by Director - Centre for Learner Success Last updated on 18 February, 2019

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NCI LIBRARY

Academic writing skills guide: understanding assignments.

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

Deconstructing the question is the first step in answering an assignment question. You might need to clarify the meaning of some words and work out what the brief really wants you to do. Your question will contain key words related to the assignment topic, as well as directive/instructional words that tell you what to do. Highlight, circle or underline the key words in the assignment brief. Also, mark any words or phrases that you do not understand. What does the title / question mean? What is it asking you to do? Why is this important? How are you going to answer it? What do you need to find out first, second, third in order to answer the question? This is a good way of working out what important points or issues make up the overall question which in turn helps to focus your reading and your initial writing. Asking questions early also helps you to feel more in control, as it helps you to think more critically and independently about the topic prior to doing any wider research. An assignment is usually made up of two parts: the assignment brief and the learning outcomes/objectives. The assignment brief will tell you what you need to produce,. Learning outcomes or objectives are a description of what you need to demonstrate to pass a module / assignment. By reading and understanding the expected learning outcomes/objectives for a module, you can help improve your grades for each assignment. Set the question in context – how does it fit with the key issues in your module and the topic as a whole? Looking at your lecture notes, module readings and learning outcomes/objectives will help you determine how the key themes, concepts and theories you have been studying on your module are linked to the question.   One of the key components of assignment questions or criteria are – the verbs that tell you what you need to do in your assignment. There are a number of commonly used directive/instructional words, which have recognised meanings when applied to college assignments. To interpret the question accurately, you need to understand what these words mean. Recognising directive/instructional words used in your assignment titles and guidelines will help you organise your ideas appropriately and help you write more confidently. It is easy to overlook the directive/instructional words, but if you just describe something when you have been asked to analyse it, your assignment is likely to receive a lower grade.  Words commonly used in assignments can appear to have similar meanings, but there are subtle differences between them. How is analyse different to critically evaluate? These words may seem similar but do have distinct meanings. However, there are not always hard distinctions between the words and different lecturers may use them in slightly different ways. You must always go by the total meaning of the title or question in the assignment brief. Read the question carefully and do not jump to conclusions about what is required on the basis of these words only. It is always advisable to clarify an assignment with your lecturer if you do not fully understand what you are being asked to do.   Do not get put off by phrases such as "with reference to relevant literature" or "critically evaluate" and "critically analyse" (rather than simply "evaluate" or "analyse"). These phrases/words are there as a gentle reminder as it is expected that much of your writing will refer to relevant literature and have an element of criticality at college level no matter what the instructions in the assignment brief. Breaking down the assignment directive/instructional words to understand what you are being asked to do will help kickstart your critical thinking skills and help you plan the logical ordering of your ideas.  Below is a list of interpretations for some of the more common directive/instructional words. These interpretations are intended as a guide only but should help you gain a better understanding of what is required when they are used.  Account for Explain, clarify, give reasons for something and why it happens; give evidence to support your argument. Analyse  Examine the topic methodically. Separate the subject into parts and then discuss, examine, or interpret each part carefully and in detail, considering how they relate to each other, how the parts contribute to the whole and why they are important. Using evidence for and against, mention any strengths/weaknesses, advantages/disadvantages. Do not simply describe or summarise; question the information. Apply  Use evidence or details that you have been given to demonstrate how an idea, theory, or concept works in a particular situation. May involve transferring evidence from your reading to real life, or to a case study, perhaps applying theory to practice. Argue  Methodically present the case for and/or against something basing your claims/reasons on a range of appropriate evidence; aim to influence the reader to accept your view, demonstrating weaknesses in the opposing argument. Assess  Using evidence and arguments, weigh something up and consider the value, quality or importance of it, examining the positive, negative and contestable aspects. Come to a conclusion. Be critical Identify what is good and bad about the information and why; probe, question, identify inaccuracies or shortcomings in the information; estimate the value of the material.  Characterise  Describe the features and qualities of a concept or phenomenon, making it different and distinguished from other things. Clarify  Make something clearer and simplify it; identify the key components of an issue/topic/problem, removing any potential misunderstandings; if appropriate, explain the relationship between two or more variables.  Classify  Organise information into categories, groups or classes; noting the influence and importance of each, outline the difference between them, explaining why and how you classified the information.   Comment on Identify and write about the main issues, giving your observations and interpretations based upon what you have read and researched, explaining the meaning of a situation or statement. Be critical, give your point of view, saying why something matters but avoid opinion that is not backed up or based on evidence presented in your writing.   Compare  Look at the similarities more than the differences between two or more things. Explain how they are similar, say if any similarities are more important than others and indicate the relevance or consequences of them.   Consider  Think and write about something carefully, discussing different possibilities and perspectives on a given topic. Support your comments/explanations by using appropriate evidence - include any views which are contrary to your own and how they relate to what you think.   Contrast  Look at the similarities and differences between two or more things, mainly emphasising the differences and what sets them apart – explain how different they are, indicate if this is significant and, if appropriate, give reasons why one item or argument may be preferable.   Critically  Used in combination with another directive/instructional word to get you to analyse and evaluate the strengths and weaknesses of something not simply describe or state how something is.   Critically evaluate Weigh arguments for and against something, assessing the strength of the evidence on both sides. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Based on the evidence, come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice.   Critique This does not mean you have to be negative, include both positive and negative points - look at any implications. Give your judgment about the value, quality and effectiveness of a theory, opinion or methodology and how it meets specific expectations; back your judgment by discussing the evidence.     Define  Describe or state clearly the meaning of something, examining the different possible or often used definitions in reputable research material. Where relevant, show the boundaries and limitations of the definition and the different interpretations that may exist, indicating how the definition distinguishes this term/concept from others.   Demonstrate  Show clearly or prove something by giving explanations, illustrations and/or supporting evidence.   Describe  Give a detailed, full account of the main characteristics, properties or qualities of a topic/issue or the sequence in which a series of things happen(ed). Explain how and why something happens.  Determine  Find out or calculate something  Differentiate  Show the difference or make a distinction between two or more things.   Discuss  Essentially this is a written debate. Supported by carefully selected evidence, examine, analyse and present both sides of the most important aspects of a topic, pointing out advantages and disadvantages, giving arguments/reasons for and against, assessing how satisfactory something is and examining the implications. Based on the evidence you have presented, state which argument is more persuasive, examine the implications and come to a conclusion.   Distinguish  Identify and describe the differences between two or more items.  Elaborate  Explain something in greater detail and at greater length, providing reasons, examples and more information.   Enumerate  List, organise or outline relevant items/ideas one by one, and concisely describe them.  Estimate  Weigh up the evidence and say by how much a theory or opinion may be preferable; calculate; predict.  Evaluate  Present a careful judgement on the worth, value, significance, relevance or usefulness of something; weighing up the arguments for and against something, show the advantages and disadvantages, strengths and weaknesses. Refer to relevant and reliable evidence and use logic and reason to argue and justify your case. Come to a conclusion.   Examine  Critically discuss, investigate or look at a subject in close detail and evaluate the key facts and important issues, giving reasons why they are the most important and explaining the different ways they could be understood/interpreted.  Explain  Make plain and clear in an understandable way; give reasons for differences of opinion or results and analyse. Clarify and interpret the topic by giving a detailed account as to how and why something happens (analysing the causes), why it is the way it is or what is meant by the use of a term in a particular context. Define key terms where appropriate and back up with evidence and examples.   Explore  Examine thoroughly, considering a variety of different viewpoints and perspectives, adopting a questioning approach. Show why there might be debate and where possible, reconcile opposing views by presenting a final line of argument.   Formulate  Use current understanding from evidence and theory to create an idea, definition or interpretation on a topic.  Give an account of  Give a detailed description of something, showing the important steps, stages or developments in the subject  Highlight  Bring attention to something or emphasise its importance (for example, highlight the main points in an argument).  Identify  Select/point out/list what you regard as the key features, problems, needs or issues in relation to something, explaining how and why they are important or relevant.  Illustrate  Make something very clear and explicit, by providing visual or written examples - use figures, diagrams, graphs, statistics, charts, tables or other visual concepts.  Indicate  Point out, show or explain something.  Infer  Conclude something from facts or reasoning.  Interpret  Demonstrate your understanding of something in a detailed and methodical way about which there may be more than one opinion. Backed by evidence, explain the meaning and significance of it, how or why it is important, giving your own judgement. Perhaps indicate how it relates to some other thing or perspective.   Investigate  Enquire into all aspects of a topic through research.  Justify  Make a case for a particular viewpoint, decision or conclusion; give convincing evidence and reasons which support this while also taking into account the opposing view, considering objections that others might make before stating your conclusion.   List  Write your answer as an itemised series of brief points in a logical order  Outline  Give a general summary of the main points, ideas or features; emphasise the structure and how they fit together or complement each other. Leaving out minor details, present the information in a logical order.  Prove  Show by argument or logic that something is true or false by presenting and evaluating adequate evidence to back up your reasoning.   Reconcile  Show how two apparently opposed or mutually exclusive ideas or propositions can be seen to be similar in important respects, if not identical.  Reflect (on)  Analyse a past experience to improve future performance. Think carefully about something, and consider different views and possibilities.  Relate  Show or describe the connections, similarities or associations between things and the extent to which they are alike or affect each other.   Review  Examine a subject critically, analysing and commenting on the main points in an organised manner, bringing together and critiquing the current evidence and understanding on a topic. Assess rather than simply describe, drawing a conclusion based on the evidence presented.   Show  Demonstrate with supporting evidence.  Specify  Give details of something.  State  Specify the main points of an idea or topic in brief, precise terms; no need to be overly descriptive – leave out minor details. Generally does not call for argument or discussion or a judgement from you, just the presentation of the facts.  Suggest  Make a proposal and support it.  Summarise  Give a concise/condensed account of the main points / ideas that are worth noting and remembering – leave out unnecessary detail, side-issues or examples, reducing your discussion to the basic essentials, the key ideas.   Support  Give reasons or evidence for something with appropriate evidence, usually academic sources promoted by your lecturer (books, academic journals or reputable websites).   Synthesise  Combine or bring together research or information from several different sources and integrate into your writing to create a single, cohesive discussion / argument which effectively presents your ideas or opinions.   To what extent  How far is something true or not true? Consider in what ways something meets the requirements of a purpose or contributes to an outcome; support with evidence. Exploring these alternative explanations, make a judgment and defend it. The answer is unlikely to be 100% true or false but somewhere in between.   Trace  Outline how something has changed or developed from an earlier time to its current form. Identify connections.   Verify  Prove something by showing evidence or information. It could also mean that you check and see to make sure certain information is correct and accurate.  Communications from the Library:  Please note all communications from the library, concerning renewal of books, overdue books and reservations will be sent to your NCI student email account. << Previous: The Writing Process Next: Brainstorming Techniques >> Last Updated: Apr 23, 2024 1:31 PM URL: https://libguides.ncirl.ie/academic_writing_skills Jump to menu Student Home Accept your offer How to enrol Student ID card Set up your IT Orientation Week Fees & payment Academic calendar Special consideration Transcripts The Nucleus: Student Hub Referencing Essay writing Learning abroad & exchange Professional development & UNSW Advantage Employability Financial assistance International students Equitable learning Postgraduate research Health Service Events & activities Emergencies Volunteering Clubs and societies Accommodation Health services Sport and gym Arc student organisation Security on campus Maps of campus Careers portal Change password Answering Complex Assignment Questions In order to decide how to answer an assignment question, you need to identify what it requires in terms of content and genre. This guide outlines some methods to help you analyse assignment questions. Implied or complex questions Some assignment questions are more complex than the example in the last section. They might have a number of parts or may not include a clear task word, which can seem confusing. In order to understand how to answer, look at the entire question. Look for clues in the limiting and content words and in the relationships between words and phrases. Elements of complex questions Some questions consist of a statement or a proposition that requires a discussion . Such questions often provide a quotation or statement, followed by a task word such as 'discuss'. Other questions include a direction such as 'explain the significance' of' a given statement. Some questions include specific instructions . They might require you to include certain material, use specific sources or to take a particular approach. Make sure you follow these instructions. Other questions include guidelines as to the scope of the essay. They will specify a time period or location or specify a framework for the discussion. Sometimes an assignment task consists of a number of related questions . There may be several parts to the question, including a number of task words or specific questions. In this case, make sure you address each part of the task, and also recognise the relationship and links between the different parts of the assignment when forming your conclusions. Sample questions The sample assignment questions below are examples of implied tasks. Questions which require a discussion or explanation: 'The ideal of human rights is not universal. Discuss.' 'Account for the economic success of the 'tiger' economies of Taiwan, Hong Kong, Singapore and South Korea during the 1960s.' Questions which imply a comparison and/or contrast: 'The development of ethics is as important to medicine as the development and use of antibiotics.' Questions which ask for the cause and/or effect relationships to be exposed: 'Indigenous Australians experience lower levels of access to health services than the general population. Discuss the factors determining access.' Questions which imply an opinion needs to be given: 'Why did the ideas of Martin Luther cause such an upheaval in 16th century Europe? Would there have been a Reformation without him? How would you measure the success of the Lutheran Reformation? Give reasons for your view.' Questions which imply evaluation: 'To what extent did the subcultural research project demonstrate that youth cultures were "counter-hegemonic"?' 'What traits distinguish Buddhism, Confucianism, and Daoism from each another? Has society influenced these religions or have these religions influenced society?' What if I don't have a question? Some assignments let you choose a topic to explore within a particular framework or context. For example: 'Write a report on the significance of your chosen topic for the Engineering program.' If you are given a general topic to research for an assignment, you need to form your own focus. First consider the current trends, issues or debates on the topic (this may require some preliminary research). Then form a focus question that indicates how you will approach the topic. You should also discuss your question with your tutor.    Next: Glossary of task words Essay and assignment writing guide. Essay writing basics Essay and assignment planning Complex assignment questions Glossary of task words Editing checklist Writing a critical review Annotated bibliography Reflective writing ^ More support U.S. Locations UMGC Europe Learn Online Find Answers 855-655-8682 Current Students Online Guide to Writing and Research The writing process, explore more of umgc. Online Guide to Writing Understanding Your Assignment “What is expected of me?” Writing a strong paper requires that you fully understand your assignment, and answering this question is the first crucial step in the academic writing process. What is your professor asking of you? The suggestions below will assist you as you determine what is expected of you. Assignment Comprehension Tips Click on the tabs below for tips on how to fully understand what is expected of you. STUDY THE DETAILS CREATE A TANGIBLE RESOURCE IMPLEMENT A TIMETABLE HIGHLIGHT KEY WORDS STAY WITHIN CLOSE PROXIMITY OF DETAILS RELY ON SUPPORT Read the instructions line-by-line to familiarize yourself initially. Reading them aloud helps too. Print out the instructions if necessary and highlight key information, such as the due date, word count, format, or citation style. Print and study the rubric, if available. The rubric reveals how you will be graded for each part of your essay and will give you clues on how exactly to structure your writing. Plug the due date into your smartphone calendar and request a reminder notification. In addition, work backward from the due date and schedule specific weeks for planning, prewriting, researching, writing, getting feedback, and rewriting.  Circle any key phrases that can guide your actions. Keep your assignment instructions next to you as you work on informal prewriting exercises and planning so you avoid getting off track. When in doubt, ask your professor. Your professors want you to succeed and welcome any remaining questions about assignment expectations. Finding Purpose and Meaning The purpose of the preparative steps above is to create a foundation for nuanced writing. Some additional questions can help you reach a deeper understanding of the assignment. Ask yourself the following questions: What is the purpose of this assignment and why is it important? Who is my audience my professor classmates professionals in my field of study, how will this contribute to my knowledge and growth as a writer, what timeline should i assign myself for the gradual development of this work. Table 2.1 below shows you how to identify keywords and expectations from the directive wording of the assignment. These key phrases are often associated with essay questions, as well as informal and formal papers. As a note, the table is based on Benjamin Bloom’s cognitive objectives. Table 2.1 Assignment Wording and Expectations Define, label, list, name, repeat, order, arrange, memorize Memorize, recall, and present information Describe, indicate, restate, explain, review, summarize, classify Interpret information in your own words Apply, illustrate, prepare, solve, use, sketch, operate, practice, calculate Apply knowledge to new situations Analyze, categorize, compare, test, distinguish, examine, contrast Break down knowledge into parts and show relationships among parts Arrange, compose, formulate, organize, plan, assemble, construct Bring together parts of knowledge to form a whole; build relationships for new situations Appraise, evaluate, conclude, judge, predict, compare, score Make judgments based on criteria; support, confirm preferences Use supporting examples, cite passages from the text, paraphrase, summarize Quote or paraphrase to support what you have written Provide corroborating evidence, reference other works, research, cite examples from case studies Use outside research to support your thesis or hypothesis Once you understand your assignment and decide on what approach to take, you can move on to identifying and targeting your audience. Key Takeaways If you take the steps to retain, plan, and understand the meaning behind your writing assignment, you will increase your confidence and success as a writer. Focusing on key words and phrases will provide clues on what actions to take while planning the structure and content of your essay.  Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites. Table of Contents: Online Guide to Writing Chapter 1: College Writing How Does College Writing Differ from Workplace Writing? What Is College Writing? Why So Much Emphasis on Writing? Chapter 2: The Writing Process Doing Exploratory Research Getting from Notes to Your Draft Introduction Prewriting - Techniques to Get Started - Mining Your Intuition Prewriting: Targeting Your Audience Prewriting: Techniques to Get Started Prewriting: Understanding Your Assignment Rewriting: Being Your Own Critic Rewriting: Creating a Revision Strategy Rewriting: Getting Feedback Rewriting: The Final Draft Techniques to Get Started - Outlining Techniques to Get Started - Using Systematic Techniques Thesis Statement and Controlling Idea Writing: Getting from Notes to Your Draft - Freewriting Writing: Getting from Notes to Your Draft - Summarizing Your Ideas Writing: Outlining What You Will Write Chapter 3: Thinking Strategies A Word About Style, Voice, and Tone A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction Critical Strategies and Writing Critical Strategies and Writing: Analysis Critical Strategies and Writing: Evaluation Critical Strategies and Writing: Persuasion Critical Strategies and Writing: Synthesis Developing a Paper Using Strategies Kinds of Assignments You Will Write Patterns for Presenting Information Patterns for Presenting Information: Critiques Patterns for Presenting Information: Discussing Raw Data Patterns for Presenting Information: General-to-Specific Pattern Patterns for Presenting Information: Problem-Cause-Solution Pattern Patterns for Presenting Information: Specific-to-General Pattern Patterns for Presenting Information: Summaries and Abstracts Supporting with Research and Examples Writing Essay Examinations Writing Essay Examinations: Make Your Answer Relevant and Complete Writing Essay Examinations: Organize Thinking Before Writing Writing Essay Examinations: Read and Understand the Question Chapter 4: The Research Process Planning and Writing a Research Paper Planning and Writing a Research Paper: Ask a Research Question Planning and Writing a Research Paper: Cite Sources Planning and Writing a Research Paper: Collect Evidence Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research Planning and Writing a Research Paper: Draw Conclusions Planning and Writing a Research Paper: Find a Topic and Get an Overview Planning and Writing a Research Paper: Manage Your Resources Planning and Writing a Research Paper: Outline Planning and Writing a Research Paper: Survey the Literature Planning and Writing a Research Paper: Work Your Sources into Your Research Writing Research Resources: Where Are Research Resources Found? - Human Resources Research Resources: What Are Research Resources? Research Resources: Where Are Research Resources Found? Research Resources: Where Are Research Resources Found? - Electronic Resources Research Resources: Where Are Research Resources Found? - Print Resources Structuring the Research Paper: Formal Research Structure Structuring the Research Paper: Informal Research Structure The Nature of Research The Research Assignment: How Should Research Sources Be Evaluated? The Research Assignment: When Is Research Needed? The Research Assignment: Why Perform Research? Chapter 5: Academic Integrity Academic Integrity Giving Credit to Sources Giving Credit to Sources: Copyright Laws Giving Credit to Sources: Documentation Giving Credit to Sources: Style Guides Integrating Sources Practicing Academic Integrity Practicing Academic Integrity: Keeping Accurate Records Practicing Academic Integrity: Managing Source Material Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source Practicing Academic Integrity: Managing Source Material - Quoting Your Source Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources Types of Documentation Types of Documentation: Bibliographies and Source Lists Types of Documentation: Citing World Wide Web Sources Types of Documentation: In-Text or Parenthetical Citations Types of Documentation: In-Text or Parenthetical Citations - APA Style Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style Types of Documentation: In-Text or Parenthetical Citations - Chicago Style Types of Documentation: In-Text or Parenthetical Citations - MLA Style Types of Documentation: Note Citations Chapter 6: Using Library Resources Finding Library Resources Chapter 7: Assessing Your Writing How Is Writing Graded? How Is Writing Graded?: A General Assessment Tool The Draft Stage The Draft Stage: The First Draft The Draft Stage: The Revision Process and the Final Draft The Draft Stage: Using Feedback The Research Stage Using Assessment to Improve Your Writing Chapter 8: Other Frequently Assigned Papers Reviews and Reaction Papers: Article and Book Reviews Reviews and Reaction Papers: Reaction Papers Writing Arguments Writing Arguments: Adapting the Argument Structure Writing Arguments: Purposes of Argument Writing Arguments: References to Consult for Writing Arguments Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition Writing Arguments: Steps to Writing an Argument - Determine Your Organization Writing Arguments: Steps to Writing an Argument - Develop Your Argument Writing Arguments: Steps to Writing an Argument - Introduce Your Argument Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition Writing Arguments: Steps to Writing an Argument - Write Your Conclusion Writing Arguments: Types of Argument Appendix A: Books to Help Improve Your Writing Dictionaries General Style Manuals Researching on the Internet Special Style Manuals Writing Handbooks Appendix B: Collaborative Writing and Peer Reviewing Collaborative Writing: Assignments to Accompany the Group Project Collaborative Writing: Informal Progress Report Collaborative Writing: Issues to Resolve Collaborative Writing: Methodology Collaborative Writing: Peer Evaluation Collaborative Writing: Tasks of Collaborative Writing Group Members Collaborative Writing: Writing Plan General Introduction Peer Reviewing Appendix C: Developing an Improvement Plan Working with Your Instructor’s Comments and Grades Appendix D: Writing Plan and Project Schedule Devising a Writing Project Plan and Schedule Reviewing Your Plan with Others By using our website you agree to our use of cookies. Learn more about how we use cookies by reading our  Privacy Policy . Online Learning Resources Academic skills office, academic skills. Introduction Academic essays Thesis statement Question analysis Sample essay Introduction paragraphs Beginner paragraphs Perfecting Paragraphs Academic paragraphs Conclusion paragraphs Academic writing style Using headings Using evidence Supporting evidence Citing authors Quoting authors Paraphrasing authors Summarising authors Tables & figures Synthesising evidence About academic reading Identify your purpose for reading Some reading techniques Effective reading keto diet and alcoholic cirrhosis will uric acid pills lower blood pressure where can you get diet pills how many beets to eat to lower blood pressure 2015 learn about keto diet blood pressure medication makers what diabetes meds cause high blood pressure does lithium cause erectile dysfunction the most extreme weight loss pills for men what can help lower blood pressure it you rum out of meds perscription diet pills will formula 303 lower blood pressure diet v8 splash on keto irwin naturals ripped man reviews just angina raise or lower blood pressure Making notes keto diet skin on chicken thighs cons on keto diet federal funding for viagra african penis enlargement custom what kind of yogurt can you eat on keto diet different types of diets to lose weight fast can i have banana on keto diet phen phen diet pills for sale how to lose weight fast fully raw christina sugar bear hair vitamin and keto diet san diego county adolescent sexual health data where can i buy elite max keto diet pills how can i get a prescription for blood pressure medicine forged supplements keto diet ad Overcoming reading difficulties lifestyle changes to lose weight forskolin trim diet reviews blood pressure medicine used for does a keto diet make you gain fat medication chart for home a guys dicks what can you naturally take to lower your blood pressure immediately how do i tell if my health insurance will cover diet pills fessiona male enhancement how ro increase your sex drive how to lower yuor systolic blood pressure adam secret extra strength medication cognitive function and high blood pressure g herbal medicine for bp which high blood pressure meds are recalled When you are set a writing task, you are expected to answer the set question. The most common complaint from lecturers is that students don’t answer the question or only answer part of it . There are few marks for essays that don’t answer the set question—even if they are well written! About question analysis You need to use question analysis for assignments, exam essays and short answer questions. If you learn the steps for question analysis and take 10-15 minutes to think through the question in this systematic way, then you will have a good start to writing a successful essay—one that pleases the lecturer! Tools for question analysis The following five steps can be used to analyse ALL questions: 1. Read the whole question twice 2. Look for topic words Topic words are easy to locate. They tell you what you have to write about. But be careful as you may only have to write about some aspect of this topic. Never stop here! Go to the next step (restricting words). 3. Look for any words that may restrict the topic in any way Restricting words are words or phrases that narrow the topic and make it more specific, i.e. this is the part of the broad topic that the lecturer wants you to investigate— you will only be given marks on subject matter that is restricted to the aspect of the topic . 4. Look for instruction words Instruction words are words that tell you what to do. Be careful with these. If the lecturer wants you to describe, your answer will not be the same as when you are asked to critically assess. The ASO factsheet:  Analysing the question gives you a number of common instruction words and shows you what they mean. Be careful: Words such as what, how and why can also be used, and you will have to interpret the specific meaning behind the question Two or more instruction words in a question means that you will have to answer each part of the question. 5. Rewrite the question in your own words. Rewriting the question in your own words is a good way of making sure that you have understood the question, BUT you must stay close to the original question. Then, you need to match your version to the original—if you have any doubts about your interpretation, check with your lecturer. READ this question twice then analyse the question using the question analysis steps: Discuss why assignment essays are common assessment tasks in undergraduate tertiary coursework, and evaluate the effectiveness of assignments as an avenue for learning. When you are analysing a question for an assignment or in exams, you need a system to mark up your text (scribble notes around the question) using highlighters, arrows and short notes. Develop a code that you can use for all of your question analysis needs. An example is demonstrated below. The trouble with questions The trouble with questions is that they don’t always follow the same pattern. Sometimes, the lecturers write a brief question, and other times you may get a page of instructions about what is required. Sometimes, instruction words are like those on the ASO factsheet: Analysing the question , and at other times you need to interpret key words to match the instruction words. The question starts with a statement. Assignment essays are common assessment tasks in undergraduate tertiary coursework. Discuss why they are set and evaluate the effectiveness of assignments as an avenue for learning. The question doesn’t use ‘instruction’ words. Why are assignment essays common assessment tasks in undergraduate tertiary coursework, and are they effective as an avenue for learning? You still follow the same steps, but you will need to recognize the differences and spend time interpreting the question until you are satisfied that you are on the right path. Report broken link Found an error? Suggestions +44 (0) 207 391 9032 Recent Posts How Long Should a Thesis Statement Be? How to Write a Character Analysis Essay Best Colours for Your PowerPoint Presentation: How to Choose How to Write a Nursing Essay Top 5 Essential Skills You Should Build As An International Student How Professional Editing Services Can Take Your Writing to the Next Level How to Write an Effective Essay Outline How to Write a Law Essay: A Comprehensive Guide with Examples What Are the Limitations of ChatGPT? How to Properly Write an Essay Outline Using ChatGpt Academic News Custom Essays Dissertation Writing Essay Marking Essay Writing Essay Writing Companies Model Essays Model Exam Answers Oxbridge Essays Updates PhD Writing Significant Academics Student News Study Skills University Applications University Essays University Life Writing Tips 22 Essay Question Words You Must Understand to Prepare a Well-Structured Essay (Last updated: 3 June 2024) Since 2006, Oxbridge Essays has been the UK’s leading paid essay-writing and dissertation service We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below. Now, we may be experts in best essay writing , but we’re also the first to admit that tackling essay questions can be, well, a bit of a challenge. Essays first require copious amounts of background reading and research so you can include accurate facts in your writing. You then have to figure out how to present those facts in a convincing and systematic argument. No mean feat. But the silver lining here is that presenting your argument doesn’t have to be stressful. This goes even if you’re a new student without much experience and ability. To write a coherent and well-structured essay , you just have to really understand the requirements of the question. And to understand the requirements of the question, you need to have a good hold on all the different question words. For example, 'justify', 'examine', and 'discuss', to name a few. Lacking this understanding is a pitfall many students tumble into. But our guide on essay question words below should keep you firmly above on safe, essay-acing ground. Definition of Question Words with Examples No matter their nature, question words are key and must always be adhered to. And yet, many students often overlook them and therefore answer their essay questions incorrectly. You may be a font of all knowledge in your subject area, but if you misinterpret the question words in your essay title, your essay writing could be completely irrelevant and score poorly. For example, if you are asked to compare the French and British upper houses of parliament, you won’t get many points by simply highlighting the differences between the two parliamentary systems. So, what should you do? We advise you start by reading this guide – we’ve divided the question words either by ‘critical’ or ‘descriptive’ depending on their nature, which should help you identify the type of response your essay requires. Critical question words Descriptive question words Analyse Define Evaluate Demonstrate Justify Describe Critically evaluate Elaborate Review Explain Assess Explore Discuss Identify Examine Illustrate To what extent Outline Summarise Clarify Compare Contrast Question Words that Require a Critical Approach Once you have done this, it’s also important that you critically (more on this word later) examine each part. You need to use important debates and evidence to look in depth at the arguments for and against, as well as how the parts interconnect. What does the evidence suggest? Use it to adopt a stance in your essay, ensuring you don’t simply give a narration on the key debates in the literature. Make your position known and tie this to the literature. 2. Evaluate It is essential to provide information on both sides of the debate using evidence from a wide range of academic sources. Then you must state your position basing your arguments on the evidence that informed you in arriving at your position. Also, you may want to consider arguments that are contrary to your position before stating a conclusion to your arguments. This will help present a balanced argument and demonstrate wide knowledge of the literature. Here, a critical approach becomes crucial. You need to explain why other possible arguments are unsatisfactory as well as why your own particular argument is preferable. 4. Critically evaluate The key to tackling these question words is providing ample evidence to support your claims. Ensure that your analysis is balanced by shedding light on, and presenting a critique of, alternative perspectives. It is also important that you present extensive evidence taken from a varying range of sources. State your conclusion clearly and state the reasons for this conclusion, drawing on factors and evidence that informed your perspective. Also try to justify your position in order to present a convincing argument to the reader. Put another way, ‘review’ questions entail offering your opinion on the validity of the essay question. For example, you may be asked to review the literature on electoral reform in Great Britain. You'll need to give an overview of the literature. and any major arguments or issues that arose from it. You then need to comment logically and analytically on this material. What do you agree or disagree with? What have other scholars said about the subject? Are there any views that contrast with yours? What evidence are you using to support your assessment? Don’t forget to state your position clearly. Review answers should not be purely descriptive; they must demonstrate a high level of analytical skill. The aim is not simply to regurgitate the works of other scholars, but rather to critically analyse these works. However, when assessing a particular argument or topic, it is important that your thoughts on its significance are made clear. This must be supported by evidence, and secondary sources in the literature are a great start. Essentially, you need to convince the reader about the strength of your argument, using research to back up your assessment of the topic is essential. Highlight any limitations to your argument and remember to mention any counterarguments to your position. Give a detailed examination of the topic by including knowledge of the various perspectives put forward by other scholars in relation to it. What are your thoughts on the subject based on the general debates in the literature? Remember to clearly state your position based on all the evidence you present. You should also try to provide some context on why the issues and facts that you have closely examined are important. Have these issues and facts been examined differently by other scholars? If so, make a note of this. How did they differ in their approach and what are the factors that account for these alternative approaches? ‘Examine’ questions are less exploratory and discursive than some other types of question. They focus instead on asking you to critically examine particular pieces of evidence or facts to inform your analysis. 9. To what extent Such questions require that you display the extent of your knowledge on a given subject and that you also adopt an analytical style in stating your position. This means that you must consider both sides of the argument, by present contrasting pieces of evidence. But ultimately, you must show why a particular set of evidence, or piece of information, is more valid for supporting your answer. Question Words that Require a Descriptive Response It is important that you provide more than one meaning if there are several of them as it shows that you are very familiar with the literature. 2. Demonstrate Make sure you assert your position with these types of questions. It's even more important that you support your arguments with valid evidence in order to establish a strong case. 3. Describe ‘Describe’ question words focus less on the basic meaning of something, therefore, and more on its particular characteristics. These characteristics should form the building blocks of your answer. 4. Elaborate In addition, always remember to back any claims with academic research. In explanatory answers it is important that you demonstrate a clear understanding of a research topic or argument. This comes across most convincingly if you present a clear interpretation of the subject or argument to the reader. Keep in mind any ‘what’, ‘how’ and ‘why’ questions as this will help you to structure a clear and logically coherent response. Coherence is extremely important in providing explanatory answers. A somewhat detached, dispassionate tone can be particularly effective, in contrast to the more assertive, argumentative tone you might adopt for other types of essay question. Just remember that the key objective here is to give a nuanced account of a research topic or argument by examining its composite parts. 7. Identify 8. illustrate, 10. summarise, 11. clarify. Such questions require you to shed light on a topic or, in some instances, break down a complex subject into simple parts. Coherence is very important for acing such questions, remembering to present your answer in a systematic manner. 12. Compare Furthermore, you may also want to emphasise any differences, although the focus of your essay should be on establishing similarities. 13. Contrast How to Strategically Structure Essay Based on Question Words Understanding how to structure an essay based on question words is crucial for producing clear, focused, and compelling academic writing. The question words we analised above guide the direction of your response and dictate the type of content required. Recognising the demands of each question word allows you to strategically organise your essay, ensuring that your arguments are relevant and comprehensive. By mastering this approach, you can enhance the clarity and impact of your writing, making your academic work more persuasive and effective. Here are a few more handy tips to bear in mind when addressing your essay questions: When you first get your essay question, always try to understand exactly what the question means and what it is asking you to do. Look at the question word(s) and think about their meaning before you launch into planning what to write. Hopefully, our guide has shown you how to do this expertly. Remember to read the question several times and consider any underlying assumptions behind the question. Highlight the key words and if possible, make a very basic draft outline of your response. This outline does not have to be detailed. But if you follow it as you write, it will help keep your response coherent and systematic. How to write a first-class essay and ace your degree Everything you need to know about exam resits essay writing essay writing service study skills Writing Services Essay Plans Critical Reviews Literature Reviews Presentations Dissertation Title Creation Dissertation Proposals Dissertation Chapters PhD Proposals Journal Publication CV Writing Service Business Proofreading Services Editing Services Proofreading Service Editing Service Academic Editing Service Additional Services Marking Services Consultation Calls Personal Statements Tutoring Services Our Company Frequently Asked Questions Become a Writer Terms & Policies Fair Use Policy Policy for Students in England Privacy Policy Terms & Conditions [email protected] Contact Form Payment Methods Cryptocurrency payments. How do you format a question and answer in APA? To format questions and answers in APA format : Begin the question on a new line and type number 1 followed by a period.  Times New Roman font, 12 point size Calibri font, 11 point size Arial font, 11 point size Georgia font, 11 point size Lucida Sans Unicode font, 10 point size Computer Modern font, 10 point size Use double spacing and one inch margins. Separate the answer from the question by beginning the answer on a new line. Continue to use the same format for fonts and spacing for the whole document. Continue the list of questions on a new line and align the number 2 under the 1. If the Instructor has specific instructions about bold type, follow their preference, but APA does not require it. Example in APA format : 1.   What year was slavery abolished in America? Slavery was officially abolished in the United States in 1865 , although many states abolished slavery for themselves at  various dates between 1777 and 1864 . Thank you for using ASK US.  For more information, please contact your Baker librarians . Last Updated May 19, 2022 Views 313089 Answered By Baker Librarians FAQ Actions Share on Facebook Comments (11) My professor says the question should be bold and the answer should be indented. by James on Jan 05, 2017 I have seen some just have a Q. With the question And others say 1.and the question (both are in bold) what is the right way? by Brenda Ramirez on Feb 01, 2018 Begin your question on a new line and type number 1 followed by a period. Type the discussion question in Times New Roman font, 12 point size- do not bold. Please let us know if you have any further questions! by Patrick Mullane on Feb 05, 2018 If you are one of 4 people doing a case analysis together, do you state an introduction to your question? by Veronica on Feb 27, 2018 Depending on what your Instructor/Professor assigned, a short introduction would make the case analysis easier for your reader to understand. by ASK US Librarian on Feb 28, 2018 How do you format any extra paragraphs when using APA question/answer format? ie. The question, when written out in the paper isn't indented, and the follow up paragraph/answer isn't indented, but if your answer is multiple paragraphs, are those paragraphs indented? Thanks! by Mark on Sep 19, 2018 Since the question/answer is double spaced, there should be an empty line between paragraphs, but the second paragraph does not need to be indented. (Your Instructor/Professor may have a different opinion and, as always, defer to their preference.) by ASK US Librarian on Oct 10, 2018 When writing a question and answer case study should there be headings? by Tara on Oct 05, 2019 The APA Help guide has a Sample Paper with headings. https://guides.baker.edu/apahelp by ASK US Librarian on Oct 23, 2019 Hi, for question/answer type assignments, are introduction and conclusions necessary? Thank you by A. Sellers on Mar 31, 2020 Always defer to what the Professor/Instructor assigned, but APA format does call for an Introduction and Conclusion in a research paper. See guides.baker.edu/apahelp for a Sample Paper. Since your assignment is not a research paper, the Instructor may not require those sections. by ASK US Librarian on Apr 01, 2020 We'll answer you within 3 hours M - F 8:00 am - 4:00 pm. Title Page Setup A title page is required for all APA Style papers. There are both student and professional versions of the title page. Students should use the student version of the title page unless their instructor or institution has requested they use the professional version. APA provides a student title page guide (PDF, 199KB) to assist students in creating their title pages. Student title page The student title page includes the paper title, author names (the byline), author affiliation, course number and name for which the paper is being submitted, instructor name, assignment due date, and page number, as shown in this example. Title page setup is covered in the seventh edition APA Style manuals in the Publication Manual Section 2.3 and the Concise Guide Section 1.6 Related handouts Student Title Page Guide (PDF, 263KB) Student Paper Setup Guide (PDF, 3MB) Student papers do not include a running head unless requested by the instructor or institution. Follow the guidelines described next to format each element of the student title page. Paper title Place the title three to four lines down from the top of the title page. Center it and type it in bold font. Capitalize of the title. Place the main title and any subtitle on separate double-spaced lines if desired. There is no maximum length for titles; however, keep titles focused and include key terms. Author names Place one double-spaced blank line between the paper title and the author names. Center author names on their own line. If there are two authors, use the word “and” between authors; if there are three or more authors, place a comma between author names and use the word “and” before the final author name. Cecily J. Sinclair and Adam Gonzaga Author affiliation For a student paper, the affiliation is the institution where the student attends school. Include both the name of any department and the name of the college, university, or other institution, separated by a comma. Center the affiliation on the next double-spaced line after the author name(s). Department of Psychology, University of Georgia Course number and name Provide the course number as shown on instructional materials, followed by a colon and the course name. Center the course number and name on the next double-spaced line after the author affiliation. PSY 201: Introduction to Psychology Instructor name Provide the name of the instructor for the course using the format shown on instructional materials. Center the instructor name on the next double-spaced line after the course number and name. Dr. Rowan J. Estes Assignment due date Provide the due date for the assignment. Center the due date on the next double-spaced line after the instructor name. Use the date format commonly used in your country. October 18, 2020 18 October 2020 Use the page number 1 on the title page. Use the automatic page-numbering function of your word processing program to insert page numbers in the top right corner of the page header. 1 Professional title page The professional title page includes the paper title, author names (the byline), author affiliation(s), author note, running head, and page number, as shown in the following example. Follow the guidelines described next to format each element of the professional title page. Paper title Place the title three to four lines down from the top of the title page. Center it and type it in bold font. Capitalize of the title. Place the main title and any subtitle on separate double-spaced lines if desired. There is no maximum length for titles; however, keep titles focused and include key terms. Author names   Place one double-spaced blank line between the paper title and the author names. Center author names on their own line. If there are two authors, use the word “and” between authors; if there are three or more authors, place a comma between author names and use the word “and” before the final author name. Francesca Humboldt When different authors have different affiliations, use superscript numerals after author names to connect the names to the appropriate affiliation(s). If all authors have the same affiliation, superscript numerals are not used (see Section 2.3 of the for more on how to set up bylines and affiliations). Tracy Reuter , Arielle Borovsky , and Casey Lew-Williams Author affiliation   For a professional paper, the affiliation is the institution at which the research was conducted. Include both the name of any department and the name of the college, university, or other institution, separated by a comma. Center the affiliation on the next double-spaced line after the author names; when there are multiple affiliations, center each affiliation on its own line.   Department of Nursing, Morrigan University When different authors have different affiliations, use superscript numerals before affiliations to connect the affiliations to the appropriate author(s). Do not use superscript numerals if all authors share the same affiliations (see Section 2.3 of the for more). Department of Psychology, Princeton University Department of Speech, Language, and Hearing Sciences, Purdue University Author note Place the author note in the bottom half of the title page. Center and bold the label “Author Note.” Align the paragraphs of the author note to the left. For further information on the contents of the author note, see Section 2.7 of the . n/a The running head appears in all-capital letters in the page header of all pages, including the title page. Align the running head to the left margin. Do not use the label “Running head:” before the running head. Prediction errors support children’s word learning Use the page number 1 on the title page. Use the automatic page-numbering function of your word processing program to insert page numbers in the top right corner of the page header. 1 'ZDNET Recommends': What exactly does it mean? ZDNET's recommendations are based on many hours of testing, research, and comparison shopping. We gather data from the best available sources, including vendor and retailer listings as well as other relevant and independent reviews sites. And we pore over customer reviews to find out what matters to real people who already own and use the products and services we’re assessing. When you click through from our site to a retailer and buy a product or service, we may earn affiliate commissions. This helps support our work, but does not affect what we cover or how, and it does not affect the price you pay. Neither ZDNET nor the author are compensated for these independent reviews. Indeed, we follow strict guidelines that ensure our editorial content is never influenced by advertisers. ZDNET's editorial team writes on behalf of you, our reader. Our goal is to deliver the most accurate information and the most knowledgeable advice possible in order to help you make smarter buying decisions on tech gear and a wide array of products and services. Our editors thoroughly review and fact-check every article to ensure that our content meets the highest standards. If we have made an error or published misleading information, we will correct or clarify the article. If you see inaccuracies in our content, please report the mistake via this form . How to use ChatGPT to analyze PDFs (and more) for free From contracts to research papers, most important documents come in lengthy PDFs -- regardless of what you do, you're guaranteed to encounter them in your lifetime, and they nearly always contain verbose language. This is especially true if you are a student because teachers of all grade levels love to assign PDF handouts. AI can now help you better understand the content and save time doing so.  ChatGPT can act as your assistant by parsing through the PDFs and being on standby for anything you need. It can answer questions, provide summaries, and even generate content from the text, including outlines, emails, and more. The best part is that the feature is entirely free.  Also: How to get ChatGPT to browse the web for free In May 2024, nearly a year after ChatGPT launched, OpenAI upgraded the free version of the chatbot with several GPT-4o features typically reserved for their paying customers, including the ability to upload screenshots, photos, and documents. Getting started with the tool is easy, and in the long run, it will save you lots of time and effort.  How to use ChatGPT to analyze PDFs 1. log into chatgpt. Even though OpenAI allows you to access ChatGPT without logging in, you will need to sign in to your account to use GPT-4o and its advanced features, including  Browse, Vision, data analysis, file uploads, and GPTs. Also:  How to use ChatGPT to write Excel formulas If you have never created a ChatGPT account, you can easily do so from the sign-in page or login with your existing Google or Microsoft account. I opted for the latter option, so I don't have to memorize another username and password.  2. Upload your PDF Once you sign in, you will be brought to the ChatGPT interface. Next to the textbox where you would typically insert text to start chatting, you will see a little paper clip icon. When you click that, you will have several options: Connect to Google Drive, Connect to Microsoft OneDrive, or Upload from a computer.  Also:  The best AI chatbots of 2024: ChatGPT, Copilot and worthy alternatives Select the best option for where your document lives. Since I typically upload a document I just downloaded, I always opt for upload from my computer. Then, you can click on the PDF you want assistance with. For this example, I am using a PDF of one of my ZDNET articles.   3. Add your question Once you upload the PDF, you can accompany it with a text query that indicates what you'd like ChatGPT to do. You can make these prompts as adventurous or simple as you'd like. I kept it simple and asked for a summary: "Can you summarize what this article is about?"  Also: How ChatGPT (and other AI chatbots) can help you write an essay As you can see in the photo below, I immediately got a comprehensive four-sentence summary, and since I wrote the article, I can verify that it was accurate.  You can also elicit the chatbot's help for more complex tasks. For example, you could ask the chatbot to "Take out the action items found in this PDF, place them in bullet points, and format them into an email addressed to my boss."  Also:  ChatGPT vs. Microsoft Copilot vs. Gemini: Which is the best AI chatbot? Overall, using ChatGPT to help parse through dense PDFs can help you save time and sift through long-winded paragraphs. Of course, always make sure to check ChatGPT's work for hallucinations, just in case. If you want to explore more document-summarizing tools, stay tuned for similar capabilities  coming to Apple OS  later this year. Can ChatGPT summarize PDFs? Yes, ChatGPT can summarize PDFs for all users with an OpenAI account. Once signed in, users need to click on the paperclip icon next to the text box, select the PDF they would like analyzed, and accompany it with a text prompt explaining what they'd like ChatGPT to do.  Can ChatGPT summarize content other than PDFs? Yes, ChatGPT can summarize pretty much any content, including PDFs, images, handwritten notes, websites, copied and pasted text, and more. The steps are similar. You need to sign in or create an OpenAI account, import the content you want into ChatGPT, and accompany it with the text you need.  Are ChatGPT's summarizing features free? Yes, ChatGPT's summarizing features are free. The only caveat is that you need to have an OpenAI account, which is free to create. Creating an account is easy because you can use an existing Google or Microsoft account or just make a new username and password.  Artificial Intelligence How to use chatgpt to write your resume, my 3 favorite ai chatbot apps for ios - and what you can do with them, how to run dozens of ai models on your mac or pc - no third-party cloud needed. SI SWIMSUIT SI SPORTSBOOK Red Sox Fan-Favorite First Baseman Reportedly Designated For Assignment Jackson roberts | aug 16, 2024. Boston Red Sox Making a difficult roster move is one of the most unenviable duties of a Major League Baseball front office. And the Boston Red Sox had to make one on Friday. After months of waiting, first baseman Triston Casas is scheduled to make his return to the big leagues in Baltimore on Friday, following nearly four months on the injured list with a rib fracture. The lefty slugger should hopefully provide some much-needed pop to the Boston lineup. However, since Casas had been on the 60-day IL, someone had to be removed from the 40-man roster in order to open up a spot. And though there was someone obvious that could be, there was a sizable contingent of Red Sox fans hoping it wouldn't happen. As first reported by Robert Murray , the Red Sox are expected to designate first baseman Dominic Smith for assignment. Smith, who had been signed to help replace Casas at the end of April, played in 83 games for Boston this season. Smith, 29, became a fan favorite in his brief time in Boston. He was a surprising contributor at the plate, rebounding from a slow start to post a .772 OPS in his last 54 games. He totaled a .237 batting average, six home runs, and a .706 OPS. Smith also pitched on three occasions when the Red Sox were getting blown out, and held the Red Sox's opponents scoreless in each of his three innings pitched. He left the mound with a big smile each time, to the delight of his teammates and manager Alex Cora in the dugout. Now, Smith is eligible to be claimed within the next seven days by any of the other 29 teams. If he goes unclaimed on waivers, Smith can elect free agency, given that he passed five years of service time earlier this season, or he can accept an assignment to Triple-A with the Red Sox. It isn't yet a final goodbye for Red Sox fans, but it very well could be. For now, they'll have to remember the moments Smith did create in a Red Sox uniform in his short time in Boston. More MLB: Former Red Sox Prospect Called Up By Angels; First Chaim Bloom Draft Pick To Debut JACKSON ROBERTS Jackson Roberts is a former Division III All-Region DH who now writes and talks about sports for a living. A Bay Area native and a graduate of Swarthmore College and the Newhouse School at Syracuse University, Jackson makes his home in North Jersey. He grew up rooting for the Red Sox, Patriots, and Warriors, and he recently added the Devils to his sports fandom mosaic. For all business/marketing inquiries regarding Boston Red Sox On SI, please reach out to Scott Neville: [email protected] 118 IMAGES Top 15 tips to Write a Perfect Assignment Assignment Guide university assignment Essay Format Answering Questions How to Write a Good Research Question (w/ Examples) ASSIGNMENT QUESTIONS COMMENTS Understanding Assignments 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. Interpreting the assignment. Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet: Understanding your assignment questions: A short guide Here is something to try if you are struggling to get going with responding to the assignment question: Try to come up with a one word answer to the question ('yes,' 'no',' maybe'- or perhaps two words: 'not quite'; ''only sometimes'); Then expand the one-word answer into a sentence summarising your reason for saying that; Assignment Question Many people start by printing out the assignment question and assessment criteria, then make notes. Read the assignment question carefully a number of times, along with any marking criteria or supplementary information from your lecturer. Highlight the key points and any words or phrases whose meaning you are unsure of. Understanding Writing Assignments 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. Answering Assignment Questions Key words are the words in an assignment question that tell you the approaches to take when you answer. Make sure you understand the meaning of key words in an essay question, especially t ask words. As Task words are verbs that direct you and tell you how to go about answering a question, understanding the meaning helps you know exactly what ... Understanding your assignment questions: A short guide Tip: If an assignment is asking a direct question, make sure your essay answers it. Address it directly in the introduction, make sure each paragraph contributes something towards your response to it, and reinforce your response in your conclusion. 5. Discuss the issue of patient autonomy in relation to at least one case study Understanding the Question Understanding the question is the first and most important step when starting your assignments, as it means you can start your research and writing focused and on the right track. It is vital that you answer the question and fulfil the learning outcomes to pass your assessments and gain good marks. You could write an excellent essay, but if it ... PDF Unpacking an Assignment Question & Planning for an Assignment Analysing an assignment question For every assignment you need to : • Understand the question • Brainstorm ideas • Read enough relevant, reliable information to answer the question properly. • Structure your assignment • Present your main ideas or arguments and • Support your main ideas or arguments • Edit your writing for coherence and unity • Proofread for grammar ... Understanding the question Preparing assignments Understanding the question. The first and most important thing to do is pay close attention to what the module assignment guide says you have to do. It gives you the assignment question and extra things that might help such as notes on the writing style and the format you should adopt. Make sure you know what type of assignment is needed. Tips for Reading an Assignment Prompt When you read the assignment prompt, you should do the following: Look for action verbs. Verbs like analyze, compare, discuss, explain, make an argument, propose a solution, trace, or research can help you understand what you're being asked to do with an assignment. Unless the instructor has specified otherwise, most of your paper assignments ... How to Read an Assignment How to Read an Assignment. Assignments usually ask you to demonstrate that you have immersed yourself in the course material and that you've done some thinking on your own; questions not treated at length in class often serve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly ... Interpreting the assignment question Interpreting the assignment question. There are usually three steps to analysing an assignment question. Some questions may involve more than one task. Checking the meaning. Check the meaning of any words or terms within the assignment question by looking up your course notes, study guide, textbook, or dictionary. Academic Writing Skills Guide: Understanding Assignments 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 ... Answering Complex Assignment Questions The sample assignment questions below are examples of implied tasks. Questions which require a discussion or explanation: 'The ideal of human rights is not universal. Discuss.'. 'Account for the economic success of the 'tiger' economies of Taiwan, Hong Kong, Singapore and South Korea during the 1960s.'. Questions which imply a comparison and/or ... Prewriting: Understanding Your Assignment Table 2.1 below shows you how to identify keywords and expectations from the directive wording of the assignment. These key phrases are often associated with essay questions, as well as informal and formal papers. As a note, the table is based on Benjamin Bloom's cognitive objectives. Table 2.1 Assignment Wording and Expectations Question analysis About question analysis. You need to use question analysis for assignments, exam essays and short answer questions. If you learn the steps for question analysis and take 10-15 minutes to think through the question in this systematic way, then you will have a good start to writing a successful essay—one that pleases the lecturer! Understanding your assignment question This video helps you to break down an assignment question into key concepts, identifying synonyms and applying these search terms in tools such as Library Se... 22 Essay Question Words You Must Understand to Prepare a Well Definition of Question Words with Examples. Words such as 'explain', 'evaluate' or 'analyse' - typical question words used in essay titles - provide a useful indication of how your essay should be structured. They often require varying degrees of critical responses. Sometimes, they may simply require a descriptive answer. Guide: Using the Question and Answer Format in Essays The question and answer format is an essay whereby a professor presents an inquiry, and the students write a solution to the query. In this format, you quickly provide valuable information by involving the readers when asking the question and proving your answer. Some of the most common types of essay questions include: PDF Teaching Tips: 20 Questions About Writing Assignments 20 Questions About Writing Assignments Students can ask these questions about assignments they receive—and we can ensure that our own assignment prompts and explanations give students these key pieces of information. Questions about getting started 1. If I have my own idea for a topic or angle that's interesting to me, can I use it, or do I How do you format a question and answer in APA? Answer. To format questions and answers in APA format: Begin the question on a new line and type number 1 followed by a period. Use double spacing and one inch margins. Separate the answer from the question by beginning the answer on a new line. Continue to use the same format for fonts and spacing for the whole document. How Do I Create Meaningful and Effective Assignments? Next are a few elements to avoid in your assignments: Do not ask too many questions in your assignment. In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific "checklist" prompt often ... PDF Twenty Questions About Writing Assignments reid20questionsTParticle3P&T. Twenty Questions About Writing Assignments. By E. Shelley Reid, George Mason University, VA. At the end of English Composition, I ask students how what they've just learned in my class. might be useful in their other classes. They're often bemused and surprised to learn that. professors in other courses care about ... What did JD Vance do in the military? Your questions answered Vance argued that Walz's retirement ahead of his National Guard Unit's deployment to Iraq and his implication that he served in a combat zone suggested "stolen valor garbage." Stolen valor is a serious accusation in military circles that refers to someone making false claims about their service. Implementing a One-Question Quiz The one-question quiz requires a lot of teacher preparation and student commitment to trying. However, I believe it's an accurate and fair assessment of whether or not students have command of the standards learned in class. Perhaps more important, it creates a collaborative community of mathematicians in the classroom. ... Title page setup Assignment due date. Provide the due date for the assignment. Center the due date on the next double-spaced line after the instructor name. Use the date format commonly used in your country. October 18, 2020 18 October 2020. Page number. Use the page number 1 on the title page. Use the automatic page-numbering function of your word processing ... Assignment Tab always showing a 1 badge notification, how do I fix I realize that you've encountered a problem with in the Assignment tab of Microsoft Teams, there is a notification that will not disappear. and I understand how you feel. In order to be able to investigate your question further, I sincerely invite you to share the following information with me: How to use ChatGPT to analyze PDFs (and more) for free ChatGPT can act as your assistant by parsing through the PDFs and being on standby for anything you need. It can answer questions, provide summaries, and even generate content from the text ... Red Sox Fan-Favorite First Baseman Reportedly Designated For Assignment As first reported by Robert Murray, the Red Sox are expected to designate first baseman Dominic Smith for assignment. Smith, who had been signed to help replace Casas at the end of April, played ... 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