The Writing Center • University of North Carolina at Chapel Hill

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 he or she 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 her 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, he or she still has 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 she already knows 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 she or he expects.

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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The Writing Assignment That Changes Lives

Anya Kamenetz

The Writing Assignment That Changes Lives

Why do you do what you do? What is the engine that keeps you up late at night or gets you going in the morning? Where is your happy place? What stands between you and your ultimate dream?

Heavy questions. One researcher believes that writing down the answers can be decisive for students.

He co-authored a paper that demonstrates a startling effect: nearly erasing the gender and ethnic minority achievement gap for 700 students over the course of two years with a short written exercise in setting goals.

Jordan Peterson teaches in the department of psychology at the University of Toronto. For decades, he has been fascinated by the effects of writing on organizing thoughts and emotions.

Experiments going back to the 1980s have shown that "therapeutic" or "expressive" writing can reduce depression, increase productivity and even cut down on visits to the doctor.

"The act of writing is more powerful than people think," Peterson says.

Most people grapple at some time or another with free-floating anxiety that saps energy and increases stress. Through written reflection, you may realize that a certain unpleasant feeling ties back to, say, a difficult interaction with your mother. That type of insight, research has shown, can help locate, ground and ultimately resolve the emotion and the associated stress.

At the same time, "goal-setting theory" holds that writing down concrete, specific goals and strategies can help people overcome obstacles and achieve.

'It Turned My Life Around'

Recently, researchers have been getting more and more interested in the role that mental motivation plays in academic achievement — sometimes conceptualized as "grit" or "growth mindset" or "executive functioning."

Peterson wondered whether writing could be shown to affect student motivation. He created an undergraduate course called Maps of Meaning. In it, students complete a set of writing exercises that combine expressive writing with goal-setting.

Students reflect on important moments in their past, identify key personal motivations and create plans for the future, including specific goals and strategies to overcome obstacles. Peterson calls the two parts "past authoring" and "future authoring."

"It completely turned my life around," says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse and health problems and was on the verge of dropping out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants.

In an early study at McGill University in Montreal, the course showed a powerful positive effect with at-risk students, reducing the dropout rate and increasing academic achievement.

Peterson is seeking a larger audience for what he has dubbed "self-authoring." He started a for-profit company and is selling a version of the curriculum online. Brophy and Peterson have found a receptive audience in the Netherlands.

At the Rotterdam School of Management, a shortened version of self-authoring has been mandatory for all first-year students since 2011. (These are undergraduates — they choose majors early in Europe).

The latest paper, published in June, compares the performance of the first complete class of freshmen to use self-authoring with that of the three previous classes.

Overall, the "self-authoring" students greatly improved the number of credits earned and their likelihood of staying in school. And after two years, ethnic and gender-group differences in performance among the students had all but disappeared.

The ethnic minorities in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds — Africa, Asia and the Middle East.

While the history and legacy of racial oppression are different from that in the United States, the Netherlands still struggles with large differences in wealth and educational attainment among majority and minority groups.

'Zeroes Are Deadly'

At the Rotterdam school, minorities generally underperformed the majority by more than a third, earning on average eight fewer credits their first year and four fewer credits their second year. But for minority students who had done this set of writing exercises, that gap dropped to five credits the first year and to just one-fourth of one credit in the second year.

How could a bunch of essays possibly have this effect on academic performance? Is this replicable?

Melinda Karp is the assistant director for staff and institutional development at the Community College Research Center at Teachers College, Columbia University. She leads studies on interventions that can improve college completion. She calls Peterson's paper "intriguing." But, she adds, "I don't believe there are silver bullets for any of this in higher ed."

Peterson believes that formal goal-setting can especially help minority students overcome what's often called "stereotype threat," or, in other words, to reject the damaging belief that generalizations about ethnic-group academic performance will apply to them personally.

Karp agrees. "When you enter a new social role, such as entering college as a student, the expectations aren't always clear." There's a greater risk for students who may be academically underprepared or who lack role models. "Students need help not just setting vague goals but figuring out a plan to reach them."

The key for this intervention came at crunch time, says Peterson. "We increased the probability that students would actually take their exams and hand in their assignments." The act of goal-setting helped them overcome obstacles when the stakes were highest. "You don't have to be a genius to get through school; you don't even have to be that interested. But zeroes are deadly."

Karp has a theory for how this might be working. She says you often see at-risk students engage in self-defeating behavior "to save face."

"If you aren't sure you belong in college, and you don't hand in that paper," she explains, "you can say to yourself, 'That's because I didn't do the work, not because I don't belong here.' "

Writing down their internal motivations and connecting daily efforts to blue-sky goals may have helped these young people solidify their identities as students.

Brophy is testing versions of the self-authoring curriculum at two high schools in Rotterdam, and monitoring their psychological well-being, school attendance and tendency to procrastinate.

Early results are promising, she says: "It helps students understand what they really want to do."

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Common Writing Assignments

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

Understanding Writing Assignments

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

Argument Papers

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

Research Papers

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

Exploratory Papers

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

Annotated Bibliographies

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

Book Report

This resource discusses book reports and how to write them.

Definitions

This handout provides suggestions and examples for writing definitions.

Essays for Exams

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

Book Review

This resource discusses book reviews and how to write them.

Academic Proposals

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

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MIT Comparative Media Studies/Writing

Resources for Teachers: Creating Writing Assignments

This page contains four specific areas:

Creating Effective Assignments

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

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

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

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

The following areas should help you create effective writing assignments.

Examining your goals for the assignment

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

Defining the writing task

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

Defining the audience for the paper

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

Defining the writer’s role

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

Defining your evaluative criteria

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

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

Here’s a checklist for writing assignments:

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

There are several benefits of sequencing writing assignments:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Understanding the Writing Assignment

Before you begin working on an essay or a writing assignment, don’t forget to spend some quality time analyzing the assignment sheet. By closely reading and breaking down the assignment sheet, you are setting yourself up for an easier time planning and composing the assignment.

Understanding what you need to do

  • First , carefully read the assignment sheet and search for the required page length, due dates, and other submission-based information.
  • Second , determine the genre of the assignment
  • Third , identify the core assignment questions that you need to answer
  • Fourth , locate the evaluation and grading criteria

Identifying Writing Requirements & Disciplinary Expectations

Some instructors offer indications of what certain parts of the essay/composition should contain. Does the assignment sheet offer suggestions or requirements for the Intro paragraph? For the thesis statement? For the structure or content of the body paragraphs or conclusion paragraphs?

Depending on the discipline in which you are writing, different features and formats of your writing may be expected. Always look closely at key terms and vocabulary in the writing assignment, and be sure to note what type of evidence and citation style your instructor expects.

  • Does the essay need to be in MLA, APA, CMS, or another style?
  • Does the professor require any specific submission elements or formats?

Writing Genre

What, in the broadest sense, are you being asked to do? What writing genre is expected?

  • Narrative –  The act of telling a story through an essay. Also note that narrative includes the act of writing about yourself, which is exceptionally difficult for most writers but is nonetheless required for many circumstances in and out of college.
  • Analysis –  Analysis questions often contain words like how, in what ways, and what are some of the ____. Analysis asks you to examine small pieces of the larger whole and indicate their meaning or significance.
  • Synthesis –  If you are asked to draw from and connect several different sources, then you will be synthesizing.
  • Argument – Any text in which you are attempting to get a reader to accept your claim. Argument is persuasive writing, and it can include things like argument-based research papers or critiques/evaluations of others’ work.
  • Explanation – Any text in which you merely report (as opposed to attempting to persuade) is going to be an explanation paper. None of your own opinions is being sought. Summaries, annotations, and reports are often explanatory.
  • Compare and Contrast – This essay is usually between two ideas. The primary aim of comparing and contrasting in college writing is to clarify meaningful, non-obvious features of similarity and difference.

Answer the Assignment Questions & Implied Questions

Sometimes, a list of prompts or questions may appear with an assignment. Likely, your instructor will not expect you to answer all of the questions listed. They are simply offering you some ideas so that you can think of your questions to ask.

  • Circle all assignment questions that you see on the assignment sheet
  • Put a star next to the question that is either the most important OR that you will pursue in creating the assignment

A prompt may not include a clear ‘how’ or ‘why’ question, though one is always implied by the language of the prompt. For example:

“Discuss the effects of the No Child Left Behind Act on special education programs” is asking you to write how the act has affected special education programs. “Consider the recent rise of autism diagnoses” is asking you to write why the diagnoses of autism are on the rise.

Identifying Evaluation Criteria

Many assignment sheets contain a grading rubric or some other indication of evaluation criteria for the assignment. You can use these criteria to both begin the writing process and to guide your revision and editing process. If you do not see any rubric or evaluation criteria on the assignment sheet — ask!

Attributions

A Guide to Rhetoric, Genre, and Success in First-Year Writing  by Melanie Gagich & Emilie Zickel is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

This chapter has additions, edits, and organization by James Charles Devlin.

Understanding the Writing Assignment Copyright © by James Charles Devlin is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

Share This Book

What Makes a Good Writing Assignment?

Getting Started

Why include writing in my courses?

What is writing to learn?

WTL Activities

What is writing to engage?

What is writing in the disciplines?

WID Assignments

Useful Knowledge

What should I know about rhetorical situations?

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

What should I know about genre and design?

What should I know about second-language writing?

What teaching resources are available?

What should I know about WAC and graduate education?

Assigning Writing

What makes a good writing assignment?

How can I avoid getting lousy student writing?

What benefits might reflective writing have for my students?

Using Peer Review

Why consider collaborative writing assignments?

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

How can I get the most out of peer review?

Responding to Writing

How can I handle responding to student writing?

Sample Grading Sheets

How can writing centers support writing in my courses?

What writing resources are available for my students?

Using Technology

How can computer technologies support writing in my classes?

Designing and Assessing WAC Programs

What is a WAC program?

What designs are typical for WAC programs?

How can WAC programs be assessed?

More on WAC

Where can I learn more about WAC?

Surprisingly, teachers have been known to assign writing tasks without articulating to themselves what the task is supposed to do for students. Good writing assignments always start with a clear goal that the teacher can express, usually on the assignment sheet so that students understand the goal as well.

Good writing assignments also often take shape by thinking backwards. In effect, teachers ask themselves, "What do I want to read at the end of this assignment?" By working from what they anticipate the final product to look like, teachers can give students detailed guidelines about both the writing task and the final written product.

Five Principles

As you think about making up writing assignments, use these five principles:

  • Tie the writing task to specific pedagogical goals, particularly those articulated in the overall course goals.
  • Note rhetorical aspects of the task, i.e., audience, purpose, writing situation.
  • Break down the task into manageable steps.
  • Make all elements of the task clear.
  • Include grading criteria on the assignment sheet.

Principle 1. Writing Should Meet Teaching Goals

Asking questions like these about your assignment will help guarantee that writing tasks tie directly to your teaching goals in the class:

  • What specific course objectives will the writing assignment meet?
  • Will informal or formal writing better meet teaching goals?
  • Will students be writing to learn course material or writing conventions in the discipline or both?
  • Does the assignment make sense?

Work Backward from Goals

Although it might seem awkward at first, working backwards from what you hope the final drafts will look like often produces the best assignment sheets. We recommend jotting down several points that will help you with this step in writing your assignments:

  • Why should students write in your class? State your goals for the final product as clearly and concretely as possible.
  • Determine what writing products will meet these goals and fit your teaching style/preferences.
  • Note specific skills that will contribute to the final product.
  • Sequence activities (reading, researching, writing) to build toward the final product.

Beyond the Basics

Writing tasks fill many different roles for students, so defining good writing assignments begins with the specific instructional context. For that reason, the first key to writing a good assignment is tying the task to the specific course goals. After taking your class and its goals into account, though, several other principles can improve the writing tasks you assign and the writing you get from students.

Principle 2. Consider the Rhetorical Situation

Perhaps most important, as noted in the five principles section, is to consider the rhetorical situation. By this, writing experts mean that you should think carefully about the audience you want students to write to as well as the particular genre or format for the final document and the larger context for the document.

Setting up your writing assignment so that the target reader is someone other than you, the teacher, might result in the most improvement in student writing. Students, after all, have had extensive experience writing to teachers, and students know that teachers are a "captive" audience. Your job mandates that you read carefully and respond to their texts. Chinn & Hilgers (2000) explain this role for the teachers as often limited to "corrector." However, instructors can move beyond the corrector role into a "collaborator" role by varying writing tasks, encouraging peer collaboration, and emphasizing professional contexts for writing. So for students, the teacher is not necessarily a reader or audience that will motivate the best possible work on a writing task. Indeed, Hilgers et al . (1999) report that their interview research with 33 upper-division students yielded an intriguing statistic: "56% of the interviewees also described one or more nonteacher audiences" (328) for their academic tasks. In many instances, the assignment called for a hypothetical audience other than the teacher, but even when the assignment didn't prompt students to write for readers other than the teacher, students directed their work toward "an individual they believed has specific content knowledge such as a CEO, coworker, or technician" (328).

Although some experts (Freedman et al ., 1994) argue that setting up a fictitious scenario with a specified audience does not motivate students any more highly than simply writing for the teacher, other practitioners across the disciplines have seen improvement in student writing when they use cases with embedded audiences for students' documents. (See, for instance, Brumberger, 2004; Cass & Fernandez, 2008; Stevens, 2005; Sulewski, 2003.)

A further extension of this move toward providing rich writing contexts beyond the teacher involves writing tasks that actually target real readers. Many senior design projects and management projects in engineering and natural resources involve pairing students with actual clients so that students must take into account the particular needs of their readers. Across many disciplines, teachers are investigating alternative methods to connect undergraduate writers with real audiences, including client-based partnerships (Kiefer & Leff, 2008; Kreth, 2005; Planken & Kreps, 2006;) and service-learning opportunities (Addams et al ., 2010; Bourelle, 2012), among other options.

But even if your particular class doesn't allow you to pair students with actual clients or other readers, consider ways in which you can create a meaningful context with readers beyond the teacher in the classroom (see, for example, Ward, 2009). Chamely-Wiik et al . (2012), for instance, describe in detail how, drawing on materials from The Council of Writing Program Administrators and The Foundation for Critical Thinking, they developed a case study writing context for first-year general chemistry students. As they explain,

Our initial case-study assignment, used for the first two years of the course, required students to explore the scientific principles involved in the Bhopal disaster where thousands of people died in an industrial chemical accident.... The second assignment, used in the third year, required students to formulate and defend an argument whether research in the field of cold fusion should continue to be supported. (504)

Students write with a local audience of classmates and a larger institutional context of the university community in mind. Students responded positively on affective surveys, a typical reaction to carefully designed writing tasks. More significantly, "students in this chemistry course outperformed the majority of students across all undergraduate levels at the university" (506). (For other examples of science students writing to lay audiences, see Martin, 2010; McDermott& Kuhn, 2011; Moni et al ., 2007; Sivey & Lee, 2008).

In addition to audience concerns, students also benefit from understanding how and why a particular format or genre helps them communicate with a target audience (especially when we think of genres as those recurring rhetorical reactions to typical communicative situations). From YouTube videos in organic chemistry (Franz, 2012) to position papers in public relations (Powell, 2012) to posters in physiology (Mulnix, 2003), teachers are helping students to write in genres that immediately connect them with the real readers of their future professional settings. (See also Blakeslee, 2001; Guilford, 2001; Jebb, 2005; LeBigot & Rouet, 2007; Mizrahi, 2003; Motavalli et al ., 2007; Schwartz et al ., 2004; Wald et al ., 2009.)

Why does this attention to audience and genre seem to matter so much to student writing? In recent years, several studies (Adam, 2000; Beaufort, 2004; Belfiore et al ., 2004; Freedman & Adam, 2000; Spinuzzi, 2010) have explored the reasons why writers attentive to specific contexts are more successful. In particular, workplace literacy and socio-cognitive apprenticeship theory (among related theoretical perspectives) both emphasize the role that knowledgeable mentors within a workplace play as they initiate newcomers to the communicative context. (See especially Beaufort, 2000, and Ding, 2008, for social apprenticeship studies and Paretti, 2008, on situated learning and activity theory.) As Dias et al . (1999) explain, writing is not a fixed set of skills that we learn once and then simply plug into as we need to communicate. Rather,

Written discourse... is regularized but not fixed; fluid, flexible, and dynamic; emerging and evolving in exigency and action; reflecting and incorporating social needs, demands, and structures, and responsive to social interpretations and reinterpretations of necessarily shifting, complex experiences. (23)

And, as a result of the fluidity of discourse in varied workplace settings, writers themselves should be prepared for major development of their communication skills when they enter new workplaces. MacKinnon's qualitative study (2000) of new analysts and economists at the Bank of Canada showed that

Overall, the writing-related changes were considerable, consequential, and a shock for some participants: "It's like going to China," said one. For most of the ten participants, the complex totality of the writing-related changes they experienced added up to a "sea change": a major shift in their understanding of what writing is an does in an organization, a revised understanding of the roles they saw for themselves as writing workers and as working writers, and often major changes in various aspects of the macro writing process. (50)

When students have opportunities as undergraduates or graduate/professional students to anticipate these major shifts, then the transitions to workplaces of all sorts become easier. For the most part, moreover, students recognize that apprenticeship learning in academic settings provides both more structured scaffolding of writing tasks and lower-stakes learning. They thus embrace the learning opportunities when offered to them in academic classes.

Principle 3. Break Down the Task into Manageable Steps

The fifth principle noted in the general section on "what makes a good writing assignment?" is to break down the task into manageable steps. Many teachers approach this element of good assignment design by thinking carefully about assignment sequence. One particularly thorough explanation of this process appears in Leydens & Santi (2006). This writing specialist and geoscientist take up the details of designing assignments with an eye to course goals. They also consider the importance of not overwhelming teachers and students (the Less is More approach) as they explain their specific process of questioning their assignments (pp. 493-497). (See also Lord, 2009, and Greasley & Cassidy, 2010.)

Scaffolded assignments, such as the agricultural economics assignment noted in the Additional Resources section, help students reach a larger goal by asking them to collect resources in stages. A final stage requires that students transform each of the earlier stages in a final document. Sequenced assignments, on the other hand, each stand independently, but each task builds on particular skills and challenges to enable students to meet a larger set of goals. Herrington (1997) describes a scaffolded assignment (71-72) with a preliminary plan for a major project followed by an annotated bibliography, early draft (with cover note focused on successes and challenges thus far) and final draft (with cover note). Mulnix & Mulnix (2010) also describe a similar argumentative assignment that uses sequenced tasks to repeat and reinforce critical thinking skills. See also Sin et al . (2007) for a sequence in accounting, Howell (2007) in materials science, Fencl (2010) on a sequence in physics, Zlatic et al . (2000) on pharmaceutical education, and Harding (2005) on freshman mechanical engineering. Coe (2011), on the other hand, describes a series of scaffolded writing tasks to help students build argument skills in philosophy, Alaimo et al . (2009) explain their project for sophomore organic chemistry students, and Lillig (2008) looks at upper-division chemistry.

Principles 4 and 5. Make the Assignment Clear to Students

A well-designed assignment will make the elements of the task clear to students. This includes identifying relevant intermediate assignments and activities, such as topic proposals or literature reviews for longer assignments, as well as providing information about relevant writing, research, and collaboration processes. In general, it is also advisable to list grading criteria on the assignment sheet. Making the assignment clear to students will help them better understand the scope and challenge of the assignment. It also is likely to produce better learning and performance.

Resource: Sample Assignment from an Advanced Undergraduate Agricultural Economics Seminar

Good analytical writing is a rigorous and difficult task. It involves a process of editing and rewriting, and it is common to do a half dozen or more drafts. Because of the difficulty of analytical writing and the need for drafting, we will be completing the assignment in four stages. A draft of each of the sections described below is due when we finish the class unit related to that topic (see due dates on syllabus). I will read the drafts of each section and provide comments; these drafts will not be graded but failure to pass in a complete version of a section will result in a deduction in your final assignment grade. Because of the time both you and I are investing in the project, it will constitute one-half of your semester grade.

Content, Concepts and Substance

Papers will focus on the peoples and policies related to population, food, and the environment of your chosen country. As well as exploring each of these subsets, papers need to highlight the interrelations among them. These interrelations should form part of your revision focus for the final draft. Important concepts relevant to the papers will be covered in class; therefore, your research should be focused on the collection of information on your chosen country or region to substantiate your themes. Specifically, the paper needs to address the following questions.

1. Population

Developing countries have undergone large changes in population. Explain the dynamic nature of this continuing change in your country or region and the forces underlying the changes. Better papers will go beyond description and analyze the situation at hand. That is, go behind the numbers to explain what is happening in your country with respect to the underlying population dynamics: structure of growth, population momentum, rural/urban migration, age structure of population, unanticipated populations shocks, etc. DUE: WEEK 4.

What is the nature of food consumption in your country or region? Is the average daily consumption below recommended levels? Is food consumption increasing with economic growth? What is the income elasticity of demand? Use Engel's law to discuss this behavior. Is production able to stay abreast with demand given these trends? What is the nature of agricultural production: traditional agriculture or green revolution technology? Is the trend in food production towards self-sufficiency? If not, can comparative advantage explain this? Does the country import or export food? Is the politico-economic regime supportive of a progressive agricultural sector? DUE: WEEK 8.

3. Environment

This is the third issue to be covered in class. It is crucial to show in your paper the environmental impact of agricultural production techniques as well as any direct impacts from population changes. This is especially true in countries that have evolved from traditional agriculture to green revolution techniques in the wake of population pressures. While there are private benefits to increased production, the use of petroleum-based inputs leads to environmental and human health related social costs which are exacerbated by poorly defined property rights. Use the concepts of technological externalities, assimilative capacity, property rights, etc., to explain the nature of this situation in your country or region. What other environmental problems are evident? Discuss the problems and methods for economically measuring environmental degradation. DUE: WEEK 12.

4. Final Draft

The final draft of the project should consider the economic situation of agriculture in your specified country or region from the three perspectives outlined above. Key to such an analysis are the interrelationships of the three perspectives. How does each factor contribute to an overall analysis of the successes and problems in agricultural policy and production of your chosen country or region? The paper may conclude with recommendations, but, at the very least, it should provide a clear summary statement about the challenges facing your country or region. DUE: WEEK15.

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

Related Web Sites

WAC@NIU ( http://www.engl.niu.edu/wac/ ) has two useful items in their archives under "Ccomputer-intensive assignments" in the first Key Web Sites section of links:

  • "checklist, a series of questions to help plan writing assignments"

(If the questions under rhetorical situation confuse you, call our Writing Center for a quick explanation.)

  • "setting up a writing assignment"

Writing@CSU includes a much more detailed explanation of how and why to design writing assignments at http://writing.colostate.edu/guides/teaching/fys/assignmentwriting.cfm .

the writing assignment

  • My Preferences
  • My Reading List
  • Study Guides
  • The Writing Assignment
  • Quiz: Steps in Writing
  • Types of Writing
  • Quiz: Types of Writing
  • Understanding Your Assignment
  • Understanding Your Audience
  • Quiz: Understanding Your Audience
  • Steps in Writing
  • Guidelines for Choosing a Topic
  • Quiz: Guidelines for Choosing a Topic
  • Avoiding Fallacies
  • Quiz: Avoiding Fallacies
  • Identifying the Main Idea
  • Finding Examples and Evidence
  • Quiz: Finding Examples and Evidence
  • The Importance of Specific Details
  • Quiz: The Importance of Specific Details
  • Getting Started with Your Research Paper
  • Quiz: The Writing Assignment
  • Writing: Knowing Where to Begin
  • Quiz: Working From a Thesis Statement
  • Quiz: Outlines
  • Getting Started
  • Introductions
  • Quiz: Introductions
  • Working from a Thesis Statement
  • Quiz: Paragraphs
  • Conclusions
  • Quiz: Conclusions
  • Quiz: Titles
  • Reviewing the First Draft
  • Preparing the Final Draft
  • Quiz: Preparing the Final Draft
  • Checklists for Improving Your First Draft
  • Getting Started with Revising and Editing
  • Quiz: Checklists for Improving Your First Draft
  • Writing Quizzes

Assignments vary widely, and you can use different strategies for each writing task. The main purpose of your project may be research, argument, analysis, or narrative. In each of these areas, you can learn some basic skills that will make the assignment easier. Step one is always the same: Make sure you understand the requirements of the assignment.

Research papers

A research paper is similar to other writing assignments. You should have a topic, thesis, introduction, good organization, unified and coherent paragraphs, transitions, and so on. A research paper should not consist of a series of quotations or footnoted facts loosely strung together.

Unlike other essays, a research paper depends on the use and citation of several sources of information, such as reference books, books related to your subject, relevant journal and magazine articles, speeches, and lectures. During the information‐gathering stage, spend time in the library. Check electronic databases. Learn how to locate a variety of print and electronic materials that will give you a thorough (not one‐sided) view of your topic. When you find information, take careful notes that include bibliographical information about your sources. Because practices for footnoting and preparing a bibliography vary, when you're assigned a research paper, ask your instructor to recommend a style guide.

Essays arguing a position from a single text

If your assignment is to write about a single text—for example, to take a position on an article in favor of regulating the Internet—read the text several times. Look up terms you're unsure of. Mark points that seem unclear or issues that may require research. Include outside research if allowed by the assignment. Be sure to cite material from other sources, just as you would in a research paper.

Identify the strongest and weakest arguments in the article. After analyzing the text, decide whether you agree or disagree with the author's position. When you write your paper, you should provide a fair summary of the position stated in the article, whether you're agreeing with it or not. In an argumentative essay you must support your own viewpoint and answer the opposition.

Essays analyzing a literary work

When you're asked to analyze a literary work, or one aspect of a literary work, stay close to the text. Your first job is to interpret meaning, which can take some time and several readings. Once you feel comfortable with your interpretation, take notes or mark the text to find support for your thesis. You'll use quotations from the work in your paper, so highlight those passages or lines that might be particularly effective.

Generally, when you write an essay on a nonliterary text, you focus on the content and the quality of the author's arguments. When you write about a literary text—a novel or a poem, for example—you must also pay close attention to the author's technique. In your notes, include specific words and images from the text, observations about structure (a poem's rhyme scheme, for example, or a novel's subplot), point of view, and tone. When you discuss features and techniques like these in your essay, you should relate them to a point you are making, usually about the author's theme or purpose.

Narrative, descriptive, and autobiographical essays

For some essays, you'll present your own thoughts, observations, and experiences, without reference to a text. As with essays that argue, explain, persuade, critique, inform, or analyze, you will need to gather information to develop your main ideas.

Before beginning an essay describing your Aunt Arlene for example, write down all the details you can about her, including any anecdotes that reveal her characteristics. At this point, you are gathering information, so don't worry about organizing your observations. If you haven't yet written a sentence stating a main idea, try to do so now. (For example, Although Aunt Arlene prides herself on being no trouble to anyone, she finds ways to get everyone in the family to do what she wants . Or Aunt Arlene looks like a little old lady, but she acts like a teenager .) Without a controlling theme, your essay will be a list of details with nothing to unify them or give them purpose. Eliminate information that does not relate to the central idea, which stems from the purpose of the writing.

When a college application asks for an autobiographical essay, your purpose will be to describe the traits, experiences, interests, achievements, and goals that show you're a good candidate for college admission. First, take notes about yourself, including things that emphasize your individuality. Later, you may decide not to include the no‐hit softball game you pitched when you were nine, or every fast‐food job you've ever had. But by making a complete list, you can look for patterns that will help you organize the content of the essay. When it's time to put your points in order, throw out unnecessary details, consolidate, and summarize. For example, you could mention that you held five fast‐food jobs (but not specify each employer) while attending high school and becoming class valedictorian.

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Module 4: Writing in College

Writing assignments, learning objectives.

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

Man writing in a notebook sitting on a couch.

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

What to Do With Writing Assignments

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

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

Link to Learning

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

Summary Assignments

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

An effective summary does the following:

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

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

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

Writing Effective Summaries

Start with a clear identification of the work.

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

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

Summarize the Piece as a Whole

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

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

Conclude with a Final Statement

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

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

Understanding the Assignment and Getting Started

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

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

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

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

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

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

Defined-Topic Assignments

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

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

Undefined-Topic Assignments

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

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

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

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

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

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

Getting Started in the Writing Process

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

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

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

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

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

A computer keyboard and fingers.

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

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

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

Write a Rough Draft

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

If You’re Having Trouble, Try F reewriting

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

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What Is Academic Writing? | Dos and Don’ts for Students

Academic writing is a formal style of writing used in universities and scholarly publications. You’ll encounter it in journal articles and books on academic topics, and you’ll be expected to write your essays , research papers , and dissertation in academic style.

Academic writing follows the same writing process as other types of texts, but it has specific conventions in terms of content, structure and style.

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Table of contents

Types of academic writing, academic writing is…, academic writing is not…, useful tools for academic writing, academic writing checklist.

Academics mostly write texts intended for publication, such as journal articles, reports, books, and chapters in edited collections. For students, the most common types of academic writing assignments are listed below.

Different fields of study have different priorities in terms of the writing they produce. For example, in scientific writing it’s crucial to clearly and accurately report methods and results; in the humanities, the focus is on constructing convincing arguments through the use of textual evidence. However, most academic writing shares certain key principles intended to help convey information as effectively as possible.

Whether your goal is to pass your degree, apply to graduate school , or build an academic career, effective writing is an essential skill.

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the writing assignment

Formal and unbiased

Academic writing aims to convey information in an impartial way. The goal is to base arguments on the evidence under consideration, not the author’s preconceptions. All claims should be supported with relevant evidence, not just asserted.

To avoid bias, it’s important to represent the work of other researchers and the results of your own research fairly and accurately. This means clearly outlining your methodology  and being honest about the limitations of your research.

The formal style used in academic writing ensures that research is presented consistently across different texts, so that studies can be objectively assessed and compared with other research.

Because of this, it’s important to strike the right tone with your language choices. Avoid informal language , including slang, contractions , clichés, and conversational phrases:

  • Also , a lot of the findings are a little unreliable.
  • Moreover , many of the findings are somewhat unreliable.

Clear and precise

It’s important to use clear and precise language to ensure that your reader knows exactly what you mean. This means being as specific as possible and avoiding vague language :

  • People have been interested in this thing for a long time .
  • Researchers have been interested in this phenomenon for at least 10 years .

Avoid hedging your claims with words like “perhaps,” as this can give the impression that you lack confidence in your arguments. Reflect on your word choice to ensure it accurately and directly conveys your meaning:

  • This could perhaps suggest that…
  • This suggests that…

Specialist language or jargon is common and often necessary in academic writing, which generally targets an audience of other academics in related fields.

However, jargon should be used to make your writing more concise and accurate, not to make it more complicated. A specialist term should be used when:

  • It conveys information more precisely than a comparable non-specialist term.
  • Your reader is likely to be familiar with the term.
  • The term is commonly used by other researchers in your field.

The best way to familiarize yourself with the kind of jargon used in your field is to read papers by other researchers and pay attention to their language.

Focused and well structured

An academic text is not just a collection of ideas about a topic—it needs to have a clear purpose. Start with a relevant research question or thesis statement , and use it to develop a focused argument. Only include information that is relevant to your overall purpose.

A coherent structure is crucial to organize your ideas. Pay attention to structure at three levels: the structure of the whole text, paragraph structure, and sentence structure.

Well sourced

Academic writing uses sources to support its claims. Sources are other texts (or media objects like photographs or films) that the author analyzes or uses as evidence. Many of your sources will be written by other academics; academic writing is collaborative and builds on previous research.

It’s important to consider which sources are credible and appropriate to use in academic writing. For example, citing Wikipedia is typically discouraged. Don’t rely on websites for information; instead, use academic databases and your university library to find credible sources.

You must always cite your sources in academic writing. This means acknowledging whenever you quote or paraphrase someone else’s work by including a citation in the text and a reference list at the end.

There are many different citation styles with different rules. The most common styles are APA , MLA , and Chicago . Make sure to consistently follow whatever style your institution requires. If you don’t cite correctly, you may get in trouble for plagiarism . A good plagiarism checker can help you catch any issues before it’s too late.

You can easily create accurate citations in APA or MLA style using our Citation Generators.

APA Citation Generator MLA Citation Generator

Correct and consistent

As well as following the rules of grammar, punctuation, and citation, it’s important to consistently apply stylistic conventions regarding:

  • How to write numbers
  • Introducing abbreviations
  • Using verb tenses in different sections
  • Capitalization of terms and headings
  • Spelling and punctuation differences between UK and US English

In some cases there are several acceptable approaches that you can choose between—the most important thing is to apply the same rules consistently and to carefully proofread your text before you submit. If you don’t feel confident in your own proofreading abilities, you can get help from Scribbr’s professional proofreading services or Grammar Checker .

Academic writing generally tries to avoid being too personal. Information about the author may come in at some points—for example in the acknowledgements or in a personal reflection—but for the most part the text should focus on the research itself.

Always avoid addressing the reader directly with the second-person pronoun “you.” Use the impersonal pronoun “one” or an alternate phrasing instead for generalizations:

  • As a teacher, you must treat your students fairly.
  • As a teacher, one must treat one’s students fairly.
  • Teachers must treat their students fairly.

The use of the first-person pronoun “I” used to be similarly discouraged in academic writing, but it is increasingly accepted in many fields. If you’re unsure whether to use the first person, pay attention to conventions in your field or ask your instructor.

When you refer to yourself, it should be for good reason. You can position yourself and describe what you did during the research, but avoid arbitrarily inserting your personal thoughts and feelings:

  • In my opinion…
  • I think that…
  • I like/dislike…
  • I conducted interviews with…
  • I argue that…
  • I hope to achieve…

Long-winded

Many students think their writing isn’t academic unless it’s over-complicated and long-winded. This isn’t a good approach—instead, aim to be as concise and direct as possible.

If a term can be cut or replaced with a more straightforward one without affecting your meaning, it should be. Avoid redundant phrasings in your text, and try replacing phrasal verbs with their one-word equivalents where possible:

  • Interest in this phenomenon carried on in the year 2018 .
  • Interest in this phenomenon continued in 2018 .

Repetition is a part of academic writing—for example, summarizing earlier information in the conclusion—but it’s important to avoid unnecessary repetition. Make sure that none of your sentences are repeating a point you’ve already made in different words.

Emotive and grandiose

An academic text is not the same thing as a literary, journalistic, or marketing text. Though you’re still trying to be persuasive, a lot of techniques from these styles are not appropriate in an academic context. Specifically, you should avoid appeals to emotion and inflated claims.

Though you may be writing about a topic that’s sensitive or important to you, the point of academic writing is to clearly communicate ideas, information, and arguments, not to inspire an emotional response. Avoid using emotive or subjective language :

  • This horrible tragedy was obviously one of the worst catastrophes in construction history.
  • The injury and mortality rates of this accident were among the highest in construction history.

Students are sometimes tempted to make the case for their topic with exaggerated , unsupported claims and flowery language. Stick to specific, grounded arguments that you can support with evidence, and don’t overstate your point:

  • Charles Dickens is the greatest writer of the Victorian period, and his influence on all subsequent literature is enormous.
  • Charles Dickens is one of the best-known writers of the Victorian period and has had a significant influence on the development of the English novel.

There are a a lot of writing tools that will make your writing process faster and easier. We’ll highlight three of them below.

Paraphrasing tool

AI writing tools like ChatGPT and a paraphrasing tool can help you rewrite text so that your ideas are clearer, you don’t repeat yourself, and your writing has a consistent tone.

They can also help you write more clearly about sources without having to quote them directly. Be warned, though: it’s still crucial to give credit to all sources in the right way to prevent plagiarism .

Grammar checker

Writing tools that scan your text for punctuation, spelling, and grammar mistakes. When it detects a mistake the grammar checke r will give instant feedback and suggest corrections. Helping you write clearly and avoid common mistakes .

You can use a summarizer if you want to condense text into its most important and useful ideas. With a summarizer tool, you can make it easier to understand complicated sources. You can also use the tool to make your research question clearer and summarize your main argument.

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Use the checklist below to assess whether you have followed the rules of effective academic writing.

  • Checklist: Academic writing

I avoid informal terms and contractions .

I avoid second-person pronouns (“you”).

I avoid emotive or exaggerated language.

I avoid redundant words and phrases.

I avoid unnecessary jargon and define terms where needed.

I present information as precisely and accurately as possible.

I use appropriate transitions to show the connections between my ideas.

My text is logically organized using paragraphs .

Each paragraph is focused on a single idea, expressed in a clear topic sentence .

Every part of the text relates to my central thesis or research question .

I support my claims with evidence.

I use the appropriate verb tenses in each section.

I consistently use either UK or US English .

I format numbers consistently.

I cite my sources using a consistent citation style .

Your text follows the most important rules of academic style. Make sure it's perfect with the help of a Scribbr editor!

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How to write the best college assignments.

By Lois Weldon

When it comes to writing assignments, it is difficult to find a conceptualized guide with clear and simple tips that are easy to follow. That’s exactly what this guide will provide: few simple tips on how to write great assignments, right when you need them. Some of these points will probably be familiar to you, but there is no harm in being reminded of the most important things before you start writing the assignments, which are usually determining on your credits.

The most important aspects: Outline and Introduction

Preparation is the key to success, especially when it comes to academic assignments. It is recommended to always write an outline before you start writing the actual assignment. The outline should include the main points of discussion, which will keep you focused throughout the work and will make your key points clearly defined. Outlining the assignment will save you a lot of time because it will organize your thoughts and make your literature searches much easier. The outline will also help you to create different sections and divide up the word count between them, which will make the assignment more organized.

The introduction is the next important part you should focus on. This is the part that defines the quality of your assignment in the eyes of the reader. The introduction must include a brief background on the main points of discussion, the purpose of developing such work and clear indications on how the assignment is being organized. Keep this part brief, within one or two paragraphs.

This is an example of including the above mentioned points into the introduction of an assignment that elaborates the topic of obesity reaching proportions:

Background : The twenty first century is characterized by many public health challenges, among which obesity takes a major part. The increasing prevalence of obesity is creating an alarming situation in both developed and developing regions of the world.

Structure and aim : This assignment will elaborate and discuss the specific pattern of obesity epidemic development, as well as its epidemiology. Debt, trade and globalization will also be analyzed as factors that led to escalation of the problem. Moreover, the assignment will discuss the governmental interventions that make efforts to address this issue.

Practical tips on assignment writing

Here are some practical tips that will keep your work focused and effective:

–         Critical thinking – Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level, but also because it takes part in the final mark.

–         Continuity of ideas – When you get to the middle of assignment, things can get confusing. You have to make sure that the ideas are flowing continuously within and between paragraphs, so the reader will be enabled to follow the argument easily. Dividing the work in different paragraphs is very important for this purpose.

–         Usage of ‘you’ and ‘I’ – According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of ‘you’ and ‘I’ should be avoided. The only acceptable way of building your arguments is by using opinions and evidence from authoritative sources.

–         Referencing – this part of the assignment is extremely important and it takes a big part in the final mark. Make sure to use either Vancouver or Harvard referencing systems, and use the same system in the bibliography and while citing work of other sources within the text.  

–         Usage of examples – A clear understanding on your assignment’s topic should be provided by comparing different sources and identifying their strengths and weaknesses in an objective manner. This is the part where you should show how the knowledge can be applied into practice.

–         Numbering and bullets – Instead of using numbering and bullets, the academic writing style prefers the usage of paragraphs.

–         Including figures and tables – The figures and tables are an effective way of conveying information to the reader in a clear manner, without disturbing the word count. Each figure and table should have clear headings and you should make sure to mention their sources in the bibliography.

–         Word count – the word count of your assignment mustn’t be far above or far below the required word count. The outline will provide you with help in this aspect, so make sure to plan the work in order to keep it within the boundaries.

The importance of an effective conclusion

The conclusion of your assignment is your ultimate chance to provide powerful arguments that will impress the reader. The conclusion in academic writing is usually expressed through three main parts:

–         Stating the context and aim of the assignment

–         Summarizing the main points briefly

–         Providing final comments with consideration of the future (discussing clear examples of things that can be done in order to improve the situation concerning your topic of discussion).

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Lois Weldon is writer at  Uk.bestdissertation.com . Lives happily at London with her husband and lovely daughter. Adores writing tips for students. Passionate about Star Wars and yoga.

7 comments on “How To Write The Best College Assignments”

Extremely useful tip for students wanting to score well on their assignments. I concur with the writer that writing an outline before ACTUALLY starting to write assignments is extremely important. I have observed students who start off quite well but they tend to lose focus in between which causes them to lose marks. So an outline helps them to maintain the theme focused.

Hello Great information…. write assignments

Well elabrated

Thanks for the information. This site has amazing articles. Looking forward to continuing on this site.

This article is certainly going to help student . Well written.

Really good, thanks

Practical tips on assignment writing, the’re fantastic. Thank you!

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the writing assignment

Designing Writing Assignments

Designing Writing Assignments designing-assignments

As you think about creating writing assignments, use these five principles:

  • Tie the writing task to specific pedagogical goals.
  • Note rhetorical aspects of the task, i.e., audience, purpose, writing situation.
  • Make all elements of the task clear.
  • Include grading criteria on the assignment sheet.
  • Break down the task into manageable steps.

You'll find discussions of these principles in the following sections of this guide.

Writing Should Meet Teaching Goals

Working backwards from goals, guidelines for writing assignments, resource: checksheets, resources: sample assignments.

  • Citation Information

To guarantee that writing tasks tie directly to the teaching goals for your class, ask yourself questions such as the following:

  • What specific course objectives will the writing assignment meet?
  • Will informal or formal writing better meet my teaching goals?
  • Will students be writing to learn course material, to master writing conventions in this discipline, or both?
  • Does the assignment make sense?

Although it might seem awkward at first, working backwards from what you hope the final papers will look like often produces the best assignment sheets. We recommend jotting down several points that will help you with this step in writing your assignments:

  • Why should students write in your class? State your goals for the final product as clearly and concretely as possible.
  • Determine what writing products will meet these goals and fit your teaching style/preferences.
  • Note specific skills that will contribute to the final product.
  • Sequence activities (reading, researching, writing) to build toward the final product.

Successful writing assignments depend on preparation, careful and thorough instructions, and on explicit criteria for evaluation. Although your experience with a given assignment will suggest ways of improving a specific paper in your class, the following guidelines should help you anticipate many potential problems and considerably reduce your grading time.

  • Explain the purpose of the writing assignment.
  • Make the format of the writing assignment fit the purpose (format: research paper, position paper, brief or abstract, lab report, problem-solving paper, etc.).

II. The assignment

  • Provide complete written instructions.
  • Provide format models where possible.
  • Discuss sample strong, average, and weak papers.

III. Revision of written drafts

Where appropriate, peer group workshops on rough drafts of papers may improve the overall quality of papers. For example, have students critique each others' papers one week before the due date for format, organization, or mechanics. For these workshops, outline specific and limited tasks on a checksheet. These workshops also give you an opportunity to make sure that all the students are progressing satisfactorily on the project.

IV. Evaluation

On a grading sheet, indicate the percentage of the grade devoted to content and the percentage devoted to writing skills (expression, punctuation, spelling, mechanics). The grading sheet should indicate the important content features as well as the writing skills you consider significant.

Visitors to this site are welcome to download and print these guidelines

Checksheet 1: (thanks to Kate Kiefer and Donna Lecourt)

  • written out the assignment so that students can take away a copy of the precise task?
  • made clear which course goals this writing task helps students meet?
  • specified the audience and purpose of the assignment?
  • outlined clearly all required sub-parts of the assignment (if any)?
  • included my grading criteria on the assignment sheet?
  • pointed students toward appropriate prewriting activities or sources of information?
  • specified the format of the final paper (including documentation, headings or sections, page layout)?
  • given students models or appropriate samples?
  • set a schedule that will encourage students to review each other's drafts and revise their papers?

Checksheet 2: (thanks to Jean Wyrick)

  • Is the assignment written clearly on the board or on a handout?
  • Do the instructions explain the purpose(s) of the assignment?
  • Does the assignment fit the purpose?
  • Is the assignment stated in precise language that cannot be misunderstood?
  • If choices are possible, are these options clearly marked?
  • Are there instructions for the appropriate format? (examples: length? typed? cover sheet? type of paper?)
  • Are there any special instructions, such as use of a particular citation format or kinds of headings? If so, are these clearly stated?
  • Is the due date clearly visible? (Are late assignments accepted? If so, any penalty?)
  • Are any potential problems anticipated and explained?
  • Are the grading criteria spelled out as specifically as possible? How much does content count? Organization? Writing skills? One grade or separate grades on form and content? Etc.
  • Does the grading criteria section specifically indicate which writing skills the teacher considers important as well as the various aspects of content?
  • What part of the course grade is this assignment?
  • Does the assignment include use of models (strong, average, weak) or samples outlines?

Sample Full-Semester Assignment from Ag Econ 4XX

Good analytical writing is a rigorous and difficult task. It involves a process of editing and rewriting, and it is common to do a half dozen or more drafts. Because of the difficulty of analytical writing and the need for drafting, we will be completing the assignment in four stages. A draft of each of the sections described below is due when we finish the class unit related to that topic (see due dates on syllabus). I will read the drafts of each section and provide comments; these drafts will not be graded but failure to pass in a complete version of a section will result in a deduction in your final paper grade. Because of the time both you and I are investing in the project, it will constitute one-half of your semester grade.

Content, Concepts and Substance

Papers will focus on the peoples and policies related to population, food, and the environment of your chosen country. As well as exploring each of these subsets, papers need to highlight the interrelations among them. These interrelations should form part of your revision focus for the final draft. Important concepts relevant to the papers will be covered in class; therefore, your research should be focused on the collection of information on your chosen country or region to substantiate your themes. Specifically, the paper needs to address the following questions.

  • Population - Developing countries have undergone large changes in population. Explain the dynamic nature of this continuing change in your country or region and the forces underlying the changes. Better papers will go beyond description and analyze the situation at hand. That is, go behind the numbers to explain what is happening in your country with respect to the underlying population dynamics: structure of growth, population momentum, rural/urban migration, age structure of population, unanticipated populations shocks, etc. DUE: WEEK 4.
  • Food - What is the nature of food consumption in your country or region? Is the average daily consumption below recommended levels? Is food consumption increasing with economic growth? What is the income elasticity of demand? Use Engel's law to discuss this behavior. Is production able to stay abreast with demand given these trends? What is the nature of agricultural production: traditional agriculture or green revolution technology? Is the trend in food production towards self-sufficiency? If not, can comparative advantage explain this? Does the country import or export food? Is the politico-economic regime supportive of a progressive agricultural sector? DUE: WEEK 8.
  • Environment - This is the third issue to be covered in class. It is crucial to show in your paper the environmental impact of agricultural production techniques as well as any direct impacts from population changes. This is especially true in countries that have evolved from traditional agriculture to green revolution techniques in the wake of population pressures. While there are private benefits to increased production, the use of petroleum-based inputs leads to environmental and human health related social costs which are exacerbated by poorly defined property rights. Use the concepts of technological externalities, assimilative capacity, property rights, etc. to explain the nature of this situation in your country or region. What other environmental problems are evident? Discuss the problems and methods for economically measuring environmental degradation. DUE: WEEK 12.
  • Final Draft - The final draft of the project should consider the economic situation of agriculture in your specified country or region from the three perspectives outlined above. Key to such an analysis are the interrelationships of the three perspectives. How does each factor contribute to an overall analysis of the successes and problems in agricultural policy and production of your chosen country or region? The paper may conclude with recommendations, but, at the very least, it should provide a clear summary statement about the challenges facing your country or region. DUE: WEEK15.

Landscape Architecture 3XX: Design Critique

Critical yet often overlooked components of the landscape architect's professional skills are the ability to critically evaluate existing designs and the ability to eloquently express him/herself in writing. To develop your skills at these fundamental components, you are to professionally critique a built project with which you are personally and directly familiar. The critique is intended for the "informed public" as might be expected to be read in such features in The New York Times or Columbus Monthly ; therefore, it should be insightful and professionally valid, yet also entertaining and eloquent. It should reflect a sophisticated knowledge of the subject without being burdened with professional jargon.

As in most critiques or reviews, you are attempting not only to identify the project's good and bad features but also to interpret the project's significance and meaning. As such, the critique should have a clear "point of view" or thesis that is then supported by evidence (your description of the place) that persuades the reader that your thesis is valid. Note, however, that your primary goal is not to force the reader to agree with your point of view but rather to present a valid discussion that enriches and broadens the reader's understanding of the project.

To assist in the development of the best possible paper, you are to submit a typed draft by 1:00 pm, Monday, February 10th. The drafts will be reviewed as a set and will then serve as a basis of an in-class writing improvement seminar on Friday, February 14th. The seminar will focus on problems identified in the set of drafts, so individual papers will not have been commented on or marked. You may also submit a typed draft of your paper to the course instructor for review and comment at any time prior to the final submission.

Final papers are due at 2:00 pm, Friday, February 23rd.

Animal/Dairy/Poultry Science 2XX: Comparative Animal Nutrition

Purpose: Students should be able to integrate lecture and laboratory material, relate class material to industry situations, and improve their problem-solving abilities.

Assignment 1: Weekly laboratory reports (50 points)

For the first laboratory, students will be expected to provide depth and breadth of knowledge, creativity, and proper writing format in a one-page, typed, double-spaced report. Thus, conciseness will be stressed. Five points total will be possible for the first draft, another five points possible will be given to a student peer-reviewer of the draft, and five final points will be available for a second draft. This assignment, in its entirety, will be due before the first midterm (class 20). Any major writing flaws will be addressed early so that students can grasp concepts stressed by the instructors without major impact on their grades. Additional objectives are to provide students with skills in critically reviewing papers and to acquaint writers and reviewers of the instructors' expectations for assignments 2 and 3, which are weighted much more heavily.

Students will submit seven one-page handwritten reports from each week's previous laboratory. These reports will cover laboratory classes 2-9; note that one report can be dropped and week 10 has no laboratory. Reports will be graded (5 points each) by the instructors for integration of relevant lecture material or prior experience with the current laboratory.

Assignment 2: Group problem-solving approach to a nutritional problem in the animal industry (50 points)

Students will be divided into groups of four. Several problems will be offered by the instructors, but a group can choose an alternative, approved topic. Students should propose a solution to the problem. Because most real-life problems are solved by groups of employees and (or) consultants, this exercise should provide students an opportunity to practice skills they will need after graduation. Groups will divide the assignment as they see fit. However, 25 points will be based on an individual's separate assignment (1-2 typed pages), and 25 points will be based on the group's total document. Thus, it is assumed that papers will be peer-reviewed. The audience intended will be marketing directors, who will need suitable background, illustrations, etc., to help their salespersons sell more products. This assignment will be started in about the second week of class and will be due by class 28.

Assignment 3: Students will develop a topic of their own choosing (approved by instructors) to be written for two audiences (100 points).

The first assignment (25 points) will be written in "common language," e.g., to farmers or salespersons. High clarity of presentation will be expected. It also will be graded for content to assure that the student has developed the topic adequately. This assignment will be due by class 38.

Concomitant with this assignment will be a first draft of a scientific term paper on the same subject. Ten scientific articles and five typed, double-spaced pages are minimum requirements. Basic knowledge of scientific principles will be incorporated into this term paper written to an audience of alumni of this course working in a nutrition-related field. This draft (25 points) will be due by class 38. It will be reviewed by a peer who will receive up to 25 points for his/her critique. It will be returned to the student and instructor by class 43. The final draft, worth an additional 25 points, will be due before class 50 and will be returned to the student during the final exam period.

Integration Papers - HD 3XX

Two papers will be assigned for the semester, each to be no more than three typewritten pages in length. Each paper will be worth 50 points.

Purpose:   The purpose of this assignment is to aid the student in learning skills necessary in forming policy-making decisions and to encourage the student to consider the integral relationship between theory, research, and social policy.

Format:   The student may choose any issue of interest that is appropriate to the socialization focus of the course, but the issue must be clearly stated and the student is advised to carefully limit the scope of the issue question.

There are three sections to the paper:

First:   One page will summarize two conflicting theoretical approaches to the chosen issue. Summarize only what the selected theories may or would say about the particular question you've posed; do not try to summarize the entire theory. Make clear to a reader in what way the two theories disagree or contrast. Your text should provide you with the basic information to do this section.

Second:   On the second page, summarize (abstract) one relevant piece of current research. The research article must be chosen from a professional journal (not a secondary source) written within the last five years. The article should be abstracted and then the student should clearly show how the research relates to the theoretical position(s) stated earlier, in particular, and to the socialization issue chosen in general. Be sure the subjects used, methodology, and assumptions can be reasonably extended to your concern.

Third:   On the third page, the student will present a policy guideline (for example, the Colorado courts should be required to include, on the child's behalf, a child development specialist's testimony at all custody hearings) that can be supported by the information gained and presented in the first two pages. My advice is that you picture a specific audience and the final purpose or use of such a policy guideline. For example, perhaps as a child development specialist you have been requested to present an informed opinion to a federal or state committee whose charge is to develop a particular type of human development program or service. Be specific about your hypothetical situation and this will help you write a realistic policy guideline.

Sample papers will be available in the department reading room.

SP3XX Short Essay Grading Criteria

A (90-100): Thesis is clearly presented in first paragraph. Every subsequent paragraph contributes significantly to the development of the thesis. Final paragraph "pulls together" the body of the essay and demonstrates how the essay as a whole has supported the thesis. In terms of both style and content, the essay is a pleasure to read; ideas are brought forth with clarity and follow each other logically and effortlessly. Essay is virtually free of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

B (80-89): Thesis is clearly presented in first paragraph. Every subsequent paragraph contributes significantly to the development of the thesis. Final paragraph "pulls together" the body of the essay and demonstrates how the essay as a whole has supported the thesis. In terms of style and content, the essay is still clear and progresses logically, but the essay is somewhat weaker due to awkward word choice, sentence structure, or organization. Essay may have a few (approximately 3) instances of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

C (70-79): There is a thesis, but the reader may have to hunt for it a bit. All the paragraphs contribute to the thesis, but the organization of these paragraphs is less than clear. Final paragraph simply summarizes essay without successfully integrating the ideas presented into a unified support for thesis. In terms of style and content, the reader is able to discern the intent of the essay and the support for the thesis, but some amount of mental gymnastics and "reading between the lines" is necessary; the essay is not easy to read, but it still has said some important things. Essay may have instances (approximately 6) of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

D (60-69): Thesis is not clear. Individual paragraphs may have interesting insights, but the paragraphs do not work together well in support of the thesis. In terms of style and content, the essay is difficult to read and to understand, but the reader can see there was a (less than successful) effort to engage a meaningful subject. Essay may have several instances (approximately 6) of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

Teacher Comments

Patrick Fitzhorn, Mechanical Engineering: My expectations for freshman are relatively high. I'm jaded with the seniors, who keep disappointing me. Often, we don't agree on the grading criteria.

There's three parts to our writing in engineering. The first part, is the assignment itself.

The four types: lab reports, technical papers, design reports, and proposals. The other part is expectations in terms of a growth of writing style at each level in our curriculum and an understanding of that from students so they understand that high school writing is not acceptable as a senior in college. Third, is how we transform our expectations into justifiable grades that have real feedback for the students.

To the freshman, I might give a page to a page and one half to here's how I want the design report. To the seniors it was three pages long. We try to capture how our expectations change from freshman to senior. I bet the structure is almost identical...

We always give them pretty rigorous outlines. Often times, the way students write is to take the outline we give them and students write that chunk. Virtually every writing assignment we give, we provide a writing outline of the writing style we want. These patterns are then used in industry. One organization style works for each of the writing styles. Between faculty, some minute details may change with organization, but there is a standard for writers to follow.

Interviewer: How do students determine purpose

Ken Reardon, Chemical Engineerin: Students usually respond to an assignment. That tells them what the purpose is. . . . I think it's something they infer from the assignment sheet.

Interviewer What types of purposes are there?

Ken Reardon: Persuading is the case with proposals. And informing with progress and the final results. Informing is to just "Here are the results of analysis; here's the answer to the question." It's presenting information. Persuasion is analyzing some information and coming to a conclusion. More of the writing I've seen engineers do is a soft version of persuasion, where they're not trying to sell. "Here's my analysis, here's how I interpreted those results and so here's what I think is worthwhile." Justifying.

Interviewer: Why do students need to be aware of this concept?

Ken Reardon: It helps to tell the reader what they're reading. Without it, readers don't know how to read.

Kiefer, Kate. (1997). Designing Writing Assignments. Writing@CSU . Colorado State University. https://writing.colostate.edu/teaching/guide.cfm?guideid=101

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4.3: Writing Assignments

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Learning Objectives

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

Man writing in a notebook sitting on a couch.

What to Do With Writing Assignments

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

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

Link to Learning

This Assignment Calculator can help you plan ahead for your writing assignment. Just plug in the date you plan to get started and the date it is due, and it will help break it down into manageable chunks.

Summary Assignments

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

An effective summary does the following:

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

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

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

Writing Effective Summaries

Start with a clear identification of the work.

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

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

Summarize the Piece as a Whole

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

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

Conclude with a Final Statement

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

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

Understanding the Assignment and Getting Started

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

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

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

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

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

Defined-Topic Assignments

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

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

Undefined-Topic Assignments

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

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

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

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

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

Getting Started in the Writing Process

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

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

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

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

A computer keyboard and fingers.

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

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

Write a Rough Draft

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

If You’re Having Trouble, Try F reewriting

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

Contributors and Attributions

  • Outcome: Writing in College. Provided by : Lumen Learning. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
  • Writing in College: From Competence to Excellence. Authored by : Amy Guptill. Provided by : SUNY Open Textbooks. Located at : textbooks.opensuny.org/writing-in-college-from-competence-to-excellence/. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
  • Image of man writing. Authored by : Matt Zhang. Located at : https://flic.kr/p/pAg6t9 . License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
  • Writing Strategies. Provided by : Lumen Learning. Located at : courses.lumenlearning.com/lumencollegesuccess/chapter/writing-strategies/. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
  • Image of woman reading. Authored by : Aaron Osborne. Located at : https://flic.kr/p/dPLmVV . License : CC BY: Attribution
  • Image of sketches of magnifying glass. Authored by : Matt Cornock. Located at : https://flic.kr/p/eBSLmg . License : CC BY-NC: Attribution-NonCommercial
  • How to Write a Summary. Authored by : WikiHow. Located at : http://www.wikihow.com/Write-a-Summary . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
  • How to Write. Provided by : WikiHow. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
  • Image of typing. Authored by : Kiran Foster. Located at : https://flic.kr/p/9M2WW4 . License : CC BY: Attribution

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II. Getting Started

2.3 Understanding the Writing Assignment: Quick Reference

Robin Jeffrey; Emilie Zickel; Kathy Anders; and Terri Pantuso

Before you begin working on an essay or a writing assignment, don’t forget to spend some quality time analyzing the assignment sheet. By closely reading and breaking down the assignment sheet, you are setting yourself up for an easier time of planning and composing the assignment. You might find it helpful to use the following steps:

  • First, determine the genre of the assignment;
  • Second, identify the core assignment questions that you need to answer;
  • Third, note what types of secondary sources are required as well as how many;
  • Fourth, locate the evaluation and grading criteria; carefully read the assignment sheet and search for the required page length, due dates, and other submission-based information;
  • Finally, identify the disciplinary conventions with which you are expected to write.

Writing Genre

Loosely speaking, genre refers to a category of work that generally shares similar characteristics. When determining the genre in which you are being asked to write, if it is not explicitly stated ask yourself what, in the broadest sense, are you being asked to do?

How to Answer the Assignment Question(s)

Sometimes, a list of prompts or questions may appear with an assignment given to you by your instructor. It is likely that your instructor will not expect you to answer all of the questions listed. They are simply offering you some ideas so that you can think of your own questions to ask. When this occurs, it can be useful to:

  • Circle all assignment questions that you see on the assignment sheet;
  • Put a star next to the question that is either the most important OR that you will pursue in creating the assignment;
  • Underline the topic about which you feel most passionate. If you are interested in the topic, you will produce a better paper.

Recognizing Implied Questions

A prompt may not include a clear ‘how’ or ‘why’ question, though one is always implied by the language of the prompt. For example, “Discuss the effects of the No Child Left Behind Act on special education programs” is asking you to write how the act has affected special education programs, while “Consider the recent rise of autism diagnoses” is asking you to write why the diagnoses of autism are on the rise. If it is not relatively clear what is implied in the question or prompt, check with your instructor or a writing center tutor.

Identifying Writing Requirements

Some instructors offer indications of what certain parts of the essay/composition should contain. As you read the assignment sheet, look for an indication of elements to be included. Does the assignment sheet offer suggestions or requirements for the introductory paragraph? For the thesis statement? For the structure or content of the body paragraphs or conclusion paragraphs? If not, check with your instructor or visit your university writing center for suggestions and guidance.

Identifying Source Information Requirements

When you receive an assignment, note what types of information you will need in order to respond to the questions in the prompt. Your instructor may indicate that you need to use a certain number of secondary sources in your assignment and may even tell you what types of sources, e.g. newspaper stories, magazine articles, interviews, or scholarly journal articles. It may also be the case that apart from the requirements for the writing assignment, you need to find background information on the topic so that you can begin to formulate your own ideas or your claim. For example, say you are in a nutrition class and you receive the following prompt:

“Evaluate the benefits and drawbacks of a ketogenic diet for a population with a health issue of your choosing, i.e., epilepsy, liver disease, kidney disease, obesity, etc. Use at least four scholarly sources in your paper.”

If you are not already familiar with what a ketogenic diet is, you will have to do some background research on the concept itself as you begin to address the topic of your essay. You might also need to do some research about the health issue upon which you focus. As you write, you will also need to find and incorporate four scholarly sources into your paper likely addressing the specific question about the ketogenic diet and the population group you chose. You might choose to include even more sources depending upon how you want to address the topic. However, remember that when you are using secondary sources you keep your voice and claim prominent in the essay, and not the voices of your secondary sources.

Identifying Evaluation Criteria

Many assignment sheets contain a grading rubric or some other indication of evaluation criteria for the assignment. You can use these criteria to both begin the writing process and to guide your revision and editing process. If you do not see any rubric or evaluation criteria on the assignment sheet — ask!

Recognizing Disciplinary Expectations

Depending on the discipline in which you are writing, different features and formats of your writing may be expected. Always look closely at key terms and vocabulary in the writing assignment, and be sure to note what type of evidence and citations style your instructor expects.

  • Does the essay need to be in MLA, APA, Chicago or another style?
  • Does the instructor require any specific submission elements or formats?

Practice Activity

This section contains material from:Jeffrey, Robin, and Emilie Zickel. “Understanding the Writing Assignment.” In A Guide to Rhetoric, Genre, and Success in First-Year Writing , by Melanie Gagich and Emilie Zickel. Cleveland: MSL Academic Endeavors. Accessed July 2019. https://pressbooks.ulib.csuohio.edu/csu-fyw-rhetoric/chapter/understanding-assignments/. Licensed u nder a Creative Commons Attribution 4.0 International License . Archival link: https://web.archive.org/web/20230205013719/https://pressbooks.ulib.csuohio.edu/csu-fyw-rhetoric/chapter/understanding-assignments/ 

To hint; to suggest indirectly without mentioning the topic explicitly. An implied argument is one that does not obviously appear to be an argument but is nevertheless persuasive.

A statement, usually one sentence, that summarizes an argument that will later be explained, expanded upon, and developed in a longer essay or research paper. In undergraduate writing, a thesis statement is often found in the introductory paragraph of an essay. The plural of thesis is theses .

Sources that provide information on a primary source; the presentation of non-original data; the analysis of someone else’s research.

When something is described as scholarly, that means that has been written by and for the academic community. The term scholarly is commonly used as shorthand to indicate that information that has been peer reviewed  or examined by other experts of the same academic field or discipline. Sometimes, the terms academic, scholarly, and peer reviewed are confused as synonyms; peer reviewed is a narrower term referring to an item that has been reviewed by experts in the field prior to publication, while academic is a broader term that also includes works that are written by and for academics, but that have not been peer reviewed.

An ambiguous or amorphous quality to writing comprising the vocabulary, word choice, tone, point of view, syntax, attitude, emotion, and style of a writer. Because writing is a personal and individual exercise, every writer has their own unique voice.

An arguable statement; a point that a writer, researcher, or speaker makes in order to prove their thesis.

The explicit set of criteria, point distribution, and expectations set forth by a grader. A rubric is almost always standardized out of fairness for all the people whose work is being graded.

2.3 Understanding the Writing Assignment: Quick Reference Copyright © 2023 by Robin Jeffrey; Emilie Zickel; Kathy Anders; and Terri Pantuso is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

How to Help Students With Their Writing. 4 Educators Share Their Secrets

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Teaching students to write is no easy feat, and it’s a topic that has often been discussed on this blog.

It’s also a challenge that can’t have too much discussion!

Today, four educators share their most effective writing lessons.

‘Three Practices That Create Confident Writers’

Penny Kittle teaches first-year writers at Plymouth State University in New Hampshire. She was a teacher and literacy coach in public schools for 34 years and is the author of nine books, including Micro Mentor Texts (Scholastic). She is the founder and president of the Book Love Foundation, which annually grants classroom libraries to teachers throughout North America:

I write almost every day. Like anything I want to do well, I practice. Today, I wrote about the wild dancing, joyful energy, and precious time I spent with my daughter at a Taylor Swift concert. Then I circled back to notes on Larry’s question about teaching writers. I wrote badly, trying to find a through line. I followed detours and crossed out bad ideas. I stopped to think. I tried again. I lost faith in my words. I will get there , I told myself. I trust my process.

I haven’t always written this easily or this much. I wouldn’t say I’m a “natural” writer because I don’t believe they exist. Writing is work. When I entered college, I received a C-minus on my first paper. I was stunned. I had never worked at writing: I was a “first drafter,” an “only drafter.” And truthfully, I didn’t know how or what to practice. I was assigned writing in high school and I completed it. I rarely received feedback. I didn’t get better. I didn’t learn to think like a writer; I thought like a student.

I’ve now spent 40 years studying writing and teaching writers in kindergarten, elementary school, middle school, and high school, as well as teachers earning graduate degrees. Despite their age, writers in school share one remarkably similar trait: a lack of confidence. Confidence is a brilliant and fiery light; it draws your eyes, your heart, and your mind. But in fact, it is as rare as the Northern Lights. I feel its absence every fall in my composition courses.

We can change that.

Confidence blooms in classrooms focused on the growth of writers.

This happens in classrooms where the teacher relies less on lessons and more on a handful of practices. Unfortunately, though, in most classrooms, a heap of time is spent directing students to practice “writing-like” activities: restrictive templates for assignments, with detailed criteria focused on rules. Those activities handcuff writers. If you tell me what to do and how to do it, I will focus on either completing the task or avoiding it. That kind of writing work doesn’t require much thinking; it is merely labor.

Practice creating, on the other hand, is harder, but it is how we develop the important ability to let our ideas come and then shaping them into cohesive arguments, stories, poems, and observations. We have misunderstood the power of writing to create thinking. Likewise, we have misunderstood the limitations of narrow tasks. So, here are my best instructional practices that lead to confidence and growth in writers.

1. Writing Notebooks and Daily Revision. Writers need time to write. Think of it as a habit we begin to engage in with little effort, like serving a tennis ball from the baseline or dribbling a basketball or sewing buttonholes. Writers need daily time to whirl words, to spin ideas, to follow images that blink inside them as they move their pen across the page. In my classroom, writing time most often follows engagement with a poem.

Likewise, writers need guidance in rereading their first drafts of messy thinking. I’ve seen teachers open their notebooks and invite students to watch them shape sentences. They demonstrate how small revisions increase clarity and rhythm. Their students watch them find a focus and maintain it. Teachers show the effort and the joy of writing well.

Here’s an example: We listen to a beautiful poem such as “Montauk” by Sarah Kay, her tribute to growing up. Students write freely from lines or images that spring to them as they listen. I write in my notebook as students write in theirs for 4-5 minutes. Then I read my entry aloud, circling subjects and detours ( I don’t know why I wrote so much about my dog, but maybe I have more to say about this … ). I model how to find a focus. I invite students to do the same.

2. Writers Study Writing . Writers imitate structures, approaches, and ways of reaching readers. They read like writers to find possibilities: Look what the writer did here and here . A template essay can be an effective tool to write for a test, but thankfully, that is a very small and insignificant part of the whole of writing for any of us. Real writing grows from studying the work of other writers. We study sentences, passages, essays, and articles to understand how they work, as we create our own.

3. Writers Have Conversations as They Work . When writers practice the skills and embrace the challenges of writing in community, it expands possibilities. Every line read from a notebook carries the mark of a particular writer: the passion, the voice, the experiences, and the vulnerability of each individual. That kind of sharing drives process talk ( How did you think to write about that? Who do you imagine you are speaking to? ), which showcases the endless variation in writers and leads to “writerly thinking.” It shifts conversations from “right and wrong” to “how and why.”

Long ago, at a local elementary school, in a workshop for teachers, I watched Don Graves list on the chalkboard subjects he was considering writing about. He read over his list and chose one. From there, he wrote several sentences, talking aloud about the decisions he was making as a writer. Then he turned to accept and answer questions.

“Why do this?” someone asked.

“Because you are the most important writer in the room,” Don said. “You are showing students why anyone would write when they don’t have to.” He paused, then added, “If not you, who?”

confidenceblooms

Developing ‘Student Voice’

A former independent school English teacher and administrator, Stephanie Farley is a writer and educational consultant working with teachers and schools on issues of curriculum, assessment, instruction, SEL, and building relationships. Her book, Joyful Learning: Tools to Infuse Your 6-12 Classroom with Meaning, Relevance, and Fun is available from Routledge Eye on Education:

Teaching writing is my favorite part of being a teacher. It’s incredibly fun to talk about books with kids, but for me, it’s even more fun to witness students’ skills and confidence grow as they figure out how to use written language to communicate what they mean.

A lesson I used to like doing was in “voice.” My 8th graders had a hard time understanding what I meant when I asked them to consider “voice” in their writing. The best illustration I came up with was playing Taylor Swift’s song “Blank Space” for students. Some students groaned while others clapped. (Doesn’t this always happen when we play music for students? There’s no song that makes everyone happy!) But when they settled down, I encouraged them to listen to the style: the arrangement, her voice as she sang, the dominant instruments.

Then, I played a cover of “Blank Space” by Ryan Adams. Eyes rolled as the song unfurled through the speakers, but again I reminded students to listen to the arrangement, voice, and instruments. After about 60 seconds of the Adams version, heads nodded in understanding. When the music ended and I asked students to explain voice to me, they said it’s “making something your own … like your own style.” Yes!

The next step was applying this new understanding to their own writing. Students selected a favorite sentence from the books they were reading, then tried to write it in their own voice. We did this a few times, until everyone had competently translated Kwame Alexander into “Rosa-style” or Kelly Link into “Michael-style.” Finally, when it was time for students to write their own longer works—stories, personal essays, or narratives—they intentionally used the words and sentence patterns they had identified as their own voice.

I’m happy to report this method worked! In fact, it was highly effective. Students’ papers were more idiosyncratic, nuanced, and creative. The only change to this lesson I’d make now is trying to find a more zeitgeist-y song with the hope that the groans at the beginning die down a little faster.

itsfun

Teaching ELLs

Irina McGrath, Ph.D., is an assistant principal at Newcomer Academy in the Jefferson County school district in Kentucky and the president of KYTESOL. She is also an adjunct professor at the University of Louisville, Indiana University Southeast, and Bellarmine University. She is a co-creator of the ELL2.0 site that offers free resources for teachers of English learners:

Reflecting on my experience of teaching writing to English learners, I have come to realize that writing can be daunting, especially when students are asked to write in English, a language they are learning to master. The most successful writing lessons I have taught were those that transformed the process into an enjoyable experience, fostering a sense of accomplishment and pride in my students.

To achieve this, I prioritized the establishment of a supportive learning environment. At the beginning of each school year, I set norms that emphasized the importance of writing for everyone, including myself as their teacher. I encouraged students to write in English and their native language and I wrote alongside my English learners to demonstrate that writing is a journey that requires hard work and dedication, regardless of age or previous writing experiences. By witnessing my own struggles, my students felt encouraged to persevere.

My English learners understood that errors were expected and that they were valuable opportunities for growth and improvement. This created a comfortable atmosphere where students felt more confident taking risks and experimenting with their writing. Rather than being discouraged by mistakes, they viewed them as steppingstones toward progress.

In my most effective writing lessons, I provided scaffolds such as sentence stems, sentence frames, and word banks. I also encouraged my students to use translation tools to help generate ideas on paper. These scaffolds empowered English learners to independently tackle more challenging writing assignments and nurtured their confidence in completing writing tasks. During writers’ circles, we discussed the hard work invested in each writing piece, shared our work, and celebrated each other’s success.

Furthermore, my most successful writing lessons integrated reading and writing. I taught my students to read like writers and utilized mentor texts to emulate the craft of established authors, which they could later apply to their own writing. Mentor texts, such as picture books, short stories, or articles, helped my students observe how professional writers use dialogue, sentence structure, and descriptive language to enhance their pieces.

Instead of overwhelming students with information, I broke down writing into meaningful segments and taught through mini lessons. For example, we analyzed the beginnings of various stories to examine story leads. Then, collaboratively, my students and I created several leads together. When they were ready, I encouraged them to craft their own leads and select the most appropriate one for their writing piece.

Ultimately, my most effective lessons were those in which I witnessed the joyful smiles on my English learners’ faces as they engaged with pages filled with written or typed words. It is during those moments that I knew my writers were creating and genuinely enjoying their work.

To access a self-checklist that students and EL teachers can use when teaching or creating a writing piece in English, you can visit the infographic at bit.ly/ABC_of_Writing .

iprovided

‘Model Texts’

Anastasia M. Martinez is an English-language-development and AVID Excel teacher in Pittsburg, Calif.:

As a second-language learner, writing in English had not always been my suit. It was not until graduate school that I immersed myself in a vast array of journals, articles, and other academic works, which ultimately helped me find my academic voice and develop my writing style. Now, working as an ESL teacher with a diverse group of middle school multilingual learners, I always provide a model text relevant to a topic or prompt we are exploring.

When students have a model text, it gives them a starting point for their own writing and presents writing as less scary, where they get stuck on the first sentence and do not know how to start.

At the start of the lesson, prior to using a model text, I create a “do now” activity that guides my students’ attention to the topic and creates a relevant context for the text. After students share their ideas with a partner and then the class, we transition to our lesson objectives, and I introduce the model text. We first use prereading strategies to analyze the text, and students share what they notice based on the title, images, and a number of paragraphs. Then, depending on the students’ proficiency level, I read the text to the class, or students read the text as partners, thinking about what the text was mostly about.

After students read and share their ideas with partners and then the whole class, we transition to deconstructing the text. These multiple reengagements with the text help students become more familiar with it, as well as help students build reading fluency.

When deconstructing the model text, I guide my students through each paragraph and sentence. During that time, students orally share their ideas determining the meaning of specific paragraphs or sentences, which we later annotate in the model text using different colored highlighters or pens. Color coding helps visually guide students through similar parts of the model text. For instance, if we highlight evidence in paragraph 2 in one color, we also highlight evidence in the same color in the following paragraph. It helps students see the similarities between the paragraphs and discover the skeleton of the writing. Additionally, color coding helps students during their writing process and revision. Students can check if they used all parts of the writing based on the colors.

Furthermore, one of the essential pieces during deconstructing model texts that I draw my students’ attention to is transition words and “big words,” or academic vocabulary. We usually box them in the text, and I question students about why the author used a particular word in the text. Later, when students do their own writing, they can integrate new vocabulary and transition words, which enhances their vocabulary and language skills.

As the next step, I invite students to co-create a similar piece of writing with a partner or independently using our model text as their guide. Later, our model text serves as a checklist for individual and partner revisions, which students could use to give each other feedback.

Model texts are an essential part of the writing process in any content-area class. As educators, we should embrace the importance of model texts, as they provide a solid foundation upon which students can develop their unique writing skills, tone, and voice.

modeltexts

Thanks to Penny, Stephanie, Irina, and Anastasia for contributing their thoughts!

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Just a reminder; you can subscribe and receive updates from this blog via email . And if you missed any of the highlights from the first 12 years of this blog, you can see a categorized list here .

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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ERH 102: Writing and Rhetoric II, Maj. Anderson

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Researched Argument

Assignment 2: researched argument.

This semester, you’ve been learning about and practicing the skills of analysis and argumentation. In your first major assignment, you selected and analyzed the rhetorical strategies in a popular text and a scholarly text. Using the skills you’ve developed—and perhaps the texts you read for that first assignment—you'll now write a researched argument. Since a genuine argument requires participants to be open to growing and changing, you will engage and incorporate the best points of many participants in the conversation as you make a convincing argument (your thesis). 

Assume your reader, like you, is willing to grow and change. Also, assume that they know less about the issue in question. That means you need to provide sufficient context for them, which includes not only a brief literature review but also an understanding of why the issue requires resolution in the first place. Then you need to provide clear support for your thesis, so rely on your best reasoning and evidence. You will also need to provide your reader with the strongest rationale and evidence from different viewpoints and respond to them to avoid making a strawman argument. Incorporating opposing viewpoints offers you the opportunity to dismantle them for your readers. 

Research Requirements

Six (6) secondary sources minimum 

At least four (4) of those secondary sources must be peer-reviewed or published by an academic press (you are not required to incorporate any popular sources if you do not wish to do so). 

*To aid you in this task, you will be required to meet with a research librarian at Preston Library between the early and final drafts. Failure to do so will result in a loss of 5% from your grade for the final draft. 

Note on research:  Look for sources that help you support even your more minor claims. If you “know” something that isn’t “common knowledge,” look for one or more sources that back you up and cite them. 

  • Early draft (1,000 words minimum): Friday., March 1, 9:00 
  • Revised draft (1,400 words minimum): prior to your one-on-one conference 
  • Final draft (1,800 words minimum): Fri., March 22, 23:59 

Technical Details

  • 1,800 words minimum, excluding the Works Cited page. 
  • MLA (default), APA, or Chicago format, depending on your research question/field. 
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Week 5 writing assignment: questions to answer after reading.

  • What is the THESIS of this piece? What is the main point that the writer expresses. Copy/paste the exact sentence or sentences that make up the thesis. 

The thesis of this piece or the main point that the writer expresses is that the buildings must change.  “New York is not a great city because of its buildings. It is a great city because it provides people with the opportunity to build better lives. To preserve that, the buildings must change.”

2. What kind of evidence is given to help prove the point? Evidence can be in the form of…

  • Statistics “Historic district cover roughly just 4 percent of the city’s land, but it’s not easy to build in the other 96 percent of New York, either. New York’s zoning laws, which define the limits of potential development, provide little room for new housing.”  

                        “In 1991, the median monthly rent is New York City was $900. By 2021, the median renter was paying $1,500 a month for housing. 

                        “Mayor Eric Adams has spoken of a “moonshot” goal of building 50,000  homes in next decade.”

  • Reports from credible organizations

                        “An analysis by the architectural firm PAU concluded that New York could add more than 500,000 homes around transit stations by replacing vacant lots, parking lots, and single-story retail with new housing, subject to a neighborhood height limit.” 

  • Expert quotes
  • Scholarship

                        “Look around most neighborhoods in the city, and you’ll find that the stage on which New Yorkers live and play, the physical city, hasn’t changed much in a very long time. More than half the city’s housing is in buildings constructed before 1947.”

  • First-hand experience

                        “Moffat lived in at least nine places between 1829 and 1851, mostly in a neighborhood known as the swamp, a leather making district on the northeast edge of the modern financial district. None of the house there have survive. … But Moffat’s final New York home has survived. By 1852, his leather business prospering, he had moved across the East River to a brownstone that still stand on Willow Street in Brooklyn Heights.”

  • Anecdotes (informal stories the writer has heard)

                        “Some years ago, as my mother and I were walking on New York City’s Upper West Side, she pointed our a red brick townhouse in the West 70s where, she said, my great-grandfather has lived as a child, It was an awkward building, the door set back under a large arch, the roof sharply peaked, and I wondered that it had survived as the city rose around it.” 

  • Acknowledgement of counter-arguments: Does the piece acknowledge any flaws in the video’s argument or address the other side?

          This counter argument is in favor of keeping the buildings where they are and law are enforced to keep it that way. In the passage it said “Like other American cities, New York has erected layers of laws to protect existing buildings and to impede the contraction of new ones.” 

  • Are you interested in the way that the essay ends? What does the piece do in an attempt to keep the reader engaged at by the conclusion? of the piece?

          I was interested in the way the essay ended because it almost gave a full circle effect. It went from the author walking in the Upper West Side with their  mother to the author hoping that someday he too will be able to walk on the Lower East Side or Upper West Side and see the change he so badly wants to see. It brings an emotional aspect to the writing piece that allows the reader to connect to the reading in some way. 

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Course Description: An advanced course in expository essay writing that includes a required library paper. This course further develops research and documentation skills (MLA style). Demanding literary and expository readings are assigned for classroom discussion and as a basis for essay writing.

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Assignment Writing 17+

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The Assignment Writing mobile app is designed to provide users with a convenient platform for completing their written tasks. This application ensures that users receive high-quality writing services, coupled with punctual delivery of their assignments. The app serves as a user-friendly interface, streamlining the process of submitting writing requests and receiving well-crafted content within specified deadlines. Whether it's academic essays, professional documents, or any other written projects, the Assignment Writing app aims to deliver exceptional results, ensuring customer satisfaction through its commitment to both quality and timeliness.

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Claudia Looi

Touring the Top 10 Moscow Metro Stations

By Claudia Looi 2 Comments

Komsomolskaya metro station

Komsomolskaya metro station looks like a museum. It has vaulted ceilings and baroque decor.

Hidden underground, in the heart of Moscow, are historical and architectural treasures of Russia. These are Soviet-era creations – the metro stations of Moscow.

Our guide Maria introduced these elaborate metro stations as “the palaces for the people.” Built between 1937 and 1955, each station holds its own history and stories. Stalin had the idea of building beautiful underground spaces that the masses could enjoy. They would look like museums, art centers, concert halls, palaces and churches. Each would have a different theme. None would be alike.

The two-hour private tour was with a former Intourist tour guide named Maria. Maria lived in Moscow all her life and through the communist era of 60s to 90s. She has been a tour guide for more than 30 years. Being in her 60s, she moved rather quickly for her age. We traveled and crammed with Maria and other Muscovites on the metro to visit 10 different metro stations.

Arrow showing the direction of metro line 1 and 2

Arrow showing the direction of metro line 1 and 2

Moscow subways are very clean

Moscow subways are very clean

To Maria, every street, metro and building told a story. I couldn’t keep up with her stories. I don’t remember most of what she said because I was just thrilled being in Moscow.   Added to that, she spilled out so many Russian words and names, which to one who can’t read Cyrillic, sounded so foreign and could be easily forgotten.

The metro tour was the first part of our all day tour of Moscow with Maria. Here are the stations we visited:

1. Komsomolskaya Metro Station  is the most beautiful of them all. Painted yellow and decorated with chandeliers, gold leaves and semi precious stones, the station looks like a stately museum. And possibly decorated like a palace. I saw Komsomolskaya first, before the rest of the stations upon arrival in Moscow by train from St. Petersburg.

2. Revolution Square Metro Station (Ploshchad Revolyutsii) has marble arches and 72 bronze sculptures designed by Alexey Dushkin. The marble arches are flanked by the bronze sculptures. If you look closely you will see passersby touching the bronze dog's nose. Legend has it that good luck comes to those who touch the dog's nose.

Touch the dog's nose for good luck. At the Revolution Square station

Touch the dog's nose for good luck. At the Revolution Square station

Revolution Square Metro Station

Revolution Square Metro Station

3. Arbatskaya Metro Station served as a shelter during the Soviet-era. It is one of the largest and the deepest metro stations in Moscow.

Arbatskaya Metro Station

Arbatskaya Metro Station

4. Biblioteka Imeni Lenina Metro Station was built in 1935 and named after the Russian State Library. It is located near the library and has a big mosaic portrait of Lenin and yellow ceramic tiles on the track walls.

Biblioteka Imeni Lenina Metro Station

Lenin's portrait at the Biblioteka Imeni Lenina Metro Station

IMG_5767

5. Kievskaya Metro Station was one of the first to be completed in Moscow. Named after the capital city of Ukraine by Kiev-born, Nikita Khruschev, Stalin's successor.

IMG_5859

Kievskaya Metro Station

6. Novoslobodskaya Metro Station  was built in 1952. It has 32 stained glass murals with brass borders.

Screen Shot 2015-04-01 at 5.17.53 PM

Novoslobodskaya metro station

7. Kurskaya Metro Station was one of the first few to be built in Moscow in 1938. It has ceiling panels and artwork showing Soviet leadership, Soviet lifestyle and political power. It has a dome with patriotic slogans decorated with red stars representing the Soviet's World War II Hall of Fame. Kurskaya Metro Station is a must-visit station in Moscow.

the writing assignment

Ceiling panel and artworks at Kurskaya Metro Station

IMG_5826

8. Mayakovskaya Metro Station built in 1938. It was named after Russian poet Vladmir Mayakovsky. This is one of the most beautiful metro stations in the world with 34 mosaics painted by Alexander Deyneka.

Mayakovskaya station

Mayakovskaya station

Mayakovskaya metro station

One of the over 30 ceiling mosaics in Mayakovskaya metro station

9. Belorusskaya Metro Station is named after the people of Belarus. In the picture below, there are statues of 3 members of the Partisan Resistance in Belarus during World War II. The statues were sculpted by Sergei Orlov, S. Rabinovich and I. Slonim.

IMG_5893

10. Teatralnaya Metro Station (Theatre Metro Station) is located near the Bolshoi Theatre.

Teatralnaya Metro Station decorated with porcelain figures .

Teatralnaya Metro Station decorated with porcelain figures .

Taking the metro's escalator at the end of the tour with Maria the tour guide.

Taking the metro's escalator at the end of the tour with Maria the tour guide.

Have you visited the Moscow Metro? Leave your comment below.

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January 15, 2017 at 8:17 am

An excellent read! Thanks for much for sharing the Russian metro system with us. We're heading to Moscow in April and exploring the metro stations were on our list and after reading your post, I'm even more excited to go visit them. Thanks again 🙂

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December 6, 2017 at 10:45 pm

Hi, do you remember which tour company you contacted for this tour?

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Chapter 3: The Writing Process, Composing, and Revising

3.3 Understanding the Writing Assignment

Robin Jeffrey and Emilie Zickel

Before you begin working on an essay or a writing assignment, don’t forget to spend some quality time analyzing the assignment sheet. By closely reading and breaking down the assignment sheet, you are setting yourself up for an easier time of planning and composing the assignment.

Understanding what you need to do

  • First , carefully read the assignment sheet and search for the required page length, due dates, and other submission-based information.
  • Second,  determine the genre of the assignment
  • Third , identify the core assignment questions that you need to answer
  • Fourth , locate the evaluation and grading criteria

Writing Genre

What, in the broadest sense, are you being asked to do? What writing genre is expected?

  • Analysis –  Analysis questions often contain words like how, in what ways, what are some of the ____. Analysis asks you to examine small pieces of the larger whole and indicate what their meaning or significance is
  • Synthesis –  If you are asked to draw from and connect several different sources, then you will be synthesizing
  • Explanation – Any text in which you merely report (as opposed to attempting to persuade) is going to be an explanation paper. None of your own opinion is being sought. Summaries, annotations, and reports are often explanatory
  • Argument – Any text in which you are attempting to get a reader to accept your claim. Argument is persuasive writing, and it can include things like argument based research papers or critiques/evaluations of others’ work.

How to Answer the Assignment Question/s

Sometimes, a list of prompts or questions may appear with an assignment. It is likely that your instructor will not expect you to answer all of the questions listed. They are simply offering you some ideas so that you can think of your own questions to ask.

  • Circle all assignment questions that you see on the assignment sheet
  • Put a star next to the question that is either the most important OR that you will pursue in creating the assignment

Recognizing Implied Questions

A prompt may not include a clear ‘how’ or ‘why’ question, though one is always implied by the language of the prompt. For example:

“Discuss the effects of the No Child Left Behind Act on special education programs” is asking you to write how the act has affected special education programs. “Consider the recent rise of autism diagnoses” is asking you to write why the diagnoses of autism are on the rise.

Identifying Writing Requirements

Some instructors offer indications of what certain parts of the essay/composition should contain. Does the assignment sheet offer suggestions or requirements for the Intro paragraph or for the thesis statement? Does the assignment sheet offer pointers on the structure or content of the body paragraphs or conclusion paragraphs?

Identifying Evaluation Criteria

Many assignment sheets contain a grading rubric or some other indication of evaluation criteria for the assignment. You can use these criteria to both begin the writing process and to guide your revision and editing process. If you do not see any rubric or evaluation criteria on the assignment sheet — ask!

  Recognizing Disciplinary Expectations

Depending on the discipline in which you are writing, different features and formats of your writing may be expected. Always look closely at key terms and vocabulary in the writing assignment, and be sure to note what type of evidence and citations style your instructor expects.

  • does the essay need to be in MLA, APA, CMS or another style?
  • does the professor require any specific submission elements or formats?

Guide for Understanding Your Writing Assignment

Use this “fill in” form to begin the planning process for any essay assignment or project. Planning out your work in this way might help you to see what you need to do, what you don’t quite understand, and what you need to ask your professor about!

3.3 Understanding the Writing Assignment by Robin Jeffrey and Emilie Zickel is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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  1. PDF Strategies for Essay Writing

    When you are writing an essay for a course assignment, you should make sure you understand what type of claim you are being asked to make. Many of your assignments will be asking you to make analytical claims, which are based on interpretation of facts, data, or sources. Some of your assignments may ask you to make normative claims. Normative ...

  2. Understanding Assignments

    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.

  3. Designing Effective Writing Assignments

    As Eodice, Geller, and Lerner (2016) have shown, meaningful writing assignments do occur across all disciplines and they are typically ones that "offer students opportunities to engage with instructors, peers, and texts and are relevant to past experiences and passions as well as to future aspirations and identities." Maximized learning time.

  4. Understanding Writing Assignments

    Purdue OWL General Writing Common Writing Assignments Understanding Writing Assignments Understanding Writing Assignments 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.

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    The Writing Assignment That Changes Lives July 10, 20158:03 AM ET By Anya Kamenetz Enlarge this image LA Johnson/NPR Why do you do what you do? What is the engine that keeps you up late at...

  6. Common Writing Assignments

    Purdue OWL General Writing Common Writing Assignments Common Writing Assignments Common Writing Assignments These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers.

  7. The Writing Process

    Step 1: Prewriting Before you start writing, you need to decide exactly what you'll write about and do the necessary research. Coming up with a topic If you have to come up with your own topic for an assignment, think of what you've covered in class— is there a particular area that intrigued, interested, or even confused you?

  8. Resources for Teachers: Creating Writing Assignments

    Assignment sheets should detail: the kind of writing expected the scope of acceptable subject matter the length requirements formatting requirements documentation format the amount and type of research expected (if any) the writer's role deadlines for the first draft and its revision

  9. Understanding the Writing Assignment

    Understanding what you need to do. First, carefully read the assignment sheet and search for the required page length, due dates, and other submission-based information. Second, determine the genre of the assignment. Third, identify the core assignment questions that you need to answer. Fourth, locate the evaluation and grading criteria.

  10. What Makes a Good Writing Assignment?

    What Makes a Good Writing Assignment? Contents Why include writing in my courses? What is writing to learn? What is writing to engage? What is writing in the disciplines? What should I know about rhetorical situations? Do I have to be an expert in grammar to assign writing? What should I know about genre and design?

  11. The Writing Assignment

    Assignments vary widely, and you can use different strategies for each writing task. The main purpose of your project may be research, argument, analysis, or narrative. In each of these areas, you can learn some basic skills that will make the assignment easier. Step one is always the same: Make sure you understand the requirements of the ...

  12. Writing Assignments

    Writing assignments can be as varied as the instructors who assign them. Some assignments are explicit about what exactly you'll need to do, in what order, and how it will be graded. Others are more open-ended, leaving you to determine the best path toward completing the project.

  13. 3.3: Understanding the Writing Assignment

    Understanding what you need to do. First, carefully read the assignment sheet and search for the required page length, due dates, and other submission-based information. Second, determine the genre of the assignment. Third, identify the core assignment questions that you need to answer. Fourth, locate the evaluation and grading criteria.

  14. What Is Academic Writing?

    For students, the most common types of academic writing assignments are listed below. Different fields of study have different priorities in terms of the writing they produce.

  15. How To Write The Best College Assignments

    When it comes to writing assignments, it is difficult to find a conceptualized guide with clear and simple tips that are easy to follow. That's exactly what this guide will provide: few simple tips on how to write great assignments, right when you need them.

  16. Guide: Designing Writing Assignments

    Designing Writing Assignments designing-assignments. As you think about creating writing assignments, use these five principles: Tie the writing task to specific pedagogical goals. Note rhetorical aspects of the task, i.e., audience, purpose, writing situation. Make all elements of the task clear. Include grading criteria on the assignment sheet.

  17. 4.3: Writing Assignments

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

  18. 3.3 Understanding the Writing Assignment

    Many assignment sheets contain a grading rubric or some other indication of evaluation criteria for the assignment. You can use these criteria to both begin the writing process and to guide your revision and editing process. If you do not see any rubric or evaluation criteria on the assignment sheet — ask! Recognizing Disciplinary Expectations

  19. 2.3 Understanding the Writing Assignment: Quick Reference

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    Course Description: An advanced course in expository essay writing that includes a required library paper. This course further develops research and documentation skills (MLA style). Demanding literary and expository readings are assigned for classroom discussion and as a basis for essay writing.

  23. ‎Assignment Writing on the App Store

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  24. Elektrostal

    Elektrostal, city, Moscow oblast (province), western Russia.It lies 36 miles (58 km) east of Moscow city. The name, meaning "electric steel," derives from the high-quality-steel industry established there soon after the October Revolution in 1917. During World War II, parts of the heavy-machine-building industry were relocated there from Ukraine, and Elektrostal is now a centre for the ...

  25. Touring the Top 10 Moscow Metro Stations

    6. Novoslobodskaya Metro Station was built in 1952. It has 32 stained glass murals with brass borders. Novoslobodskaya metro station. 7. Kurskaya Metro Station was one of the first few to be built in Moscow in 1938. It has ceiling panels and artwork showing Soviet leadership, Soviet lifestyle and political power.

  26. 3.3 Understanding the Writing Assignment

    3.3 Understanding the Writing Assignment. Before you begin working on an essay or a writing assignment, don't forget to spend some quality time analyzing the assignment sheet. By closely reading and breaking down the assignment sheet, you are setting yourself up for an easier time of planning and composing the assignment.