• ...is an important factor/concept/idea/ to consider because...
• … will be argued/outlined in this paper.
Once you have finished writing your first draft it is recommended that you spend time revising your work. Proofreading and editing are two different stages of the revision process.
As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.
Editing checklist
There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.
Proofreading checklist
This chapter has examined the experience of writing assignments. It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.
Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.
Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.
Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).
Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.
What this handout is about.
The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.
Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :
Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.
The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:
“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”
Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)
“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”
Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.
“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”
These are the instructor’s comments about writing expectations:
“Be concise”, “Write effectively”, or “Argue furiously.”
These instructions usually indicate format rules or guidelines.
“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”
The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.
Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:
Who is your audience.
Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.
Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .
Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.
Key Terms: Finding Those Active Verbs
Here are some common key words and definitions to help you think about assignment terms:
Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.
Relation words Ask you to demonstrate how things are connected.
Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.
More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:
Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.
Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.
You’ll find a much more detailed discussion of these concepts in our handout on audience .
With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”
So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”
Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .
There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.
Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .
You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.
Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.
No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .
The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.
Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.
Your instructors are not fooled when you:
Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.
You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill
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Look at sample assignments to help you develop and enhance your academic writing skills.
This page features authentic sample assignments that you can view or download to help you develop and enhance your academic writing skills.
PLEASE NOTE: Comments included in these sample written assignments are intended as an educational guide only. Always check with academic staff which referencing convention you should follow. All sample assignments have been submitted using Turnitin® (anti-plagiarism software). Under no circumstances should you copy from these or any other texts.
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In order to help our students best engage with the writing tasks we assign them, we need as a program to scaffold the assignments with not only effectively designed activities, but equally effectively designed assignment sheets that clearly explain the learning objectives, purpose, and logistics for the assignment.
As a program, instructors should compose assignment sheets that contain the following elements.
A clear description of the assignment and its purpose . How does this assignment contribute to their development as writers in this class, and perhaps beyond? What is the genre of the assignment? (e.g., some students will be familiar with rhetorical analysis, some will not).
Learning objectives for the assignment . The learning objectives for each assignment are available on the TeachingWriting website. While you might include others objectives, or tweak the language of these a bit to fit with how you teach rhetoric, these objectives should appear in some form on the assignment sheet and should be echoed in your rubric.
Due dates or timeline, including dates for drafts . This should include specific times and procedures for turning in drafts. You should also indicate dates for process assignments and peer review if they are different from the main assignment due dates.
Details about format (including word count, documentation form) . This might also be a good place to remind them of any technical specifications (even if you noted them on the syllabus).
Discussion of steps of the process. These might be “suggested” to avoid the implication that there is one best way to achieve a rhetorical analysis.
Evaluation criteria / grading rubric that is in alignment with learning objectives . While the general PWR evaluation criteria is a good starting place, it is best to customize your rubric to the specific purposes of your assignment, ideally incorporating some of the language from the learning goals. In keeping with PWR’s elevation of rhetoric over rules, it’s generally best to avoid rubrics that assign specific numbers of points to specific features of the text since that suggests a fairly narrow range of good choices for students’ rhetorical goals. (This is not to say that points shouldn’t be used: it’s just more in the spirit of PWR’s rhetorical commitments to use them holistically.)
Canvas offers an "assignment" function you can use to share assignment sheet information with students. It provides you with the opportunity to upload a rubric in conjunction with assignment details; to create an upload space for student work (so they can upload assignments directly to Canvas); to link the assignment submissions to Speedgrader, Canvas's internal grading platform; and to sync your assigned grades with the gradebook. While these are very helpful features, don't hesitate to reach out to the Canvas Help team or our ATS for support when you set them up for the first time. In addition, you should always provide students with access to a separate PDF assignment sheet. Don't just embed the information in the Canvas assignment field; if students have trouble accessing Canvas for any reason (Canvas outage; tech issues), they won't be able to access that information.
In addition, you might creating video mini-overviews or "talk-throughs" of your assignments. These should serve as supplements to the assignment sheets, not as a replacement for them.
Check out some examples of Stanford instructors' assignment sheets via the links below. Note that these links will route you to our Canvas PWR Program Materials site, so you must have access to the Canvas page in order to view these files:
See examples of rhetorical analysis assignment sheets
See examples of texts in conversation assignment sheets
See examples of research-based argument assignment sheets
Further reading on assignment sheets
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COMMENTS
This handbook on preparing to write assignments is designed to help you develop your strategies for planning. Hopefully, it will help you to get the most out of your experience of writing at University and provide encouragement for managing this type of assessment. A list of useful resources referred to here is provided at the end of the handbook.
nment. Some people find it easiest to write the introduction first, whereas others leave it until. the end. Neither approach is right or wrong, so write the assignment in whichever order feels best. for you. The introduction might be up to around 10% of the word count (e.g. up to 200 words for a 2000 word ass.
Harvard College Writing Center 2 Tips for Reading an Assignment Prompt When you receive a paper assignment, your first step should be to read the assignment prompt carefully to make sure you understand what you are being asked to do. Sometimes your assignment will be open-ended ("write a paper about anything in the course that interests you").
Academic writing is built upon three truths that aren't self-evident: - Writing is Thinking: While "writing" is traditionally understood as the expression of thought, we'll redefine "writing" as the thought process itself. Writing is not what you do with thought. Writing is thinking.
hardest thinking, and feel the greatest sense of mastery and. growth, in their writing. Cour. es. and assignments should be planned with this in mi. d. Three principles are paramount:1. Name what you want and imagine students doing itHowever free students are to range and explore in a paper, the general kind of paper you're inviting has com.
Planning and Writing University Assignments is the third in the series, following Using the APA Referencing Style, and Guidelines for Writing and Editing. it's not the intention of this guide to offer prescriptive models to follow: there's always more than one right way to write any assignment, and different courses have different requirements.
Sitting down to prepare and write an assignment can be a daunting task. Following these ten steps will help you to develop good academic practice and thereby improve the quality of the work that you submit. Make sure that you also apply the feedback that you have received from your previous assignments to any new piece of writing. 1. Read the ...
Strategies for Essay Writing: PDFs Strategies for Essay Writing--Complete. description. Tips for Reading an Assignment Prompt. description. Asking Analytical Questions. description. Thesis. description. Introductions. description. What Do Introductions Across the Disciplines Have in Common?
Approaches to writing. Assignment writing is a process which involves planning, drafting and reviewing what you are going to say. You will find you need to review your initial plan and edit it as you go along. You should expect to have to redraft some sections of writing. You should also check any guidance given to you as part of your course ...
your writing process, but a good place to begin is to check the recommended reading list in your handbook and also review any lecture slides or notes you have. Organise your research into themes. This will make it easier for you to use it when you begin planning and writing. You can writing advice and numeracy support from the LET -
Courses and assignments should be planned with this in mind. Three principles are paramount: 1. Name what you want and imagine students doing it. However free students are to range and explore in a paper, the general kind of paper you're inviting has common components, operations, and criteria of success, and you should make these explicit ...
Academic Essay Writing for Postgraduates is designed to help you plan, draft and revise the assignments you will be doing for your Master's degree at Edinburgh. the English grammar and vocabulary used to signal these key elements. There are seven Units, each dealing with an important element of academic assignment work at postgraduate level.
He wants his students to "suck the marrow out of life", "to seize the day", and to make their lives "extraordinary". Keating teaches poetry, but his students get a lot more than that - they learn passion, courage, and romance. A group of his students dare to form the Dead Poets Society, a secret organization.
Start early to avoid rushing. 2.1 Plan Schedule your work on a particular assignment over a specific period, such a three weeks. Stick to the schedule. 2.2 Consult the prescribed study material- Tutorial letter 101, appropriate study guide and other relevant sources. 2.3 Study the instructions of the assignment and the guidelines- look at the ...
Building your word power (expanding your knowledge of words) [PDF 306KB]. A guide to expanding your knowledge of words and communicating your ideas in more interesting ways. Handy grammar hints [PDF 217KB]. A guide to getting grammar and style right in your assignments. If you're looking for useful guides for assignment-writing and language ...
Writing a syllabus A good start: Course logistics (e.g., meeting location and times) Prerequisites Textbook and other material requirements Topics the course will cover, with or without the schedule. Course assignments Exam dates Grading information Course policies, expectations, and guidelines Honor code and/or plagiarism information.
Writing Assignments Kate Derrington; Cristy Bartlett; and Sarah Irvine. Figure 19.1 Assignments are a common method of assessment at university and require careful planning and good quality research. Image by Kampus Production used under CC0 licence. Introduction. Assignments are a common method of assessment at university and require careful planning and good quality research.
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 ...
This page features authentic sample assignments that you can view or download to help you develop and enhance your academic writing skills. PLEASE NOTE: Comments included in these sample written assignments are intended as an educational guide only. Always check with academic staff which referencing convention you should follow. All sample ...
Many students, including extramural, internal, and both domestic and international, may fi nd this book useful, especially as the examples provided are not limited to a specifi c discipline. The book offers advice and guidance on how to write university assignments, including a section on the writing process with particular reference to essays.
In that case use font Times New Roman, font size 12 pt. Set the line spacing to 1.2, left and right margins to 2.5 cm, top and bottom margins to 2.3 cm. A nice result is obtained if in the 'Page setup' a gutter of 1 cm is inserted, where this value is alternating set to the left (odd pages) and right (even pages).
Grading Student Writing: Tips and Tricks to Save You Time . Students don't have to write A LOT to make it meaningful 1. Make assignments short 2. Give writing assignments focused on solving a problem 3. Turn in assignments for a group grade . Prep the students AHEAD OF TIME 4. Provide examples of good theses, or topic sentences, etc. 5.
Canvas offers an "assignment" function you can use to share assignment sheet information with students. It provides you with the opportunity to upload a rubric in conjunction with assignment details; to create an upload space for student work (so they can upload assignments directly to Canvas); to link the assignment submissions to Speedgrader ...
Similarity Report and AI Writing guidance: Academic integrity tools: Creating PeerMark assignments guidance: Class and assignment management: Creating and managing QuickMarks, rubrics and grading PeerMark assignments guidance: Grading and feedback: User profile guidance for administrators and instructors: User profile settings
Sociology document from Yorkville University, 5 pages, 7/16/24, 2:11 PM Assignment 2: Final Paper 374 6 AskYU MyYU My Courses Home / My courses / PSYC6273-24S15_5C-ONLINE-3E / 12 August - 18 August / Assignment 2: Final Paper My Submissions Final Paper Title Assignment 2: Final Paper Final Paper Start Date ... Do not write on a topic that is ...
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